The new updated RSHE statutory guidance was published by the DfE in July 2025. The updated document replaces the original 2019 version, but importantly, this new guidance does not become compulsory for schools to adopt until 1st September 2026.
Until then schools are still legally bound by the 2019 statutory guidance, although the DfE have stated that schools can start following the new guidance sooner if they wish to and are properly prepared to do so. This effectively gives schools a full academic year to prepare for the transition to full implementation of the updated requirements.
Headlines
There are a range of changes to the updated guidance, including the inclusion of wider aspects of already established PSHE education topics, but key changes to existing requirements that school and subject leaders should particularly note include:
Some of the new requirements will naturally require curriculum content updates, and subject leaders in primary and secondary settings should review current provision to ensure coverage. Leaders should also consider how new themes are linked across the wider curriculum and ensure staff have access to appropriate teaching resources.
Other updates within the guidance are designed to reinforce broader aspects of best practice around RSHE/PSHE provision, such as around RSE policies, parental engagement, staff training and the importance of teachers and schools making their own informed decisions about when to teach some content based on the needs of their school community.
The updates will also likely prompt new staff training needs, including around classroom approaches that aim to educate and empower pupils without causing unnecessary anxiety.
Our Opinion
It’s fair to say that the previous updated draft RSHE guidance published in May 2024 was roundly criticised by many in the education sector via the subsequent consultation on that version. With that said, this new updated guidance is far from perfect and there are still plenty of elements that are open to interpretation, albeit it is definitely a bit less ‘fuzzy’ than the 2019 edition!
It is a little disappointing that the call for some statutory coverage in KS5/post-16 settings has not been acted upon, as this updated document would have been an ideal opportunity to hit this much called for aim. A specific requirement to deliver economic education has once again been omitted, although there is the distinct possibility this will soon feature more in schools via the final DfE curriculum and assessment review recommendations.
There is also very little detail on adapting content to meet the needs of SEND learners, although this is still clearly expected.
It is also a bit annoying in places that terminology appears to have been changed for the sake of it; for example, health education content is now called ‘health and wellbeing’ (formerly also referred to as ‘Physical health and mental wellbeing’) but it still means health education – why not just call it health education?!! Some unit titles have also been updated which may cause confusion for some colleagues, and the replacement of ‘mental wellbeing’ to the new ‘general wellbeing’ within the health education strand feels like an unnecessary change of emphasis, albeit most of the content it still related to mental health and wellbeing.
However, on the whole the 2025 guidance has many improvements on the 2019 version and clearly brings into statutory curriculum requirement a range of topics that educators know are vital to cover as part of a well-planned, broad and balanced PSHE/RSHE curriculum.
The new section ‘Guiding principles for relationships, sex and health education’ is a practical and helpful summary bringing together the key principles needed to successfully deliver on the requirements. There is also some useful clarification on elements across the document, including examples of learning linked to curriculum content, so it feels much more fit for purpose and user friendly than the 2019 version. Even the simple numbering of bullet points within each strand of learning is very helpful!
There appears to be more of a focus on skills and attributes, rather than just knowledge alone, which is a welcome update. And importantly, there is a clear message that schools can judge for themselves and contextualise what is taught and when based on their own needs – certainly a welcome backing for schools to really ‘own’ the guidance provided in an age appropriate, flexible way, and to start learning earlier where needed.
The updated guidance brings many promising opportunities and potential challenges for schools, but it is certainly a progressive piece of statutory guidance which is very welcome to support often difficult territory to navigate for schools.
Next Steps
These updates require thoughtful leadership and whole-school coordination. Over the course of the 25/26 academic year, although not an exhaustive list, we recommend carrying out these key actions sooner rather than later:
If the thought of updating and working on the new RSHE requirements fills you with a sinking feeling, then the S4S School Health & Wellbeing Service can provide help across all of these areas, and more! Please let us know if you’d like to find out about our tailored support and advice to help prepare your school for full implementation.
We are also running a series of initial briefing sessions for primary and secondary schools during September to help colleagues from each phase understand further what this new guidance means to them and the important actions required. You can view these and any of our other PSHE/RSHE related training sessions currently on offer to schools and professionals here: https://bookwhen.com/s4swd
Are you an educator or school that is looking to collaborate around PSHE education? If so, let’s connect and talk about how we can work together! You can reach out to me and find out about the work that I do via any of the links below: ·
· Email: russell@schoolhwb.co.uk
· LinkedIn: www.linkedin.com/in/russell-stanley-pshe
· S4S School Health & Wellbeing Service: https://www.services4schools.org.uk/school-health-wellbeing-service
· Health & Wellbeing in Schools website: www.schoolhwb.co.uk
Meet our Expert -
Russell Stanley
Russell has over 18 years of experience of working in and with schools, both as a primary school teacher, and then in a variety of voluntary, advisory and managerial roles related to PSHE education within both Education and Public Health departments for a Local Authority.
As an independent consultant, Russell now works with schools, charities, local authorities and commercial education businesses across England. He is incredibly passionate about PSHE and the unique difference that this vital subject can make to the lives of children and young people.
