Introducing a structured approach to SPHE will present challenges to all involved. The central feature of organising SPHE is the development of an overall approach to the area in the context of the school plan. Because of the nature of SPHE it is essential that this is drawn up with appropriate consultation. School policies such as those on bullying, RSE or substance misuse will inform the development of a school approach to SPHE. In turn, any review of such policies will have to take cognisance of the SPHE programme that is in place in the school.

The stages in developing a school approach to SPHE

A school approach for SPHE should be realistic, reflect the needs of the children, and give a clear sense of purpose and direction to the teacher. It will identify the appropriate strategies for effectively implementing SPHE in the school and will result from consultation between parents, teachers, management and ancillary staff. There are a number of stages in this process:

• exploring the nature and essence of SPHE. The starting point for developing an overall approach to SPHE will be agreeing a common understanding of the subject area and its role and place in the school curriculum. It will be important to be aware of its multi-dimensional character and the various ways in which it is implemented in the school. As part of this exploration, schools will identify the aspects of SPHE that are being covered in the existing curriculum or any programmes in use that comply with the underlying principles of the SPHE curriculum
• drawing up a school approach to SPHE. The second stage of the process will be the drawing up of an overall school approach to SPHE. This will enable each school to see where it is now and to plan for its future development
• engaging in an information and consultative process. In consulting parents, management and ancillary staff, options, views, attitudes and opinions will be explored. As a result of this consultative and reflective process an approach to SPHE in the context of the school plan will be agreed. Teachers will be guided by this agreement when implementing the SPHE programme in the school
• reviewing after a fixed period. It is essential that a review of the programme takes place after a fixed period. Teachers, parents and children will all have valuable insights to contribute to the review. This can be quite informal but provides time to examine how the work is proceeding, any difficulties that may be arising, the adequacy of resources and support, and the effectiveness of the plan.

Various roles in organising SPHE

The role of the board of management

It is the responsibility of the board of management to support and facilitate the school approach to SPHE as it is being developed and to approve and review this approach within the context of the overall school plan.

The role of parents

Since parents have the primary role in the social, personal and health education of their children, the school should provide them with opportunities to contribute to the development and implementation of SPHE in the school. Opportunities for involvement include:

• participating in school planning and review
• supporting teachers in implementing particular aspects of the programme
• discussing the learning that has taken place in school with their children
• reviewing resources for specific aspects of the programme.

The role of the principal

The principal has a central role in ensuring that the SPHE curriculum is effectively implemented in the school in accordance with the school plan. He/she will need to encourage and enable staff to adopt and apply some of the new strategies and take a different perspective on what is happening in the class. In many instances the principal will be the liaison person between the board of management and the staff, and between members of the community and the staff.

The role of the teacher

Children are more likely to gain from a curriculum where there is consistency in the approach taken by all teachers in the school. Some teachers may have developed skills in the use of various approaches in SPHE or may have had previous experience of using materials in this area, while others may have a keen interest in health issues. Sharing this expertise and encouraging each other will be significant elements in the implementation of a comprehensive SPHE programme.

The role of ancillary and support staff

The wider school community will have an important role to play in supporting the social, personal and health development of the children. In their interactions with both teachers and children they can reflect the principles promoted by the SPHE programme. It will be important that they are involved in the consultation process and are aware of the various policies that exist in the school.