https://orcid.org/0000-0001-8700-2102
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ABSTRACT
This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness. Using a theory-generating approach informed by realist evaluation, the review takes a deep dive into the literature to identify contexts, mechanisms and outcomes likely to influence the effectiveness of programmes. This paper will be of interest to researchers, evaluators, RSE programme designers and practitioners as findings provide a catalogue of factors (variables) that can be considered for application in future programme evaluations and for inclusion in programme logic models. It identifies areas of opportunity to incorporate children’s voices into research and points to the need for longitudinal studies to address the context- and time-sensitive nature of relationships and sexuality education.
Disclosure statement
No potential conflicts of interest were reported by the author(s).
Notes
1. Relationships and Sexuality Education (RSE) is a term that has evolved from the earlier often used term, sexuality education, to stress the importance given to relationships. RSE is a focus area in the Australian Curriculum: Health and Physical Education (Citation2010-present).
2. In Australia, the primary stage of education lasts from Foundation to Year 6 (approximately 4.5-12.5 years of age).
3. Respectful relationships education in Australia addresses gender-based violence against women and their children (Kearney et al. Citation2016). We identified that outcomes of respectful relationships education programmes focused on fostering students’ understandings of gender and gender-based violence and improving relationships across school.