Exploring young people’s understandings of relationships and sexuality education (RSE) in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Aotearoa (New Zealand)

Abstract

Relationships and Sexuality Education (RSE) plays an important role in supporting young people’s sexual and emotional wellbeing by developing their knowledge and skills to navigate relationships, sexuality, and identity. However, concerns remain about whether current approaches adequately reflect young people’s lived experiences and the complexities of contemporary sexual lives. In Aotearoa New Zealand, RSE has traditionally prioritised biological understandings of sexuality and risk prevention, with less emphasis on emotional, relational, and identity-based aspects of wellbeing. I explored young people’s understandings of school-based RSE in Aotearoa New Zealand and its relevance to their sexual and emotional wellbeing. Drawing on a contextualist epistemological framework, an anonymous online qualitative survey was conducted with 32 tertiary students aged 18 years and older who had completed school-based RSE within the previous five years. Data were analysed using Braun and Clarke’s (2006) reflexive thematic analysis. Four themes were developed: (1) RSE had limited usefulness and was incomplete; (2) RSE experienced as not inclusive; (3) how RSE was delivered shaped student engagement; and (4) informal sources became a substitute for RSE. Participants described RSE as largely focused on biology, sexual health risks, and pregnancy prevention, while emotional intimacy, communication, pleasure, diverse identities, and real-world relationship experiences were often absent or insufficiently addressed. When formal education did not meet their needs, participants actively sought knowledge through peers, online resources, and personal experience. The findings highlight a disconnect between the RSE participants received and the knowledge and skills they considered necessary to navigate contemporary sexual and relational experiences. By centring young people’s voices, the findings demonstrate the need for RSE that is more inclusive, relational, and responsive to young people’s realities, moving beyond predominantly biological and risk-based approaches to better support lifelong sexual and emotional wellbeing.