“Learning about it!” What are Primary Education Students’ Experiences of Learning about the Relationships, Sexual Health and Parenthood Curriculum in Initial Teacher Education in Scotland? A Qualitative Pilot Study

Abstract

Background

Comprehensive sexuality education, understood as Relationships, Sexual Health, and Parenthood (RSHP) education in Scotland, has long been understood as an effective method for improving sexual and reproductive health. Despite this, it is globally recognised that many teachers responsible for the delivery of comprehensive sex education are not appropriately prepared to teach the subject. Scotland struggles to address the current sexual and reproductive health burden. To date, there is no research in Scotland highlighting how pre-service teachers (those enrolled in a university teacher education program and working toward teacher certification) are prepared to deliver RSHP education upon graduation. Purpose

This research aims to pilot the methods for understanding fourth year BA Primary Education students’ experiences of learning about RSHP. It also aims to understand whether pre-service teachers feel appropriately prepared to deliver RSHP education upon graduation as a result of their education. Methods

Five semi-structured qualitative interviews were conducted with fourth year BA Primary Education students at Queen Margaret University, Edinburgh. One interview was also conducted with a key informant who was a lecturer in the field of Primary Education. All interviews were carried out online through Teams technology. Interviews were analysed using thematic analysis. Results Participants in the current study recalled very few experiences of learning about RSHP education in university. They were often prohibited from engaging practically with the RSHP curriculum during teacher placements, especially regarding sexual health topics. This resulted in feelings of apprehension about delivering RSHP education upon graduation. Conclusions and implications

Semi-structured interviews should be ruled out in future research due to participants limited experiences of learning about RSHP. Future research should utilise quantitative methods to produce more generalisable results that have the potential to inform policy. While results cannot be generalised, this study would suggest that pre-service teachers in Scotland are not being appropriately prepared to deliver RSHP education. Primary school students in Scotland are therefore likely to be missing out on the knowledge necessary to prepare them to protect themselves and their peers SRH.