Ms Elaine Byrnes:

I thank the members of the joint committee for this opportunity to discuss topics raised in my written submission with Mr. Richie Sadlier. My perspective is informed by two components of my work. I deliver the pilot sexual health module at second level with Mr. Sadlier and I work on my own PhD research with third-level students, focusing on sexual behaviour and the communication of consent. Data from third-level students I have interviewed indicates that, for most, school-based relationships and sexuality education, RSE, was at best haphazard and at worst non-existent. There was consistency with words and phrases used to describe the experience including "limited", "mechanics", "skirting around the issue" and "it wasn’t dealt with". One student's, recollection resonated with me and summed up sex education in Ireland:

I think that education at that point has failed us, because we haven't had enough information[...] if I had this information, I could have made different choices. And I know people who have had sex, and years later have realised that they regretted it.

Such experiences and memories are not something I want for this cohort of students. As a parent, it is not what I want for my own children and their generation.

There is a very real opportunity now to create a framework for sex education that is not just comprehensive, but which empowers young people to develop autonomy and sexual competence in their relationships. Collectively, as adult members of society, we owe it to young people to address past failings and support their developing sexual health. As outlined by the World Health Organisation, the sexual rights of all people must be respected, protected and fulfilled. I acknowledge that it is a daunting task for the committee to review the existing RSE programme, but we do not need to reinvent the wheel. There are a number of offerings from independent bodies which facilitate sex education and support schools in that work, the gold standard in respect of which is the Relationships Explored and Life Uncovered, REAL U, programme delivered by Foróige. While that programme needs updating, it is a very good starting point for the committee. There is also work being done by Anna Keogh, who will make her own submission here today, and a team at Trinity which is developing very innovative work.

In the assessment of the challenges in implementing the existing RSE curriculum contained in their report of 2007, Mayock et alhighlighted and identified the practice of involving outside facilitators to deliver RSE. That is something which really needs to be considered. In our work together, Mr. Sadlier and I have noticed that our relationship with students is very different from the teacher-student relationship. There is a skill set an outside facilitator brings to bear which it would be very difficult for a teacher to replicate regardless of how enthusiastic he or she might be about delivering an RSE programme. I am at a loss to understand how we expect teachers to deliver an RSE programme which must be open, interactive and participatory and thereafter resume an authoritative role in the primary subjects they deliver. It is an unfair burden to place on teachers.

Regarding student-parent-school collaboration, I understand readily that there is a responsibility on us as parents to support our children's developing knowledge of sex and sexuality. I am equally understanding of the fact that it will probably take another generation before we are comfortable in this country with any discussions around sex and sexuality. Factual information is difficult for parents to deliver due to the specific knowledge and skills required. As evidenced in Nordic countries, however, where there is a progressive approach to sex education, children learn through both school and home that sex and sexuality are healthy and normative parts of the human experience.