Spring Fever: Process evaluation of a sex and relationship education programme for primary school pupils

Katie Newby

    Research output: Contribution to journalArticle

    2 Citations (Scopus)

    Abstract

    In primary schools in England, programmes of Sex and Relationships
    Education (SRE) are rare. Provision has been judged as requiring
    improvement in over one-third of these schools at a time when
    statutory provision has been mandated by the government. The aim
    of this study was to examine the early implementation of Spring Fever,
    a programme of primary school SRE, in terms of reach, fidelity, dose,
    recruitment and context. Data were collected through a teachers’
    feedback form (n = 10), teachers’ focus group (n = 9); a parent diary
    (n = 7), parents’ interviews (n = 5), parent feedback (n = 41) and pupil
    feedback (n = 24). Reach was high with few pupils withdrawn. Fidelity
    to the lesson plans and achievement of learning objectives was high
    for most school years. Pupils enjoyed the programme and responded
    well. It was clear that learning had occurred but that pupils had been
    uncomfortable with some topics. Teachers were largely positive about
    the programme. Parents felt that it was age-appropriate, informative
    and handled sensitively. This is the first process evaluation of primary
    school SRE. Detailed descriptions of process evaluation are uncommon
    in the literature but this is vital for identifying issues pertinent to the
    future roll-out and evaluation of programmes.
    Original languageEnglish
    Pages (from-to)1-17
    Number of pages18
    JournalSex Education
    Volume17
    Early online date9 Nov 2017
    DOIs
    Publication statusPublished - 2018

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