PSHE: Politicised Structure Harms Education

Anastasia De Waal, 11 November 2009

Last week Ed Balls confirmed that Personal, Social, Health and Economic education (PSHE) would become a statutory part of the national curriculum for all young people.

As of September 2011 children as young as five will be given guidance on a range of issues ‘central to children and young people’s well being.’ From body image and health issues to managing personal finance, and careers education to sex and relationships, teachers will be encouraged to educate and children will be encouraged to learn within a potentially inappropriate and clumsy political discourse.

In addition to the parents’ right of withdrawal under the new scheme (an option available for parents of children aged up to 15 years which presents rather predictable pitfalls), schools will be able to dictate the direction these classes take.  So far, (seemingly) so good.  However, two key concerns arise: a) will good, intuitive teachers feel stifled by the obligation to cover a curriculum of social issues that would otherwise be addressed in an uncontrived and open environment? And b) will others, out of uncertainty or reluctance, employ a vocabulary beyond a young child’s characteristically limited context, and in doing so alienate them from the relevance of these social issues? One memorable example of how not to approach PSHE springs to mind – asking an embarrassed class of 11 year olds for synonyms of ‘prostitute’ intermingled with the occasional girlish giggle (from the teacher) – eliciting a much greater deal of excruciation than resonance.

Perhaps this middle ground that has been established – somewhere in between intuition and ignorance – is a necessary one; but it will require careful co-ordination and guidance within the staff room to ensure effective application in the classroom.

By Annaliese Briggs