The consequences for the students are that if this education is not taught thoroughly or effectively, then students don’t have the information to make health-enhancing decisions. This can lead them into relationships and scenarios that are unhealthy and therefore damaging to their overall well-being. Our relationships with others have a huge impact on our own identities and how we view ourselves, and if this is not done in a healthy way, then students are developing negative imagery of their own identities leading to a myriad of health issues. As we all know, teenagers are going through so much emotionally as their bodies and emotions are changing and developing, this can have a strain on the parents and family around them trying to keep their children happy and healthy.

Our role as a teacher is to provide this knowledge for students to be able to make health-enhancing decisions that lead to an overall happy and healthy individual. Giving students tools to be able to overcome difficulties they may face in their identities and relationships. Our role as teachers is to provide an environment where students feel safe and comfortable to learn, to take in this knowledge also. It is the student's right to be receiving a high-quality education, so teachers must ensure that their teaching methods and practices are up to date and relevant to the learner. 

This is important as not only do students have the right to these things, but in this period of time, relationships, sexuality, and identity are developing and changing which can be really scary for students. Ensuring that we are providing this information to help support students through this changing period in their lives means we are supporting them to become happy and healthy individuals which ultimately is the most important thing. If students can have the knowledge to make health enhancing decisions, and know where to go for support, then we know as teachers that we have done our job in helping these students navigate this difficult time.

This information critiques how sexuality and relationship education has been taught in the past, and forcing kaiako to critique their teaching and learning - is this really the best teaching I can do? Are my students getting all of the information that they need? Do they have enough support? Have I created a space where they are comfortable and safe to learn? Is there something else I could be doing? Asking ourselves these questions ensures that our students are receiving the best possible learning to make decisions in their identities and relationships.

I will use this information to inform my future teaching. Although I am confident that I will be teaching relevant and well-informed learning, I need to ensure that I am thinking about the different approaches I can take for certain cohorts of students. I will also ensure that I am fulfilling my role as a health teacher to the best of my ability with the support of resources like this one. 

In the context of RSE, this means that schools need to:

- ensure inclusive environments for all young people
- allow their ākonga freedom of expression in relation to their gender identities and sexual orientation, including the right to determine their own identity and name
- include content on the diversity of sex characteristics, sexuality, and gender identities in their curriculum programmes.

Good quality sexuality education has advantages for students by:

- promotes students’ overall wellbeing
- increases students’ ability to make good decisions about their health
- helps students think critically and act fairly toward others
- helps students thrive and become confident and actively involved life-long learners.

Boards of trustees are required to ensure quality outcomes for all students through sexuality education.

Quality RSE programmes need effective teachers. Programme evaluation should include links to Registered Teacher Criteria, to Tātaiako: Cultural Competencies for Teachers of Māori Learners (Education Council New Zealand and Ministry of Education, 2011), to the Code of Ethics for Registered Teachers, and to general performance appraisal procedures within the school. This includes provision for effective professional learning in the area of RSE. We as kaiako need to provide information for students to be able to make informed decisions that lead to positive outcomes. By kaiako knowing this information and knowledge we can give students tools to be able to overcome the difficulties in relationships and sexuality. We need to make sure schools are safe places for akonga to be able to come to and not feel judged or bullied. 

While digital platforms can be sites of inclusion and connection for young people, they are also places where exclusion and bullying are common. Young New Zealanders need to learn how to develop healthy relationships in both offline and online contexts. Such learning not only supports their development and overall wellbeing, it also contributes to the development of a more inclusive and positive society.