Enacting whole‐school relationships and sexuality education in England: Context matters-Reference-Cited by-同舟云学术

Enacting whole‐school relationships and sexuality education in England: Context matters

Published:2022-03-30 Issue:4 Volume:48 Page:665-683
ISSN:0141-1926
Container-title:British Educational Research Journal
language:en
Short-container-title:British Educational Res J

Author:

Bragg Sara¹^ORCID,Ponsford Ruth²,Meiksin Rebecca²,Lohan Maria³,Melendez‐Torres G.J.⁴,Hadley Alison⁵,Young Honor⁶,Anne Barter Christine⁷,Taylor Bruce⁸,Bonell Chris²

Affiliation:

1. Department of Education, Practice and Society UCL Institute of Education London UK

2. Public Health, Environments and Society London School of Hygiene and Tropical Medicine London UK

3. School of Nursing and Midwifery Queen’s University Belfast Belfast UK

4. College of Medicine and Health University of Exeter Exeter UK

5. Teenage Pregnancy Knowledge Exchange Faculty of Health and Social Sciences University of Bedfordshire Luton UK

6. School of Social Sciences University of Cardiff Cardiff UK

7. School of Social Work, Care & Community University of Central Lancashire Preston UK

8. NORC University of Chicago Chicago Illinois USA

Funder

Public Health Research Programme

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3788

Reference44 articles.

1. How Schools Do Policy

2. Systematic Review and Narrative Synthesis of the Effectiveness of Contraceptive Service Interventions for Young People, Delivered in Educational Settings

3. Why schools should promote students’ health and wellbeing

4. Student voice in education

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1. Associations between school-based relationships and sexuality education and young people’s sexual experiences;Sex Education;2024-06-06

2. “The professional side of it”: exploring discomfort in delivering RSE in an Independent Boarding School in England;Sex Education;2023-06-14

3. How Schools are Addressing Harmful Sexual Behaviour: findings of 14 School Audits;British Journal of Educational Studies;2023-03-02