Publication - Advice and guidance

Guidance on the Delivery of Relationships, Sexual Health and Parenthood Education in Scottish Schools

Published: 4 February 2026
From: Cabinet Secretary for Education and Skills
Directorate: Education Reform Directorate, +1 more … Learning Directorate
Topic: Children and families, Education, Health and social care
ISBN: 9781806435715

Statutory guidance on delivering relationships, sexual health and parenthood education in Scottish schools for teacher and practitioners

Supporting documents

3. Embedding Relationships, Sexual Health and Parenthood (RSHP) Education

3.1 RSHP education has a central role in promoting the ethos of a school and setting by helping bring children and young people together and creating a sense of community. A whole school approach enables children and young people to build resilience and positive relationships as they grow older and should be presented in an objective, balanced and sensitive manner within a framework of sound values and an awareness of the law, including that on sexual behaviour, as set out in paragraphs 3.4 and 3.6 below. As set out at paragraph 2.2 above, a whole school approach must also develop a positive ethos and culture – where everyone feels they belong.

3.2 When delivering learning and teaching in RSHP education in general, and in relation to the issues mentioned specifically below, it is good practice to ensure there are sufficient supports in place should a child or young person make a disclosure during learning. This includes following child protection and safeguarding procedures. It may also be advisable to make a referral to pastoral care staff. All safeguarding concerns are expected to be reported in line with existing child protection and safeguarding procedures.

Consent and Healthy Relationships

Thematic Outcome:

Children and young people learn to build healthy, positive and respectful relationships by developing a strong understanding of consent, personal boundaries and the laws that protect them. Teaching should begin with helping pupils recognise bodily autonomy and appropriate behaviour, and progress to understanding different forms of abuse, digital consent and the legal implications of sharing intimate images. This supports learners to identify harmful behaviours, challenge harassment and inequality, and know where to get help, empowering them to make informed, safe and consensual choices both online and offline.

3.3 The existence of close, healthy, positive relationships in children and young people’s lives can give them a purpose and sense of belonging. With children and young people increasingly interacting online, best practice in learning and teaching is expected to include discussion of digital relationships and digital consent when defining healthy relationships.

3.4 Some of the key benefits of teaching children and young people about healthy relationships, including consent, include the positive impact this can have on reducing instances of sexual harassment and gender based violence, fostering respect and tolerance, as well as helping instil an understanding of the impact any negative behaviours can have on others. Children and young people benefit from regular and relevant discussions of laws, particularly in relation to unwanted sexual behaviours such as the increasing prevalence of sharing of intimate images, as well as the importance of consent, that children under 16 cannot legally consent to sexual activity. This is also an opportunity to support children and young people to see themselves represented through an intersectional lens, within a safe space. For example, young people with learning disabilities must receive clear messages that their rights to safe and healthy relationships are the same as their peers. The same would be true for LGBT children and young people and they must be able to see themselves represented in their learning and teaching.

3.5 The curricular framework, referred to in paragraph 2.1 above, differentiates learning on consent and healthy relationships at the appropriate levels. For example, at early and first level, learning and teaching is expected to focus on respect for their body and what behaviour is right and wrong; at second level, learning and teaching is expected to be about knowing all forms of abuse are wrong and developing skills to stay safe and get help; and, third/fourth level, learning and teaching is expected to be about understanding positive relationships and appropriate sexual behaviour within that relationship as well as where to go to get support in situations involving abuse and the laws that protect us from abuse. For example, it can be clarified that sharing intimate images with peers may result in the person sharing the images committing offences relating to child sexual abuse material, which comes with ethical and legal implications. It is important to note that RSHP education is not to be restricted to romantic or sexual relationships and that learning and teaching must not be confined as such.

3.6 The age of consent in Scotland is 16, as set out in the Sexual Offences (Scotland) Act 2009. The National Guidance for Child Protection in Scotland^[28] describes some of the responsibilities and expectations of everyone who works with children, young people and their families in Scotland, and reflects current practice developments. The National Guidance on Under-age Sexual Activity^[29] provides protocols that can be developed to ensure early identification and support, and help ensure that in cases where there may not be a child protection issue, needs are still met appropriately. Whilst not all cases where young people are sexually active raise child protection concerns, the National Guidance on Under-age Sexual activity suggests child protection concerns arise when the impact of under-age sexual activity could cause significant harm, such as where there is evidence of abuse or exploitation. Assessing risk and agreeing actions to ensure a child or young person’s safety and wellbeing is a matter for professional judgement, supported by national and local guidance.

3.7 Children and young people should be told in advance how their personal information might be shared and what the limits are, in line with education authorities’ existing statutory duties in relation to data protection.

3.8 Teachers should encourage children and young people to share information with parents or carers where it is safe, respecting parents’ role in guiding their child as they grow. In instances where it may not be safe to share with a parent or carer, teachers should also encourage children and young people to share information with another trusted adult, in line with relevant local policies and processes.

3.9 Further guidance on consent and healthy relationships can be found in the document Key Messages for Young People on Healthy Relationships and Consent^[30].

3.10 To reflect that many children and young people are conducting their relationships online, it is important they understand the risks and potential harms and are able to recognise and respond to predatory behaviour where online predators use manipulation and isolation as part of the grooming process. They are expected to understand that excessive flattery, attempts to move conversations to private channels, and threats of blackmail are significant risks. These can be mitigated, in part, by setting parameters of digital consent within online relationships, that consent must be freely given, specific, and can be withdrawn at any time. It is important to also reflect on the legal implications of non-consensual image sharing, often called "revenge pornography" which is a criminal offence, for example.

3.11 Regarding pornography, the legal framework established by legislation such as the Online Safety Act 2023 requires platforms to implement highly effective age verification to protect children and young people from the negative effects of accessing pornography. It is also important to outline there are severe legal consequences for possessing, producing or distributing illegal and "extreme" pornography, especially Child Sexual Abuse Material (CSAM), for which the law imposes stringent penalties. This includes sharing explicit images of their peers which may constitute distribution of CSAM (and this applies even if the image is of themselves).

Consent and Healthy Relationships: Whole School Guidance

By providing safe spaces^[31] to foster honest and open discussions about healthy relationships, schools can help facilitate sensitive discussions on topics that can sometimes impact healthy relationships, such as gender-based violence, sexual harassment or navigating relationships as a lesbian, gay, bisexual or transgender person, in the context of equality of status and rights. This will enable children and young people to explore their thoughts and behaviours in a manner that will provide them with a factual response to any concerns they may have. Doing this in a class based exercise provides an opportunity for children and young people to learn together, maximising inclusivity.

It is widely accepted in Scottish culture that individuals are expected to be treated equally but in order to keep children and young people equally safe, it is important to recognise this does not always mean treating them the same. Some attitudes and behaviours children and young people experience put them at greater risk of abusive relationships, sexual harassment and violence than other children. These inequalities may arise from, but are not limited to, a child’s gender, whether or not they are trans, disability, ethnicity, faith or sexual orientation. Some children may experience inequality on account of more than one of these characteristics, giving them unique experiences and vulnerabilities to abusive relationships, sexual harassment and violence. Being aware of this and putting measures in place to ensure vulnerable children and young people are safe (including an awareness of consent), is a necessary component of facilitating safe and healthy relationships for children and young people.

Research suggests children and young people with additional support needs are at greater risk of being sexually exploited. Teachers who work with pupils with additional support needs must ensure the concept of consent is a core part of their learning to ensure they are made aware of their rights.

Consent and Healthy Relationships: Whole School Resources and Signposts

CELCIS Various Resources on tackling Child Sexual Exploitation

CELCIS | Child Sexual Exploitation

Safeguarding - Child Sexual Exploitation (CSE) | Resources | Education Scotland

Safeguarding - Female genital mutilation (FGM) | Resources | Education Scotland

Safeguarding: identify, understand and respond appropriately to sexual behaviours in young people | Resources | Education Scotland

Key messages for Healthy relationships and consent

Healthy relationships and consent: key messages for young people - gov.scot

National Guidance on Under Age Sexual Activity

National Guidance - Under-age Sexual Activity: Meeting the Needs of Children and Young People and Identifying Child Protection Concerns

NSPCC Guidance on Protecting children from sexual exploitation

Protecting children from sexual exploitation | NSPCC Learning

Scottish Government: Child Sexual Exploitation: a guide for health practitioners

Appendix 1: Resources - Child sexual exploitation: a guide for health practitioners - gov.scot

Scottish Government Child Sexual Exploitation: definition and practitioner briefing paper

Child sexual exploitation: definition and practitioner briefing paper - gov.scot

Stop It Now

Under Pressure

Under Pressure Training | Zero Tolerance

UK Home Office Child Sexual Exploitation Disruption Toolkit

Child exploitation disruption toolkit - GOV.UK

Harmful Sexual Behaviour by children and young people Expert Group report

Harmful sexual behaviour by children and young people: Expert Group report - gov.scot (www.gov.scot)

Engaging in risky online behaviour: initial findings on prevalence and associated factors

Engaging in risky online behaviour - prevalence and associated factors: initial findings - gov.scot (www.gov.scot)

Digital Discourse Initiative: countering online hate and disinformation

Digital Discourse Initiative – Tools for schools to counter online hate and disinformation

Mobile phones: guidance for Scotland's schools

Mobile phones: guidance for Scotland's schools - gov.scot

Faith and Belief

Thematic Outcome:

Children and young people explore how relationships, values and identities are shaped by the diverse religious, belief and non‑belief traditions found within their school community. Learning is designed to be balanced, inclusive and sensitive so that pupils encounter multiple perspectives, understand how beliefs can contribute to wellbeing and develop respect for others’ values. By representing diversity, promoting open discussion and addressing the impact of prejudice and stereotypes, teachers help ensure all learners feel included, valued and safe in expressing their viewpoints.

3.12 Teachers and practitioners must ensure learning and teaching is planned and delivered sensitively, being respectful of the various belief and faith (including no belief and faith) backgrounds present in their learning community. Knowledge and understanding about the traditions, beliefs and practices of different religions, faiths and belief groups support children and young people to develop respect and understanding. To facilitate this, themes can be devised so individuals can interact and learn alongside those who may have different beliefs and values to them, leading potentially to increased understanding.

3.13 Schools and settings have a key role to play in providing an educational experience that is inclusive for all, regardless of the beliefs and values they hold. With inclusive RSHP education, children and young people, where religion and/or belief plays a role in their identities, must be able to feel included and accepted within their school and community. When children and young people can see themselves represented in what they learn, it helps them feel like they belong and that their identity is valued. This helps them to better engage with education. It also supports all children and young people to understand equalities and rights, and to recognise the impact of prejudice and stereotypes. It will also support them to express their viewpoints to allow for greater understanding however this must be done in a way that is respectful to other pupils and teaching staff.

Religion, Faith and Belief: Whole School Guidance

Learning about relationships is expected to be balanced, inclusive and enable multiple views and values to be discussed. Children and young people can feel excluded from learning if only one set of values or a theme has dominated learning, while their own beliefs, values and views are excluded. It is important, therefore, to ensure intended learning and teaching reflects the diversity of all children and young people in the school community.

Teachers and practitioners are expected to be open to discussion and incorporation of the various perspectives on relationships found within their community, including those within religious, belief and faith groups. Providing opportunities for parents and carers, as well as children and young people, to contribute to discussions and offer perspectives can help support an inclusive learning experience.

Many people consider their beliefs, practices and traditions can be linked to the promotion of mental wellbeing and a healthy lifestyle, it can be helpful to include these understandings in learning and teaching.

Relationships impact children and young people’s welfare, their physical, mental and, for some, their spiritual wellbeing and this can also be highlighted during learning and teaching. In addition, teachers and practitioners must be sensitive to the possible range of perspectives around modesty and inclusivity.

Schools and settings can consider building links with local belief group representatives who can often help with understanding the concerns of members of their community – though schools and settings are expected to satisfy themselves that such representatives are indeed representative of the community they align with, in line with standards and policies set by their local authority.

Delivery of RSHP learning in a school or setting must retain an emphasis on diversity, inclusivity and the freedom of expression for all. Teachers and practitioners are key to facilitating learning that understands conflicting beliefs but in a way that supports respect and understanding of these viewpoints in the classroom.

While it is crucial to allow individuals the space and opportunity to voice their views, it is equally as important to maintain safeguarding duties and responsibilities towards all staff and children and young people in your school or setting.

Faith and Belief: Whole School Resources and Signposts

Church of Scotland

Children and young people

Equalities and Human Rights Commission: Technical guidance for schools in Scotland

Technical guidance for schools in Scotland | EHRC

Humanist Society Scotland

Education resources - Humanist Society Scotland

Interfaith Scotland

Youth and Schools - Interfaith Scotland

Muslim Council of Scotland Glasgow Central Mosque

Resources | Glasgow Central Mosque

Scottish Catholic Education Service

Health & Relationships | Scottish Catholic Education Service | SCES

Scottish Churches Parliamentary Office

Church of Scotland Learning | The Church of Scotland

Scottish Council of Jewish Communities

Jewish Scotland

Sikh Sanjog

Gender Equality Education

Thematic Outcome:

Children and young people learn to recognise, question and challenge gender stereotypes and unconscious bias, understanding that gender must never restrict a person’s interests, ambitions or opportunities. Teaching should highlight how stereotypes shape experiences and choices, promote equality of opportunity, and encourage pupils of all genders to take part in dismantling harmful norms. This helps create inclusive classroom environments where responsibilities are shared fairly, diversity is represented, and all pupils are supported to develop positive identities free from limiting gender expectations.

3.14 Children can receive and internalise gender stereotyped messages about what they can and cannot do from a very early age. There is no inherent difference between individuals based on their gender alone and this must not act to limit their interests, capabilities or ambitions. However, it is recognised that subject choice, and many subsequent work and life choices, can be highly gendered. Taking a whole school approach^[32] helps tackle the root causes of gender inequalities, in a sustained and embedded way. By reflecting and making small adjustments to everyday practice, teachers can start to make a difference in providing equality of opportunity. This can also have a positive effect in challenging gender stereotypes and encourage greater gender balance across occupations. These can include use of inclusive terms such as “students” instead of “boys and girls” or rotating particular responsibilities so they are not associated with a particular gender.

3.15 Throughout the curricular framework, all children and young people from an early age are given ongoing and sustained opportunities across the curriculum to reflect on gender stereotypes, and to recognise and help address unconscious bias^[33]. Unconscious bias refers to the automatic judgments and associations we make without our conscious awareness. Shaped by our background, cultural environment, and personal experiences, these mental shortcuts can lead to decisions and behaviours that are unfair or discriminatory, even if we believe ourselves to be fair-minded. Therefore the language used in our classrooms is a powerful means by which change in gender equality can be made.

Gender Equality Education: Whole School Guidance

All children and young people must be treated equally and one group must not be favoured over another. If they are given jobs to do in the classroom, decide carefully who does what, for example, ensure tasks such as heavier lifting type jobs and tidying up are shared equally.

Where the learning content and outcomes of an activity are gendered, you can change, remove or replace the gendered expectation of this work, for example resources and the subtexts they carry and/or restriction of colours or types of material.

Ensure the learning environment is accessible to all and there is an equal representation of diverse images. Ensure all children and young people are equally challenged to interact within the classroom environment. If there is bias towards certain kinds of information or activities, ensure these are addressed.

Plan learning activities which challenge stereotypes and ensure children and young people are given opportunities to explore gender through, for example, free play. Challenge gender restrictive language or assumptions, such as “girls can’t do that, boys don’t cry”, among other children and young people as well as staff. In a similar vein, consider how children and young people are addressed.

Provide learning activities on systemic issues, not victim behaviour by shifting the focus away from girls and young women altering their own behaviours to keep safe. Instead, emphasise the responsibility for safety lies in addressing the systemic, gendered issues that cause violence against women and girls, with accountability placed on perpetrators.

Engage boys in challenging harmful norms by actively involving boys and young men to interrogate harmful ideas about masculinity and resist conforming to gender stereotypes. The aim is to promote positive, respectful relationships and create a culture of safety for everyone in the school community.

It is crucial to adopt an intersectional approach to gender equality by distinguishing cultural attitudes from religious beliefs, acknowledging how other inequalities like race and disability affect women and girls' opportunities, providing clear examples of inclusive everyday practices, and highlighting the harm gender stereotypes cause to people of all genders.

Gender Equality Education: Whole School Resources and Signposts

Gender Equality in ELC and on the National Improvement Hub

Gender Equal Play in Early Learning and Childcare

Improving gender balance and equalities 3-18

Improving gender balance and equalities 3-18 | Resources | Education Scotland

Research: Gender stereotypes: persistence and challenges

Gender stereotypes: persistence and challenges | Equality, Diversity and Inclusion | Emerald Publishing

Gender Based Violence in Schools Framework

Preventing and responding to gender based violence: a whole school framework - gov.scot

Digital Discourse Initiative: countering online hate and disinformation

Digital Discourse Initiative – Tools for schools to counter online hate and disinformation

LGBT Inclusive Education

Thematic Outcome: Children and young people learn within an environment where LGBT identities, families and experiences are recognised, respected and included across the curriculum. Learning is factual, relevant and age‑appropriate, helping pupils understand diversity, challenge prejudice and recognise the impact of discrimination on LGBT young people. Teachers foster safe, supportive spaces for discussion, are alert to confidentiality needs and respond sensitively to disclosures. By embedding inclusive content across subjects and modelling respect, teachers help ensure every learner feels seen, valued and able to develop a confident sense of identity.

3.16 LGBT inclusive education should be integrated within learning and teaching through the broad general education to the Senior Phase, with an emphasis on meaningful, factual and contextually relevant learning across curriculum areas and subjects. Learning content should be differentiated for the age and stage of learners. These principles for effective practice are the core of the national approach to LGBT Inclusive Education^[34].

3.17 Schools have a key role to play in providing an educational experience that is reflective of wider society and inclusive. When RSHP education is inclusive, children and young people are more likely to respect and celebrate each other’s differences and diversity. LGBT young people are more likely to feel included and belonging within the school community when they see themselves reflected in what they learn which can also support increasing their engagement in learning. It also supports all young people to understand equalities and rights, and to recognise the impact of prejudice and stereotypes.

3.18 In addition to confidentiality for young people as outlined in paragraphs 3.7 and 3.8, recognition must be given to particular issues of confidentiality for LGBT young people. Schools must be alert to safeguarding duties, and the fact that some young people may not have told everyone in their lives about their sexual orientation and/or gender identity and sharing personal information about them with others (‘outing’), such as through social media, could cause direct and needless distress.

3.19 Offering a safe space in school or setting where students feel physically, emotionally, and psychologically secure and respected, allows them to express themselves without fear of judgment, harm, or humiliation. For example, LGBT clubs in schools provide important social spaces for LGBT young people to share experiences, learn and be involved in wider school and community activities.

3.20 A young person ‘coming out’ as lesbian, gay, bisexual and/or transgender is not in itself a safeguarding or child protection concern. However, circumstances related to their ‘coming out’ or additional information shared by the young person could be, such as experiencing bullying and the emotional impact it is having, or individual mental health concerns. In these and similar circumstances, schools and settings must follow their standard safeguarding procedures to ensure the safety and wellbeing of the child or young person.

3.21 As with all learning, content regarding LGBT inclusive education is expected to be age and stage appropriate and linked to the curricular framework. To enable LGBT inclusive education across the curriculum, there is also expected to be an emphasis on the importance of cross-curricular learning, including but not exclusively, through Expressive Arts, Languages, Literacy, Health and Wellbeing, Numeracy, Religious and Moral Education, Sciences and Social Studies. This differs from RSHP education which is clearly set out in the curricular framework. There is also expected to be reflection on the intersecting issues this highlights, as set out in the faith and belief section above.

LGBT Inclusive Education: Whole School Guidance and Signposts

LGBT inclusive RSHP education is particularly important in the context of wider health and wellbeing, to support learning which informs children and young people that:

LGBT people have long been a part of diverse school communities;
However, LGBT young people face disproportionately higher levels of prejudice-based bullying in school and this has a detrimental impact on their educational experience as well as their mental health and wellbeing;
Evidence demonstrates young gay and bisexual men in Scotland are at risk of HIV as a consequence of having poor knowledge about HIV transmission;
Information regarding sexual health for LGBT women and trans people is often missing or is highly sexualised online; and
1 in 4 LGBT people will experience domestic abuse in their lifetime. Data has also indicated that transgender people have a high risk of experiencing abuse within relationships.

RSHP education which embeds LGBT inclusion within learning related to the context of relationships and families, can help change this. For example:

Understanding different families, including those with LGBT parents and recognising the context of same-sex relationships and the Marriage and Civil Partnership Act (Scotland) 2014, and how this may differ for transgender and non-binary people.
Bullying and prejudice-based bullying as outlined within Respect for All, Scotland’s national approach to anti-bullying, which explicitly notes the experiences and impact on LGBT people.
Highlighting a lack of equality of information, for example, around pregnancy and contraception for transgender people and helping to provide access to that information, where possible.

Appropriate follow up and support must be put in place for any child or young person who needs it should they make any disclosures during learning, such as referral to pastoral care staff.