To nurture the skills of resilience is key to providing young people with the ability to cope with stress, adversity, failure and challenges. Resilience is evident when young people have a greater ability to ‘bounce back’ when faced with difficulties and achieve positive outcomes.
Resilience supports the individual to cope with changes in their bodies and understand how their bodies work. These changes are physical, emotional and social and individuals can experience puberty at different ages.
Learning about puberty and the changing adolescent body and brain is included in the newly statutory area of Health Education Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk). Learning about puberty is most commonly covered as part of an RSE topic, at both primary and secondary levels.
The issue locally and nationally
The NHS advise that children are experiencing puberty as early as 8 for girls and 9 for boys and the statutory guidance refers to teaching about puberty before it happens. Therefore the PSHE Association feels that Year 5 should the latest time at which the subject should be addressed by schools. Click the link to read more on the NHS’s guidance: Hormones, puberty and sexuality
In addition to covering the science of what will happen to children’s bodies and brains and the emotions and attitudes associated with puberty, schools may also choose to address topics such as plastic usage and period poverty.
Key Actions for schools to take
- Teach puberty, including menstruation, before it is likely to begin. Many schools introduce puberty in Year 3, cover it in more detail in Year 5, revisit practical aspects in Year 6, and explore emotional, social and brain development in Year 7.
- Puberty education should be part of a spiral PSHE curriculum that develops emotional awareness, self-regulation, healthy relationships, problem-solving skills, and knowledge of where to seek support.
- Schools should provide accessible hygiene facilities, period products and disposal units in a way that supports all pupils and reduces stigma.
- Use pupil voice to evaluate and improve puberty and menstruation education and support.
- Access available government-funded period product schemes to help tackle period poverty and ensure all students can access the products they need.
Teachers Guidance
Schools should:
- Teach pupils about the physical, emotional, and social changes associated with puberty.
- Ensure menstruation is covered before the onset of periods, including the menstrual cycle, what to expect, available menstrual products, and the impact on physical and emotional wellbeing.
- Provide appropriate support for pupils managing menstruation at school, including access to products and suitable disposal facilities.
- Consider the needs of their pupil population when planning content and support arrangements.
- Take account of the cultural, religious, and personal beliefs represented within the school community.
Teaching puberty in mixed-sex classes is generally considered good practice, as it helps develop mutual understanding, empathy, and respect, while reducing stigma and misconceptions. However, schools may choose to deliver some learning in single-sex groups where this better meets the needs of pupils or responds to cultural or religious considerations. Any such arrangements should be reflected in the school’s Relationships Education or RSE policy.
Schools should also recognise that some families may have religious or cultural expectations linked to puberty and adolescence. Engaging sensitively with parents and carers can help ensure learning is respectful, inclusive, and supportive of pupils’ needs.
Further reading: Relationships Education, Relationships and Sex Education (RSE) and Health Education (Department for Education)
By the end of primary school pupils should know:-
- Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
- About menstrual wellbeing including the key facts about the menstrual cycle.
Source: Relationships Education RSE and Health Education (DfE) Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)
By the end of secondary school pupils should know:-
- Key facts about puberty, the changing adolescent body and menstrual wellbeing.
- The main changes which take place in males and females, and the implications for emotional and physical health.
Source: Relationships Education RSE and Health Education (DfE) Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)
Source: PSHE Association