NICE calls for better education on sex and alcohol in schools
BMJ 2010; 340 doi: https://doi.org/10.1136/bmj.c3273 (Published 18 June 2010) Cite this as: BMJ 2010;340:c3273
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In an ever "streetwise" society, I welcome the call for better sex
and alcohol education in schools. I live and work in the South Wales
valleys where the rates of alcohol related violence and disease, teenage
pregnancies and Sexually Transmitted Infections are the amongst the
highest in the UK and even Europe. I have recently run an education
programme for local children aged 14 to 16 looking at 4 topics:
Sex and Contraception
Alcohol and Drugs
Smoking
Healthy Eating, Eating Disorders and Obesity
The days were eye openers to those leading the sessions and even as a
25 year old I was shocked at the level of knowledge on some topics, the
open admission to activities that were rare even in my teenage years and
at times totally misperceptions or lack of knowledge on risks. The days
were interactive and showed the link between early lifestyle choices and
long term health. Displays, videos and even "baby dolls" brought a real
life edge to the lectures young people normally receive on the birds and
the bees and smoking. It also made me realise how quick children become
adults and starting in Primary school has to be the focus if we are going
to change the next generations’ health behaviours for the better.
Competing interests:
None declared
Competing interests: No competing interests
Purposeful Teaching Vital for NICE Better Education.
The call for better sex and alcohol education from NICE is an
excellent move. Wilson’s report from NICE on the programs and guidance
that is needed was discussed at length. However, there is still the need
for more purposeful teaching in these areas. Without this the call for
better education in any area will never be effective. Teachers therefore
just need to be more consistent in teaching these areas in schools; hence
purposeful teaching.
Purposeful teaching requires that teachers spend quality time in
finding sustainable teaching strategies, techniques and skills to
effectively implement in the classroom (Blythe,1998, Murdoch, 1998). This
will no doubt ensure effective student learning. To accomplish the NICE
guidelines on sex and alcohol education in schools, teaching with a
purpose is required. Purposeful teaching means thinking through the
reasons and style of delivery. Assessing the logistics of a teaching
strategy is also extremely critical to ensure success. Additionally,
measuring the effectiveness of the delivery of the lesson is equally
important. Details and procedures as simple as the learning styles of the
students, the particular content segment to the distributing or assigning
of learning materials can make the difference in providing a smooth,
effective lesson where the focus is on critical thinking and learning.
Focus on the content area must also be consistent if the students are to
“buy into what you are saying” and apply the lessons to their value
system. Crucial also to the delivery of these subject areas is the
educational level at which they must be presented to make significant
change to lifestyle behaviors. Most researchers suggest that the earlier
the better. The early childhood and primary school levels need to be
targeted. This is where the young minds are molded for right or wrong, and
students can learn from this early age the significance and results of
making the right choice. The structure of the lesson will be different,
but the message can be transmitted and transferred timely to intensify
change and create positive, responsible behavior in society.
As reported by Wilson, the draft advice from NICE on balancing the
relentless pressure on children with education is welcomed. Additionally,
putting alcohol education together with sex education is also sensible in
the light of the dangers and negative effects that can result from alcohol
in driving early, and unplanned sexual experience. What is crucial
however, is that these guidelines empower young people. The questions then
that need to be answered to ensure success in purposeful teaching are;
will students be able to adapt these lessons to their individual value
systems and if learning these guidelines will be successful if they are
just casually taught? It therefore means that the teacher does not just
use any teaching strategy but selects a teaching strategy that will best
allow for learning of that content area (Murdoch, 1998). No longer can
mere personal experiences and stories of failure and negative outcomes
from the choices be used to solely convey the message for positive
behavior. Other methods have got to be implemented to compliment these. If
the technique used for teaching that particular subject area is the right
one, then it should cause positive change. It therefore means that the
strategy used has to be established as an effective strategy and to a
greater extent be internalized by young people. This would have resulted
from purposeful teaching, for without it ‘learning’ is not guaranteed.
Reference:
Blythe, T. (1998), 'The Teaching for understanding guide', San
Francisco, CA:Jossey-Bass
Murdoch, K. (1998), 'Making Classroom Connections: Strategies for
Integrated Learning', Dellasta, Melbourne
Perkins, D. and Blythe, T. (1994) ' Putting understanding up front'
Journal of Educational Leadership, vol. 51, No. 5, pp. 1-5
Wilson, P. (2010) NICE calls for better education on sex and alcohol
in schools.
BMJ 2010; 340: c3273 [Full text]
Competing interests:
None declared
Competing interests: No competing interests