PSHE – The most undervalued subject in the curriculum

PSHE (Personal Social, Health and Economic Education) has a certain reputation in most secondary schools as being the subject that you read up on 5 minutes before the lesson, right before you ‘wing it’ in front of a room full of unenthusiastic students. Despite it being taught by form tutors, and often being the only lesson that staff have with their own tutor group, a good chunk of teachers – though not all by any means – fail to see the value of the subject, or perhaps don’t value it enough to put anything into it.

I think this is crazy.

Within both primary and secondary schools, teachers are never any one thing on one day – we wear many hats, to suit different subjects, students and occasions. Out of all of these roles, I consider ‘Form Tutor’ to be one of the most valuable and rewarding, and PSHE is a huge part of that.

As a primary teacher, I journeyed every day through the whole curriculum with my students. As such, there were countless opportunities to develop their talents as successful learners, but also remind them of the need to be honest, kind and thoughtful individuals. As a form tutor in secondary however, I saw my tutor group for only 20 minutes registration – 20 minutes that included a myriad of admin tasks, social work and pushing whatever subject was on the hit list that week. There wasn’t the time to breathe, let alone discuss anything important with any real depth.

PSHE was my one hour a week, when I was really able to teach my tutor group, and impart knowledge that really mattered –puberty and sex education, drugs and alcohol awareness, internet and social media safety, healthy lifestyles, using money wisely, resolving conflict and so much more. These topics are incredibly important.

For the most part they’re underpinned with powerful messages about persevering through tough times, being true to your own sense of right and wrong, standing up for yourself and others, feeling good about yourself without comparing yourself to others, and being safe by making good choices in a variety of situations.

For my own part, I never ‘winged it’ in PSHE and would often spend a good half an hour altering planned lessons each week, adding a few clips from ‘YouTube’ or writing ‘agony aunt’ columns based on real-life school situations, to make these messages as relevant and effective as they deserve to be. I’ve often being told that ‘you get out, what you put in’ and for the most part, my tutor group always seemed to enjoy our lessons together and were a really decent group of young people.

Whilst you can’t make their decisions for your students outside of school, if you teach PSHE well, at least you know that they’re informed about the important stuff –  what happens to your body if you happen to drink a lot of alcohol; the ways in which your life would change if you became pregnant in your teens; the benefits of eating good food and exercising; and why you shouldn’t worry if you feel like crap/spotty/moody, because secretly, everyone else at your age does and it’s just hormones.

Think about the impact that information like this could have on the choices that a young person makes as they grow.

If you’re doing it right, your tutor group is very much like a little family, within the extended family of school. Even when your birds have flown the nest, you want to feel that you’ve done all you could to allow them to make good choices and lead happy lives. Otherwise, what’s the point?



Categories: Positive Psychology, Mental Health and Wellbeing, Teaching and Learning

Tags: , , , , , , , , , , ,

2 replies

  1. My experience in this area is limited but when teaching kids to use Excel, I have them set up a monthly budget for their family. This link to reality has an amazing effect both in terms of their understanding of the software and their understanding of their parents’ problems and what they are going to have to earn in order to survive.

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