At the time of writing, the Italian government is debating excluding certain age groups from sexuality and emotional education and implementing a “parental opt-in” model.

It is unclear how this might affect the international sector, but we are bracing ourselves for various outcomes. One option may be to ask parents to consent to the full relationships, sex and health education (RSHE) curriculum each school year.

As an RHSE specialist in an international setting, I am accustomed to keeping abreast of local and national laws and politics, as well as societal attitudes - it’s just one of the added layers of complexity international teachers have to contend with.

It’s important we do so, though, because international students’ lives require a high level of resilience, adaptability and cultural understanding - something an effective RSHE curriculum goes a long way to support.

Here are five ways schools can do this, whatever the context:

1. Adapt UK resources thoughtfully

UK resources are often robust, evidence-informed and values-led, making them excellent sources of information. They are UK-centric, which becomes painfully obvious with international students. Therefore, reviewing materials through a local lens is crucial.

Rather than dropping in an extra slide or changing the odd graphic, consider how to meaningfully adapt them to ensure they are culturally relevant.

Ask yourself: are the graphics, problem page activities, case studies and scenarios relatable? Are UK trends in teenage behaviour reflective of your cohort? Do the UK statistics referenced mirror what is happening in your host country?

2. Build local connections

Finding connections with local services isn’t always straightforward. Language barriers, unfamiliar systems and a lack of clear information can be problematic.

Yet knowing what services exist locally and how they operate is essential. Schools need to know about confidentiality rules, how students can access care, the costs involved and what young people can expect when they walk through the door.

When I first arrived in Rome, I found talking to colleagues invaluable. Many had navigated the healthcare system or had host-country partners who could explain how things work.

There will also be national staff in the school who are happy to help, or the well-connected parent community. I have also had success contacting tourist information offices, embassies and community health centres, all of which have offered practical guidance and connections.

3. Use guest speakers - but carefully

External contributors can enrich RSHE learning by offering students access to real-life expertise and diverse perspectives. Visitors also serve to normalise help-seeking behaviours by showing students where and how to access help beyond the school environment.

However, guest input needs careful planning. Make sure the speaker or organisation understands the school’s ethos and learning expectations, and that materials and session content are vetted in advance.

Your administration may also not want the school to appear affiliated with, or endorsing, charity-led services, so check with management as required.

4. Navigate laws by focusing on ethics and shared values

RSHE covers may sensitive areas - such as contraception, LGBTQIA+, sexually transmitted infections and abortion, so schools must be neutral while recognising and upholding the rights of the child.

As such, if some of the laws in your host country do not align with the Department for Education guidance on RSHE and the Equality Act 2010, be clear on your school’s values and use them as your guiding principle.

Remember, families have chosen your school deliberately, so they should already be invested in the school’s core values.

If the country is a safe environment in which to do so, you can discuss local laws to spark conversations with students on important topics.

For example, the age of consent in Italy is 14. When I inform my students of this and ask for perspectives, we delve into meaningful conversations about emotional and physical maturity, morals and values.

5. Be mindful of cultural and religious dynamics

It is important to be highly mindful of not just local laws but also cultural customs and religious backgrounds in an international setting.

When navigating potentially sensitive issues, local colleagues or trusted community members can be an invaluable source of insight to help you better understand how certain topics may be interpreted by families or within different faith communities.

I’ve found it helpful, for instance, to speak with friends from Muslim backgrounds before meeting with parents who had concerns about RSHE content. This allowed me to approach the conversation with awareness and respect.

Overall, being an international RSHE educator requires flexibility, commitment, cultural awareness and sometimes courage! Finding a middle ground between national guidance and international realities can be a challenge, but one that is ultimately rewarding.

Lessons foster curiosity, compassion and critical thinking in students who are growing up in a globalised world - what could be more important than that?

Vicky Walsh is RSHE specialist at St George’s British International School, Rome, Italy

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