PRISM: Human Rights issues relating to Sexual Orientation, Gender Identity and Expression, and Sex Characteristics (SOGIESC) in Aotearoa New Zealand - A report with recommendations 28% 50% 22% unsatisfactory compliant good FIGURE 9: Quality of sex education in New Zealand primary and secondary school curricula (Source: 2018 Education Review Office Report) sexuality in all school levels in an age-appropriate manner and what content should be addressed at each year level. It also gives specific guidance about inclusive environments, school policies, events, and the importance of access to health services. However, many schools do not know about these two guideline documents, and barriers such as teacher knowledge; commitment from school leaders; inadequate professional development opportunities; and challenges to teaching the material, whether real or perceived, result in further varied educational practice across New Zealand schools.320 Interpretations of a school’s curriculum as ‘crowded’ also pose a potential barrier to the delivery of comprehensive sexuality and health education. Currently, it is at the discretion of each school how they teach health education, including sexuality and mental health education. Under the Education Act 1989, a school’s Board of Trustees must consult with their community about what is taught in health education programmes, including sexuality education, every two years.321 During this community consultation, parents may ask the principal to ensure their child is excluded from the sexuality education parts of the health education curriculum.322 Most schools have their own values which can impact on the information taught and the way in which it is delivered to students. This results in a wide range of education being provided to youth in schools; from teaching no sexuality education to abstinence-based sexuality education, right up to comprehensive education regarding consent, safety, and pleasure.323 The Education Review Office’s 2018 report concluded that only 22% of primary and secondary schools visited offered good and comprehensive sexuality education. Another 50% complied at a basic level with aspects of the curriculum but were not comprehensive (Figure 9). The schools in the compliant category had visible gaps in their curriculum. For example, only around 30% of primary schools taught about gender and sexuality diversity, rising to around 70% for secondary schools. The schools deemed as unsatisfactory had significant gaps in their curriculum regarding sexual education. Counting Ourselves showed high rates of disability among participants.324 The implications of this are significant given that a substantial body of research shows that disabled people struggle to, or do not have access to, education.325 In addition to the provision of sexuality education in New Zealand schools, young people need access to mental health education. This includes learning about drugs and alcohol, identity, interpersonal skills, resilience, and wellbeing. A new resource draws on international research to argue that mental health education should address both personal skills and knowledge (such as mindfulness and positive psychology), as well as social contexts (including discrimination, equity, and injustice).326 Teachers and schools require Education Review Office Promoting wellbeing through sexuality education (Wellington, 2018). Education Act 1989, s 25AA 322 Education Act 1989, ss 60B and 25AA. 323 Education Review Office Promoting wellbeing through sexuality education (Wellington, 2018). 324 Counting Ourselves reported 22% of participants identified as neurodiverse, with a further 14% having a disability. 325 New Zealand Human Rights Commission Article 24 The right to an inclusive education: Implementation report - Independent Monitoring Mechanism on the Rights of Persons with Disabilities (Wellington, 2016); New Zealand Human Rights Commission Disabled children’s right to education (Wellington, 2009). 326 Katie Fitzpatrick and others Mental health education and hauora: Teaching interpersonal skills, resilience and wellbeing (NZCER Press, Wellington, 2018) at 32. 320 321 52