As a PSHE leader, it’s easy to feel pressured by the latest media focus.
The recent buzz around Adolescence, for example, has put misogyny in the spotlight, and Netflix has announced that the TV drama will be freely available for secondary schools to show in classrooms - despite its 15 rating and potentially distressing content.
I follow these discussions closely but recognise that these themes are already embedded in our curriculum and have been for some time.
PSHE: how to create meaningful change
Spontaneous reactions rarely lead to meaningful change. Simply putting a TV series in front of students does not equate to effective learning, especially when many have become desensitised to violent content through constant exposure on social media.
Real learning happens through expertly led guided conversations, opportunities for critical analysis, discussion and debate, and students being able to role-play scenarios. Not through watching a drama that might reflect, at the extreme level, some experiences that a student already knows about or finds distressing.
A strong PSHE curriculum must evolve with society, ensuring that modern challenges - such as artificial intelligence, digital wellbeing and mental health stigma - are meaningfully addressed.
But staying relevant does not mean reacting to every media-driven issue.
Instead PSHE must be carefully planned, embedding key topics like misogyny, respect and healthy relationships in age-appropriate ways that truly resonate with students.
Crucially, this process shouldn’t just be dictated from the top: feedback and questions from students must guide how we shape the curriculum. By actively seeking students’ feedback, we ensure that PSHE remains impactful and responsive to their real-life concerns.
For example, we developed lessons on bereavement after students expressed uncertainty about how to support friends who had experienced loss. Similarly, lessons on supporting peers with mental health struggles were introduced in response to student and teacher feedback.
Staff who witness emerging behaviour and safeguarding trends first-hand also contribute invaluable insights. This collaborative approach helps us to move beyond a curriculum that might seem tokenistic to one that ensures PSHE is not just relevant but truly meaningful in preparing students for the world around them.
Engaging parents is another crucial element. While schools play a key role in equipping students with knowledge and skills, parents and carers are their children’s primary influencers. That’s why we focus on open dialogue with families, offering resources and workshops to help them feel confident discussing sensitive topics at home.
The best outcomes happen when school and home work together, reinforcing the same messages about respect, boundaries and emotional wellbeing. By providing parents with guidance on how to talk about misogyny or online safety, for example, we extend the impact of classroom discussions and ensure that these lessons continue beyond the school gates.
The future of PSHE must strike a balance between adaptability and stability. As new challenges emerge, we must remain open to updating our curriculum, but not at the expense of careful planning and evidence-based approaches. A crisis-led curriculum does not serve students.
We should focus on creating structured, iterative lessons that build knowledge and critical-thinking skills over time. This means investing in teacher training, ensuring that staff feel confident delivering the subject, and fostering classroom environments where students feel safe to engage in meaningful discussions.
Ultimately, PSHE is about preparing students for life in an ever-changing world.
This means thoughtful curriculum development, collaboration with students and teachers, and strong partnerships with parents. By taking this approach, we can equip young people with the knowledge, resilience and skills they need to navigate the complexities of modern life, from educators who are confident in delivering lessons that have impact.
Charlotte Cooper is deputy director for curriculum and assessment, and national lead for personal development at Astrea Academy Trust
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