From psyche-social theory to sustainable classroom practice: developing a research-based teacher-delivered sex education programme

This paper describes the development of a theoretically based sex education programme currently undergoing a randomized controlled trial in the UK. It considers some of the practical difficulties involved in translating resea rch-based conclusions into acceptable, replicable and potentially effective classroom lessons. The discussion acknowledges that the implications of so cial psychological research and the requirements of rigorous evaluation may conflict with accepted principles inherent in current sex education practi ce. It also emphasizes that theoretical ideas must be carefully embedded in lessons which are informed by an awareness of classroom culture, and the n eeds and skills of teachers. For example, the use of same-sex student group s to reflect on the gendered construction of sexuality may be problematic. Materials must be tailored to recipients' circumstances, which may require substituting for limited experience with the use of detailed scripts and sc enarios. Furthermore, role-play techniques for sexual negotiation that work elsewhere may not be effective in the UK, The use of trigger video session s and other techniques are recommended. Finally, the problems involved in p romoting condom-related skills are discussed. The paper concludes that, if an intervention is to be sustainable beyond the research stage, it must be designed to overcome such problems while remaining theoretically informed.