Monday, 10 August 2015

Review of Channel 4's Sex in Class

Review of Channel 4's Sex in Class from a relationship and sex educator's perspective.

In this review I will try and bring my perspective as a relationship and sex educator to look at Channel 4's one off show Sex In Class. The show is about a Belgian sexologist Goedele Liekens testing out her approach to relationship and sex education for 15-16 year olds at a Lancashire school. You can read some great overall reviews from Jules Hillier at Brook and Sam Wollaston at the Guardian  of the show. In this blog I am trying to focus specifically on my my perspective as a relationship and sex educator on Goedele's content and approach. 

Goedele Liekens with her charges in Sex in Class. Photograph: Matt Squire
The show starts with a pretty unsurprising statistic of "83% of kids have seen porn by the time they are 13" (source not cited) and goes on to show how teachers at this school don't think current RSE is good enough and also gives some quotes from young people involved. Such as "It [porn] doesn't give you a lot of information it tells you how to do it" and "you just watch it to see what other people are up to"

We quickly get into Goedele's first lesson with 13 students who volunteered to be a part of the project. I was intrigued that the group was so small, in previous channel 4 shows about sex education they often involve entire year groups. I am unsure if this decision was driven by filming constraints, school limitations, a request from Goedele for a small group or a lack of volunteers. What ever the reason a group of just 13 students from a school year who volunteered to be on TV is a very different group to work with then what most relationship and sex educators work with on an average day. However, I was keen to see what I could learn from her sessions. I wanted to very delibratly think seperately about Goedele's content and approach.

Content - key difference
Overall if I had to say what the main difference in content between Goedele's sessions and the majority of UK RSE I have seen and been involved with I would say the focus on pleasure is what stands out. Now pleasure is not something UK based RSE workers ignore, in fact it was the focus of a workshop I lead last year at the Esteem Resource Network Conference and people like the fpa have been talking about it since at least 2011. But unlike Goedele I believe it is usually brought in as a part of RSE not the core subject which the rest of the materials are built around. This core theme of pleasure came up throughout the show. Apart from making pleasure so central everything she covered is covered by good Relationship and sex educators working in the UK today. For me I have always built my work around the concept of healthy relationships. Pleasure is a part of this but is not the only measure. I finished the show wondering if we need to bring pleasure more into the centre? 

Approach - key difference
Goedele is very direct and blunt. But her approach goes beyond just being blunt. I felt Goedele got much more personal with the students views and experiences (however, she seemed to have toned her approach down for the UK, in Belgium she says she would sometimes give out sex toys at the the end of a course). I saw this personal focus both in the way she interacted with the young people and the type of homework she sets. I rarely see this kind of personal direct questioning in the UK. In fact I have often gone the other way, encouraging students to make situations and questions abstract as a way to encourage the students to be more honest in their questions and responses. Goedele flips this on its head. Using an example from the show Goedele got the boys to choose from a large number of photos which vulva they personally found most attractive but if I had planned that activity I would have been more likely to ask "Which of these vulvas do you think most boys your age find attractive?" This approach was repeated through out the show. Goedele directly asks a girl about a porn scene the group wrote which ended with the guy ejaculating onto the females face. Goedele asked Beth "you said, 'That's the ideal situation, that's how I would love to..'?" She makes the question personal to Beth. It becomes a question about if Beth would enjoy a male cumming on her face personally. 

Some of the homework is equally personal, she instructs the males in the group to shave all their pubic hair off every day for a week. It is a personal experiential learning assignment to literally help the boys understand how many girls feel. She gives them the shaving foam and razor to complete the homework. I wonder at what age would I be comfortable setting this? For the females in the group the personal homework was to give out hand mirrors with the instructions to look at their own vulvas to better understand their own bodies. Now the advice to make use of hand mirrors can be found in many books and pamphlets about puberty. But does this advice become more personal when it becomes set as homework. Goedele further instructs the group  "If you have the courage to feel with a finger inside, please do. You don't have to do anything that really makes you feel uncomfortable. If you feel too bad about it whilst you are trying it you can stop of course. But you have to know your own body." We see at least one father ringing to complain about this homework and the school's teaching staff seem undecided on the homework. "Would I be happy with them having that..set them as a homework? Do you know? I can't honestly say. I'm undecided. If it works why not?" 

I really want to know what the impact of this personal approach had to the young people's own learning. By the end of the show both the males and the females seemed to be expressing that their attitudes and emotions around sex had improved. Did Goedele's sessions have an impact on attitudes because of the personalisation or the material or was the content transformative on its own? This was the biggest question I left the show with, I would love to hear what other people think. 

Other bits that stood out to me as an educator. 

In the 2nd lesson Goedele says to the class "if you watch pornography you know there is a lot of lies and stupid things." This statement caught me by surprise, in the first activity we saw about pubic hair it seemed like most of the boys didn't understand how porn misrepresents what is "normal". But she acts like everyone in the room agrees porn is misleading and I wonder how many young people really believe this. This may have been a deliberate phrasing of a statement to get the group to quickly accept a (possibly) new opinion. There is subtle flattery in this statement, "you know this", "you're smart" "it obvious" that may help people to accept this statement unchallenged. Therefore, the following exercises build on the premises of porn lying. 

We hear some of the school's teachers commenting on this lesson about porn especially when the boys started acting up to what you could call very laddish stereotypes. One teacher said "It is difficult as a teacher to see the lesson, Your kind of automatic response is to tell them off, 'No, don't do that, don't do that,' 'No, you're wrong thinking that.' Every part of me wanted to go in and kind of tell those lads to be quiet, and get more of a balance." and another teacher commentated "she didn't challenge what they said". This opens up a fascinating aspects of RSE, how much do we need to be open to views we might think are wrong or unhelpful. When is the right moment to question a statement and when is is it right to let something be expressed. I think Goedele did a good job of getting a balance but its a thin line. Letting young people express themselves is very important but some of the comments could have made it harder for other members of the group to express their opinions.  

The lesson on vulva and vagina is split by gender. This seems to really help the female group grow in confidence to ask questions and share ideas. I was briefly worried the males would not get the same lesson but thankfully they soon showed the boys going through teh same material. I completely agreed with this approach. By default I think the interactions between male and female students in lessons can lead to some great revelations and discussions. But now and then groups can benefit from single sex groups. The same material may be delivered to both but the discussion and focus shifts with the group

The show finishes with all 13 students sitting a mock relationship and sex GCSE. Goedele confidently states "you can see that they really want to do well, that they think it's important to have good grades. So, an exam is the way to have them take it seriously." I'm still not sure what I think about this idea. Most of the time I feel our school system racks up too much pressure with exams and constant grading. That constant pressure having a negative emotional impact on many young people. So would another exam just add to that burden. Or would an exam help to raise up the importance of RSE in the minds of pupils and teachers. The show clearly showed it was possible to grade some of the students knowledge and possibly some of their attitudes. But could a grade really express what we are aiming RSE to achieve. 


I could write a load more but that is probably enough for today. This was another thought provoking show that highlights the need for better RSE across all schools for all pupils. For these 13 pupils Goedele's approach seemed to work at the end of the show 2 comments stood out to me. Male in the group "The most important thing is respect" Female in the group "I'm already putting what I've learnt into practice. I'm already more confident". I am still undecided how much of this positive outcome was due to the content or the approach or maybe a mixture of both. 

I think we have a lot to learn from other approaches to RSE around the world. Some things may be culturally relevant and appropriate just to a specific location but other ideas and approaches need to be shared. Whilst coverage is patchy the quality of some RSE in the UK is very high. We need to hope we can help spread the good practice to every corner of the UK and always be ready to learn more ourselves. 

Other quotes from the show

About males watching porn "they get all these images in their head, and expect girls like us to be that certain way and do stuff that certain way"

About pubic hair "I would leave a girl if she had a hairy fanny". 

Goedele observed that "What was happening in the classroom was what happens in porn, male domination"

Female talking about the boys comments about sex and porn "We were quite shocked at what they were saying"

Boy "Cos most girls get jizzed on their face or in their mouth, so I don't think they will be bothered" Goedele challenged this stating clearly that most females don't enjoy this

Boy "If she gives me consent to shag her I'm sure I can come on her face" Other boy "I reckon you should clarify it with them first before you do it."

Update on shaving homework, "I've been itchy all day"

 "We know the influence of porn is there so we need a counterbalance" Goedele


Tuesday, 31 March 2015

The need to talk about porn and release all the data

Today childline launched a new campaign (FAPZ) to help young people make sense of the powerful influence online porn can have on young people. I welcome any new or renewed effort to help tackle this issue. What ever adults personally think about adults consuming porn, it clearly is not meant for young people. Below is a tweet from Simon Blake (CEO of Brook)
It is very worrying to hear Childline reporting high numbers of calls to their phone line where online porn is a key issue. And this will just be a tip of the iceberg of the influence porn is having. When I talk about Childline in high schools I have meet many young people who think its not for them because they aren't a child so they wont ring it. Such a shame. 

However, the NSPCC could strengthen their campaign by releasing the full details of the report they have been quoting statistics from. It is very alarming to read 

But for Relationship and Sex educators who are leading lessons on the topic and helping schools structure their curriculum we hunger for some more details. 

For example since January 2012 I have been providing lessons on how the media (and especially porn) distort people's perception of sex. In most schools I normally deliver this lesson to 14-16 year olds. In conjunction with teaching staff we identified this as a target age where a high % of young people have seem explicit images. But maybe our perception is wrong and we need to start this lesson earlier. 

The Esteem Resource Network recently released a survey of 1000 young people report on encountering explicit sexual media. I was involved with this survey and in this survey we found out some interesting things. Such as

  • 67% of young people have encountered explicit sex scenes visually and 47% of young people have encountered explicit sex scenes in written form
  • Internet videos are the most common medium through which young people see explicit sex scenes
  • Young people’s definitions of what is classified as an explicit sex scene appears to change as they get older

This report had an age range of 12-16 and across the ages we see how exposure to internet explicit sexual media seems to rapidly increase with age but TV and film stays a lot steadier. This survey was undertaken because it can sometimes be hard to know what topics to focus on and what topics to tackle at what age. The more data we have the better our RSE can be. 

Helpful Links  

Esteem Resource Network report on young people encountering explicit sexual media. 

Romance academy Lets Talk About Porn roadshow

Childline FAPZ campaign

P.S. Really intrigued who came up with the childline surnames of characters,
Professor Ophelia Balls, 
Jack Sofalot, (my favourite) 
Faye Cummings 
and Drew Peacock 

Monday, 16 February 2015

Review of 50 Shades of Grey from a Relationship and Sex Educators perspective

Thoughts on how Relationship and Sex Educators may have to respond to the 50 Shades of Grey film with young people. 

2 and a half years ago I wrote a review of the 50 Shades of Grey book from a relationship and sex educator perspective. Today I saw the film adaptation with the aim to do the same for the film. 1 in 10 young people have read the novel and I am confident even more will try and see the film. This film (at least in the immediate future) will have an impact on young peoples perspective of sex and relationships and I am keen that people who work with young people equip themselves to respond to questions and concerns this film might raise. Imagine being asked by a young person "why do people enjoy spanking?" "What is fetish?" What is BDSM" "Explain 50 shades of grey?" are we ready to answer young peoples questions? This film raises issue of consent, healthy/unhealthy relationships, BDSM sex, boundaries, communication and value in sex. 

In the UK this film has an 18 certificate, which should stop under 18s seeing the film. However, we all know some under 18s will get to see it in the cinema. However, I am sure many more young people will end up seeing it online from an illegal site either bit torrent or online streaming. I was able to do a quick search and find both bit torrent and streaming services offering 50 Shades pirated from the cinema videos. Young people are better then me at finding full films online. So whilst this film is not meant for young people. Young people will find it and will watch it. 

Overall the film has a mixture of positive and negative aspects compared to the book. Some issue I had with the book are down played in the film whilst over issues emerge. Please bare in mind this is not an attempt at a feminist, ethical, media studies, religious or any other type of review. This is focused on trying to imagine "What impressions of relationships and sex could a young person walk away from this film with?" It is not attempting to be balanced but to try and think what issues could this raise in my work as a relationship and sex educator. 

***SPOILER WARNING, if you hadn't guessed lots of spoilers below***

Consent, Consent! Consent?

One of the biggest issue I saw cropping up in this film is consent. How does the film portray consent and does the film explore what is a healthy application of consent. This is a central theme of the film. Does Anastasia consent to the BDSM relationship Grey is presenting. I left the cinema today with the impression that compared to the book Anastasia's character has been strengthen but I still feel concerns about the message it gives. I can now understand why actors and film crew have been so confident in their denial that their is a lack of consent. Almost every sex scene begins with a discussion about if Anastasia gives consent. At times she is portrayed as positively enthusiastic in her consent. 

However, I teach in my lessons that something is only genuine consent if both people have the option and confidence to say no. The premise of the film is that to have a relationship with Christian Grey Anastasia must consent to a BDSM relationship. I tried to imagine taking this premise down to a more common example away from the glamour of dating an eccentric millionaire. If a young person asked "My partner says I must provide oral sex if I want to start a relationship with them, what should I do?" What advice would we give? Would we see that this is an example of good practice consent as it is presented as a question not a demand. Or would we see this as an act of manipulation. It could be argued that Christian is not demanding specific acts because he is willing to negotiate on the specific acts in the contract. But he is not willing to negotiate on the basic set up of the sexual relationship. On the positive side at the end of the film when Anastasia gives a very firm no he does restrain himself from following her. 

In balance I believe this film does blur what healthy consent is. Young people could walk away from this movie with an expectation that it is fine to demand sexual behavior as a condition of a relationship. That worries me as I find young people all ready often struggle to identify accurately what consent is. 


In my review of the book one positive issue I highlighted from the story was the mentioning of contraceptives. Thankfully this film does include some contraceptives. Not many (I counted 4) but some is better then none. Sadly the 2 shots of Christian opening a condom package are so quick you could blink and miss them and the 2 mentions of the oral contraceptive pill are presented as a part of the BDSM relationship and not as simply good ideas by themselves. Whilst I would always want more contraceptives in more films, ideally portrayed as a part of healthy relationships and not as the gag in a comedy, this film does better then most romance films. Hopefully this film will at least not add to young people's reluctance to use contraceptives and possibly it might encourage the use of them. 

Bad BDSM practice

A lot of media attention has been focused on the BDSM sex. In my book review I stated that.
"Media which presents unrealistic or bad fetish sex is not good because people may believe it and then make dangerous mistakes. Especially as it is a form of sex that has intrinsic risk. Young people could end up getting hurt emotionally or physical if they only draw on bad media BDSM portrayals like this."
Sadly the film still contains what I understand to be bad portrayals of BDSM sex. For example cable ties are suggested as a method of restraint which I believe to be strongly discouraged as they risk cutting off blood supply and are hard to remove. The contract also appears to be misused. It is presented originally as an essential step before starting a physical BDSM relationship. Then the film shows Christian spanking, restraining with leather cuffs, flogging, restraining with rope, cropping, restraining with ties, practicing slave positions and more with no contract signed. I am glad that the film does include details of what safewords are in theory but they don't role model Anastasia using them even during the final beating scene when it is abundantly clear she is not enjoying it. I fear young people will end up physically and emotionally hurt from trying BDSM acts they have only learnt about from this film. 


Much of the films sexual tension and thrill is built up through the dialogue between Christian and Anastasia. Communication between them is modeled better then some films and Christian even says the words "We have to be honest with each other for this to work?". Great sentiment and I hope young people do what Christian says and not what Christian does. Christian's version of honesty is for Anastasia to reveal her feelings whilst he is closed off and strongly avoids discussion of his emotions and motives. The communication comes across as primarily one way. Christian has a desire to know Anastasia in a deeply personal and intimate way but for what reason is unclear. His interest could easily be seen as another aspect of him wanting to control her and not about genuine communication in relationships. 

Focus on Mr Grey 

Compared to the book I believe the film downplays Christian Grey's stalking and abusive controlling actions. For example, the film unlike the book does not make it clear that Christian uses his power in the telecommunication business to track Anastasia phone. Christian's obsession with controlling her eating habits are toned down and his jealousy and interference with Anastasia and José's friendship is not given much screen time. Overall I think this film adaptation has reduced some of the abusive elements in the book. But Mr Grey still portrays deeply worrying and unhealthy behaviours. For example at one point it Anastasia email Christian "It has been nice knowing you" this rebuff (which in the book is later explained as a joke but in the film this is not clear) is ignored by Christian who responds by getting into Anastasia house by means unknown but most importantly uninvited. He then ties her up, blindfolds her, stimulates her body, flips her over, slaps her bottom and has sex with her. I do not believe this shows a healthy response to a rebuff. He seems to treat it is a challenge, an opportunity to remind Anastasia what sex with him is like and a rejection is a reason to try and convince her to change her mind. At this point no does not mean no to Christian Grey. Again I worry that this could encourage young people to treat a rejection by a partner as a reason to try and forcefully convince them they are wrong. 

Compared to the book this film also appears to focus on Mr Grey's pleasure over Anastasia's. We do get some close up of Anastasia's face in moments of enjoyment but this is very little compared to the books clear explanation of Anastasia's orgasms. The book celebrates what physical pleasure Anastasia is getting in the relationship whilst my viewing of the film suggests the focus of the camera is what Christian is getting from the sex and from the thrill of a new object to act upon. The film has none of Anastasia's inner monologue and without that viewpoint the focus moves more on Christian Grey. Possibly in an attempt to build up sympathy for a "damaged man" as a way to excuse his more distasteful behavior. For me I want to imagine what would a young person take away from this film. How will it impact their assessments of potential partners? Does this film feed into the fairy tale of a beauty taming a beast?

The ending?

If you didn't know the book has 2 sequels and the film has already had a sequel confirmed. This is a shame. Without the sequels the ending could be read as Anastasia finally coming to her senses and realising this man is dangerous, the relationship is unhealthy and she could do better. She leaves and is safe and to be extra generous we could read that Christian redeems himself (partly) by not following her into the lift after she says no. But there are sequels and that is not the ending of the story. Like the book the film ends with the 2 characters separated but it is presented as a separated for now situation. I honestly can't imagine how young people will respond to the ending especially if they haven't read the books. If any young people admit they have seen the film I will definitely ask what they think of the ending and what they think should happen next. 

Rectify the situation 

The final theme I wanted to highlight was something that leaped from the screen for me this morning. I do not remember having the same reaction to the scene in the book but I was thoroughly depressed by Christian Grey saying lets "rectify the situation" after Anastasia admits to never having sexual contact with anyone before. I was enraged by the suggestion that someone not having had sex was presented as a situation, a problem to over come, something to be solved and as a negative thing. Looking at this from a young person perspective this could easily and powerfully reinforce the negative stereotype that to be a virgin is a bad thing. That someone may not even be fully complete or fully grown up until they have sex. Worst of all the film presents it as Christian Grey is doing her a favour. I hate to think of young people watching this film and having their own fears of being a virgin being a negative thing confirmed. I fear that some young people will also see it as validation that to have sex with a virgin is to do them a favour. Young people have so many pressure on them to be sexually active it can and does cause emotional distress and upset. These social pressures do influence people into making decisions they regret later. On this viewing of the film this was the single biggest issue that jumped out to me. 


Whilst I do not expect that every film must be educational to be permitted I do think it is a responsibility to label situations for what they are. We can watch and even enjoy films that have villains, monsters and complex characters. The dangers come in if we absorb unhealthy messages from films and apply them to our lives. I am passionate about equipping young people to navigate the media pressures. To help them deconstruct the lies and understand true meanings of healthy relationships and positive sexual expression. To be abundantly clear I do not think that BDSM is inherently abusive but in this presentation of a BDSM relationship I think we have a thoroughly unhealthy representation of both a relationship and BDSM lifestyle. Young people deserve to know this when they have questions or concerns after seeing this film. 

After viewing this film I wonder if Relationship and Sex Education workers will start to be asked specific questions about fetish sex in lessons. Could RSE workers one day be asked to do lessons on safer BDSM, this might sound far fetched to many educators but I wonder how many educators 20 years ago expected to be doing lesson on young people creating pornography of themselves. Yet lessons on sexting are a common necessity. Personally I do not think we should be teaching 15 year olds how to tie each other up but I do think we need to be ready to answer questions in a helpful way. 

At the start of this post I said. "Imagine being asked by a young person "why do people enjoy spanking?" "What is fetish?" What is BDSM" "Explain 50 shades of grey?" " But in truth I have already been asked all those question by young people in the last 2 years. Young people have questions about 50 Shades of Grey, are we confident we are ready to answer them? 

P.S. please forgive my atrocious spelling and grammar but let me know so I can change it

Friday, 13 February 2015

Nearly 1 in 10 young people have read 50 Shades of Grey

Nearly 1 in 10 young people have read 50 Shades of Grey say relationships and sexual health education experts.

Esteem Resource Network, a project of the charity ACET (AIDS Care, Education and Training) has more than 25 years of experience in delivering workshops to young people on issues related to self-esteem, relationships and sexual health.

As part of a larger study, to be released later this year, a survey carried out by Esteem has found that almost 10% of young people report reading an explicit sex scene from 50 Shades of Grey.

Unlike the adult market, this anonymous survey shows that male readership (12%) doubles that of than female readership (6%) amongst young people.

More than 1,000 12-16 year olds were asked if, when and how they had encountered written and visual explicit sex scenes. The preliminary findings of the survey show that 67% of young people have seen explicit sex scenes, whilst 47% have encountered them in written form.

Gareth Cheesman, Project Development Officer at Esteem, who led the study said, “With more young people seeing explicit sex scenes than reading them, it raises the question as to how many young people will be seeking to watch the 50 Shades of Grey film, despite the 18-certificate rating it has been given in the UK, particularly when it becomes accessible online.”

50 Shades of Grey has brought alternative sexual activities into the public eye and it remains to be seen if this will have an impact on young people. It is significant that the book has been widely rejected by the BDSM (Bondage and Discipline, Dominance and Submission, Sadism and Masochism) community as an unrealistic and sometimes dangerous portrayal of alternative sexual activity.

Crucially, the 50 Shades of Grey story includes some highly concerning relationship dynamics which range from unhealthy to abusive. Many people feel that Christian Grey’s coercive behaviours are glamorised as part of his sexual fetish. There are concerns that some young people may see this story as justification for the acceptance of abusive attitudes within relationships.

This week saw the publication of an NSPCC survey which disturbingly revealed that 4 in 10 girls in England aged 13-17 years old have been coerced into sexual acts.

Sarah Smith, Project Director of Esteem said, “It is clear that with so many girls being coerced into sexual activity they are not comfortable with, and the added pressure on both boys and girls from written and visual media to behave in a certain way sexually, more needs to be done to support young people in developing skills to build healthy relationships, to challenge coercive behaviours and to help young people critically analyse messages they are surrounded by about relationships and sex.”

For more information about the survey contact Gareth Cheesman at or call 07732 427312

Notes to Editors
  • Esteem Resource Network is a project delivering education to young people on self-esteem, relationships and sexual health and training to youth workers, teachers, parents and health professionals. It is a project of the charity ACET (AIDS Care, Education and Training).

  • ACET (registered charity Number 299293) is a practical and compassionate response to HIV/AIDS and works to support the rapidly growing ACET International Alliance.  The Alliance is a group of independent organisations around the world working to reduce the rates of new HIV infection, care for those affected by HIV / AIDS and support for AIDS orphans.  Visit for more information.

Key points from the study
  • Young people are encountering explicit sex scenes from a wide range of written and visual media
  • Internet videos are the most common medium through which young people see explicit sex scenes
  • Published novels are the most common medium through which young people read an explicit sex scene
  • Young people’s definitions of what is classified as an explicit sex scene appears to change as they get older
  • 50 Shades of Grey has had an impact in how young people encounter an explicit sex scene with almost 10% of young people self-reporting that they have read explicit sex scenes from the book
  • Contrary to popular opinion that for adults the readership base of 50 Shades of Grey is predominantly women, this survey shows a greater readership amongst boys (12%) than girls (6%)

Conclusion / Recommendations
·         Young people need support to learn how to make sense of explicit sex scenes and the portrayal of unhealthy relationships they encounter through both visual and written media
·         Relationships and sex education is vital. Schools need greater support in delivering relationships and sex education to meet the needs of 21st century young people
·         An in-depth academic research project into the topic would help to clarify the issue further

Recommended resources
·         Esteem Resource Network delivers training on self-esteem, relationships and sexual health issues for youth workers, teachers, parents and health professionals

·         Romance Academy has released a “Fifty Shades of Grey Youth Worker Resource” to equip youth workers to run sessions that explore some of the issues raised by the story

·         The Sex Education Forum has collated a body of evidence demonstrating the effectiveness of relationships and sex education in schools

Quoted surveys
The NSPCC report on 40% of teenage girls pressured into having sex

Monday, 5 May 2014

Plan for the adopted, abused, HIV+ and pregnant

When I write a new lesson plan or activity  I always ask myself "how would my lesson impact someone if they had...

- experienced sexual abuse
- been pregnant
- a member of their family or themselves  infected with HIV
- been questioning their sexuality
- never seriously considered sex before
(and I've just added)
- been through the fostering/adoption system "

When a write new material I am usually  writing something that I hope I could use multiple times with multiple groups and possibly over multiple years. So whilst statistically it is unlikely that every class will have people for all the above questions. It is an almost 100% certainty that most of the materials I write will at some point be delivered to all of the above. 

I believe we have to plan for the 20%, 1%, the 0.1% and the 0.01%. I may never happen but if it did I want to ensure all my materials have a positive impact for everyone regardless of what others pressures that may have on their life. 

I know I sometimes get this wrong, the language I use and even the style of activities and presentation may sometimes miss the mark. But it's worth the effort. Taking the time to always recognise and validate everyone's experience regardless of how common or rare it is. 

Asking myself those questions is a method to check that my own personal experiences are not damaging my work. Am I always taking the time to help all students especially those who may face difficult and complex situations.

I sometimes add more questions
"how would my lesson impact someone who had...

- an addiction to pornography or erotica
- been caught sending naked pictures of themselves to other students
- been dumped just before the lesson
- a very positive enjoyable sexual experience yesterday
- long term body image worries
- Inherited genital herpes from their mum
- Just had a contraceptive implant fitted "

Those are all good questions too but the top 6 are my must important. They are a method to help me critique my own work. These young people deserve for my lessons to help them not add extra pressure, what ever they have or are currently facing.

Would you add any questions to my list?

Tuesday, 1 April 2014

Update on Chester SRE work in 2013-14

Below is the Prezi I am using to give an update on my SRE work in chester this year.