Delivery of relationships, sexual health and parenthood (RSHP) education in Scottish schools - draft statutory guidance

This summary is too long

It says: RSHP education will predominantly be delivered through Health and Wellbeing/PSE and Religious and Moral Education (RME).

Is the concept introduced in other subjects? Embedded as it says? If yes, then this denies me my right to withdraw my child because I cannot do and won't do that for other subjects like maths, English, physics. If the education of the child needs to have stories of people then let those people have gender neutral names and pronouns and no pictures. I have come across English assigned books which contains content for adults, as a parent I need to have be briefed before my child is assigned such books.

I think it defeats the purpose for parents to have control over RSHP participation but no control over the material embedded in other subjects.

The guidance needs to be transparent:

Is RSHP-like content taught in other subjects? Is withdrawing a child from RSHP class going to ensure teachers do not pass information to my child about sensuality which I am NOT made aware of? Are ideas of same sex couples shared with my child who comes from a faith which does not condone same sex relationships? Are they presented to my child without a disclaimer that this is NOT your belief? Or are they presented as education or embedded within other context?

Again:
Is the concept introduced in other subjects? Embedded as it says? If yes, then this denies me my right to withdraw my child because I cannot do and won't do that for other subjects like maths, English, physics. If the education of the child needs to have stories of people then let those people have gender neutral names and pronouns and no pictures. I have come across English assigned books which contains content for adults, as a parent I need to have be briefed before my child is assigned such books.

I think it defeats the purpose for parents to have control over RSHP participation but no control over the material embedded in other subjects.

What does sound values mean?

Can these be defined? Can they be defined in the context of different children? The quiet child, the confident child, the rebellious teenager?

Are teachers guided on what to look for in a disclosure made by a child and decide to call child protection?

Where is the line? Is teaching your child your religion in an understanding manner going to warrant you being questioned by child protection officers?

For example a child says " I would never be allowed to be gay" as a conclusion from their parents who have told them that according to their religion this is not something done by the followers of that religion. THIS statement is true but the conclusion is just that, a conclusion.

Where is the line? The guidance is very fluffy and NOT CLEAR ON WHEN WHAT ACTION IS TO BE TAKEN. It leave these subtle interactions and judgements to individual opinion.

Can you clarify when this is true: "not all cases where young people are sexually active raise child protection concerns"

How young is okay to be sexually active? Would they not only be safe if they can consent at 16? I would assume that before 16 years old then young people cannot consent to serial interactions. This may sound odd to those from cultures where children find themselves doing things to fit in and be cool. I think our guidance will also guide children on when it is okay to do something, this guidance gives the responsibility to the child and is very vague for those around the child.

There needs to be clearly defined goals for the teachers on HOW they can include children of faiths which do not align with the presented belief of LGBTQ.

This guidance is NOT clear on what steps, outcomes etc are in place to ensure regardless of a teacher's beliefs or the classrooms demographics, children of faiths (which DO NOT align with LGBTQ beliefs) still feel validated and on the right path, just a different path.

Religious people are very concerned about what their children are taught on relationships, sexual health and parenthood. There is not nearly enough material to make educators aware in even in the Official policy guidance as well as the other two sections: learning and teaching resources and professional learning resources.

Religious people should be allowed to participate for the sake of their children to promote a healthy discussion on how their children should be helped to have a strong belief in their faith and to be helpful and tolerant to everyone.

Religious people are very concerned about what their children are taught on relationships, sexual health and parenthood. There is not nearly enough material to make educators aware in even in the Official policy guidance as well as the other two sections: learning and teaching resources and professional learning resources.

Religious people should be allowed to participate for the sake of their children to promote a healthy discussion on how their children should be helped to have a strong belief in their faith and to be helpful and tolerant to everyone.

Resources to include:
- recommended resources by leaders from all major religions. Faith plays a big part in people's sexuality and mostly by the person's own choice. Restricting information on this matter to only non religious resources is discrimination against children from a faith background. These children need the most support in a manner that matches their own beliefs.