Guidance
RSE Guidance for 16+ Settings
Practical, evidence-informed guidance for academics delivering sexual and reproductive health education in post-16 settings in England.
Context
The DfE's Relationships and Sex Education statutory guidance (2019, updated 2021) makes RSE compulsory in secondary schools, but its reach into post-16 settings — sixth form colleges, FE colleges, and sixth forms attached to schools — is limited. What is delivered, and how, depends almost entirely on individual institutions.
This guidance is written for academics working in those settings. It doesn't replace the statutory guidance, and it isn't externally enforced. It's a practical starting point — a set of things to consider and, where possible, document — for anyone who wants to think carefully about the RSE they're delivering.
The guidance draws on standards and evidence from FSRH, BASHH, NICE, UKHSA, and the Sex Education Forum, among others.
What to cover
There's no single correct RSE curriculum for 16+ settings, but there are topics that consistently appear in the evidence as important for this age group and as poorly covered in practice. At a minimum, good RSE in post-16 settings should address:
Contraception and pregnancy
A range of contraceptive methods, how they work, and how to access them. This should include LARC (long-acting reversible contraception), emergency contraception, and information about where to go for advice. Unintended pregnancy rates in 15–24 year olds remain high; knowledge gaps are a contributing factor.
STIs, testing, and treatment
Common STIs, how they're transmitted, and — critically — how to access testing. Many young people don't know that STI testing is free, confidential, and widely available. Coverage of gonorrhoea, chlamydia, syphilis, HIV (including U=U), and mpox is appropriate at this level. Stigma around testing is a documented barrier and should be addressed directly.
Consent and healthy relationships
Legal definitions of consent alongside the practical reality of what it looks and feels like. This includes discussion of coercion, pressure, and how to recognise unhealthy relationship dynamics. Content should be frank and not rely on learners already having a clear framework.
Sexual and gender diversity
LGBTQ+ identities and relationships should be embedded throughout RSE — not siloed into a standalone session. This means using inclusive language throughout, covering same-sex relationships and experiences as a matter of course, and addressing questions about gender identity factually and without pathologising.
Accessing SRH services
Where and how to access sexual health clinics, GP services, pharmacy-based provision, and online resources. Learners should leave knowing what is confidential, what is free, and what doesn't require parental consent at their age.
How to deliver it
Content is only part of the picture. How RSE is delivered has a significant effect on whether learners engage with it and whether it changes anything.
Protected curriculum time
RSE should have dedicated, timetabled time — not be tagged onto PSHE, form periods, or one-off assemblies in a way that signals it's an afterthought. The evidence is clear that episodic, low-status delivery is less effective than sustained, deliberate provision.
Ground rules and psychological safety
Sessions work better when learners feel safe to ask questions without embarrassment. Clear, co-created ground rules at the start of a programme — not just repeated at the start of each session — help establish the right environment. Academics should also be confident in managing disclosures and know their institution's safeguarding procedures.
Academic confidence
Academics who feel under-confident in specific areas should be able to say so and access support — whether through training, co-delivery, or access to specialist input. Discomfort in the academic is one of the most commonly cited barriers to effective RSE delivery.
Question boxes and anonymous input
Mechanisms for anonymous questions — physical or digital — consistently improve engagement, particularly on topics learners find embarrassing. They're low-cost and easy to implement.
Inclusion
Good RSE is inclusive by design, not by exception. This means thinking about accessibility, language, and representation before delivering content — not retrofitting it afterwards.
LGBTQ+ inclusion throughout
As above — this means using inclusive language consistently, not treating LGBTQ+ relationships as a special topic, and not assuming heterosexuality as the default. Research consistently shows that LGBTQ+ young people receive less relevant RSE and are more likely to report gaps in knowledge.
Learners with disabilities and additional needs
RSE content and delivery should be accessible. This means thinking proactively about alternative formats, adjusted language, and different communication styles — not waiting for a learner to disclose a need before making adjustments.
Cultural and religious sensitivity without omission
Sensitivity to cultural and religious backgrounds is important and appropriate. But it should not result in learners not receiving content they have a right to access. Every learner deserves comprehensive, accurate RSE regardless of their background.
Reviewing your provision
Even well-intentioned RSE can drift or go stale. Building in a regular review process is one of the most practical things an institution can do to maintain quality over time.
Annual content review
RSE content should be reviewed against current clinical guidance — FSRH, BASHH, NICE — at least annually. Guidance changes, and so does the evidence base. An annual review doesn't need to be onerous: a checklist approach works well.
Learner feedback
Ask learners what they found useful, what was missing, and what they'd change. Even a short anonymous survey at the end of a programme gives you something to work with. The feedback loop matters as much as the content itself.
Further resources
SRHE's guidance draws on and points to existing evidence and guidance from the following organisations. None of these endorse SRHE — we simply find their work useful and want to make it easier to find.
- FSRH — clinical standards and patient information on contraception and SRH
- BASHH — clinical guidance on STIs
- NICE — public health guidance on sexual and reproductive health
- UKHSA — annual STI surveillance data and public health resources
- Sex Education Forum — practice guidance and advocacy on RSE across England
- Brook — sexual health information for young people and RSE resources for academics
- Terrence Higgins Trust — HIV and sexual health education resources, including LGBTQ+ specific materials
Have a resource to suggest? Email us.