Relationships and sex education: An exploration of the curricula for autistic young people and the role of educational psychologists in providing support

Abstract

This thesis comprises an introductory chapter, a systematic literature review and an empirical paper. The introductory chapter provides a rationale for engagement, the historical and political context of statutory relationships and sex education, the aims and rationale of the thesis, the epistemological position, and the dissemination plan. The systematic literature review explores the core elements of relationships and sex education curricula for autistic young people. It includes both presented curricula and curricula suggestions from researchers, professionals and autistic individuals and their caregivers. The empirical paper explores educational psychologists’ views and experiences of current practice, barriers and opportunities related to their role in supporting the relationships and sex education of autistic and non-autistic young people. Taken together, these inform understanding of how the relationships and sex education curricula can, or should be, adapted to meet the needs of autistic students and how educational psychologists can support schools, families and children and young people with relationships and sex education more widely.

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