英國中學義務關係與性教育的實施：

2022-23學年的定性研究

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

——《性教育》第25卷第5期，2025年——

Volume 25, Issue 5, 2025

【摘要】性教育的質量參差不齊。自2020年起，英格蘭政府試圖通過將課程規定為法定要求來改善性教育的實施。我們以May’s一般實施理論為框架，對2022-23學年25所中學的實施情況進行了評估。該理論確定了意義建構、認知參與、集體行動和反思性監測等過程，這些過程受干預措施的能力、利益相關者的潛力（個人和集體承諾）以及機構能力（規範、物質和認知資源）的影響。對領導人際關係和性教育（RSE）的教職員工的訪談數據按主題進行編碼，並參考May’s概念。那些領導實施工作的人“理解”了法定指導，認為其相關且清晰。參與者的“認知參與”程度很高，這得益於對RSE的個人支持，但社會規範優先考慮學業成就、非專業教師的技能有限以及部分教職員工和學生缺乏“集體承諾”等因素削弱了這種參與度。“集體行動”因學校而異，受物質資源和專業人員可用性的影響。學校內部開展了“反思性監督”，並在學校領導的支持下開展了提高公眾意識的工作，並由政府督察員進行評估。僅憑法定地位可能不足以在性教育（RSE）實施方面實現質的飛躍。可能需要其他形式的支持，包括培訓和為更專業的教師提供支持。

【關鍵詞】性教育、人際關係教育、實施、性健康、學校

[Abstract] The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

[Key words] Sex education, relationships education, implementation, sexual health, schools

論文原文：Ruth Ponsford, Rebecca Meiksin, G.J. Melendez-Torres, et al. (2025). The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year. Sex Education, Volume 25, Issue 5, Pages 696-712.

https://doi.org/10.1080/14681811.2024.2372355

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