There is a degree of confusion about exactly what PSHE involves. All toooften it is identified by individual elements within it - sex andrelationships, for example, or drugs. Indeed, evidence shows that manyschools deliver it in this fragmented, topic-based fashion.
Yet the real argument for PSHE lies in its holistic nature. Children andyoung people tell us they want opportunities to consider real lifedilemmas, along with help to develop life skills such as managingstress, decision-making and understanding their emotions.
Evidence from schools that have put PSHE at the centre of theircurriculum suggests that it enhances achievement and improves wellbeing.The critical factor is that it promotes strong relationships bothbetween children and staff, and between children themselves. Theserelationships enable children to develop the emotional capacity andsocial skills they need to access learning, participate in the schoolcommunity and look after their health.
It is true that some children receive excellent PSHE, but provisionremains patchy. That is why we need the subject to be statutory: notbecause it will be an instant panacea, but because it will provide thefoundation from which to ensure real improvements.
Many teachers tell NCB that making PSHE compulsory would raise itsstatus in schools and help secure the professional development they needat initial and in service level.
And as the debate continues in Parliament we should remember thatsignificant numbers of children and young people are not receiving theirentitlement to the support they need to lead fulfilling and healthylives.
