Resources for learning and teaching SPHE
Classroom resources to support teaching the Senior Cycle SPHE curriculum (2024) are being developed through a partnership of the Department of Education and Youth, the NCCA, and the HSE. These resources will be published incrementally, in the following sequence:
- Health and Wellbeing 5 - New! Please share your feedback on Health and Wellbeing 5 via this short questionnaire
- Relationships and Sexuality 5 - New!
- Health and Wellbeing 6 – September 2026
- Relationships and Sexuality 6 – December 2026
In addition, teachers can build their understanding and begin planning by reviewing the resources in this Toolkit that have been carefully selected for their relevance to Senior Cycle SPHE.
Where classroom resources are listed, these are not a prescriptive list of resources. Each teacher/school and class will decide what resources are best suited to their needs. Young people in senior cycle are typically aged between 16-18/19 years. They are at different stages of emotional, social and physical development and will bring a wide variation of life experiences to their learning in SPHE. Therefore, the relevance and appropriateness of each resource needs to be considered by the SPHE teacher, since the teacher is best placed to discern which resources are suited to supporting learning in the context of their students’ unique needs, stage of development and school context.
Resources are hyperlinked throughout the toolkit - to access a resource please click on the hyperlink. These links bring you to external sites.
New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim as a support for planning.
| Students should be able to | |
|---|---|
| 1.1 explore the determinants of good health |
LO 1.1 explained Further elaboration and guidance on this Learning Outcome 1.1 (NCCA, 2024). Classroom resources Health and Wellbeing 5: lesson 2 What makes us healthy? (1 min youtube video) Youth mental health promotion in Jigsaw. Animated video (4 mins) that explains the determinants of health, Jigsaw. Background reading for the teacher: What are the determinants of health? World Health Organisation determinants of health Commercial determinants of health – World Health Organisation Commercial determinants of health |
| 1.2 investigate factors that influence holistic health, including physical activity, food, sleep, social connections, positive self-image and connecting with nature, and discuss how these are related. |
Sample relevant research: Survey Results - Planet Youth - Growing Up in the West Information for teenagers about many aspects of health (Spunout) Find out what your body needs to stay healthy (Irish Nutrition and Dietetic Institute) The importance of positive self-image (Jigsaw) Connecting with nature for health and wellbeing (Environmental Protection Agency) Classroom resources Health and Wellbeing 5: Lessons 1 and 10 Background reading for the teacher: Trends in Health Behaviours, Outcomes and Contexts:1998-2022 The Irish Health Behaviour in School-aged Children Study. HSBC Ireland Trends Report 1998-2002. |
| 1.3 Examine social norms, attitudes and beliefs related to alcohol, tobacco/vaping and substance use |
LO 1.3 explained Further elaboration and guidance on this Learning Outcome 1.3 (NCCA, 2024). Factsheet: Young people, drugs and alcohol - the Irish situation (2025) Background reading for the teacher: Health Behaviours of Young Irish People Report 2022 Key findings from the 2024 European School Survey Project, European Union Drugs Agency, Lisbon, |
| 1.4 explore the factors that influence mental health and wellbeing, including the influence of family, community, peers, school, social media, digital technology, alcohol and mood-altering drugs, and self-image and identity |
Background reading for the teacher: Being LGBTQI+ in Ireland: National study of the mental health and wellbeing of LGTQI+ communities in Ireland, 2024 |
| 1.5 recognise helpful and unhelpful thinking patterns, including negative self-talk, and how these can affect emotions and behaviour |
For the classroom Health and Wellbeing 5: Lessons 5 and 6 Minding Your Wellbeing Programme - HSE.ie See these short videos: Understanding our thoughts and Exploring Emotions Common Thought Patterns & How They Can Affect Your Life (created by Spunout) |
| 1.6 recognise helpful and unhelpful thinking patterns, including negative self-talk, and how these can affect emotions and behaviour |
For the classroom Health and Wellbeing 5: Lessons 3, 4 and 7 Self-help for your mental health - HSE.ie |
| 1.7 recognise the signs and symptoms of low mood, stress and anxiety in themselves and others and recognise when help should be sought, where to go and how to access help if needed |
For the classroom Health and Wellbeing 5: Lessons 8 and 9 Fight Flight Freeze – Anxiety Explained For Teens (youtube.com) Mental Health Educate l Youth Mental Health Animations Short animated videos with young people talking about dealing with low moods/depression, anxiety, low self esteem, etc Mental health supports and services for young people HSE’s mental health literacy campaign – spunout Your Wellbeing Hub - National Youth Council of Ireland Jigsaw.ie | The National Centre for Youth Mental Health Background for the teacher: Understanding how the brain responds to stress (2.30 short video) Dr Daniel Siegel presenting a Hand Model of the Brain Living with the Black Dog - A WHO short video that provides a guide for carers, family and those living with or suffering from depression |
| 1.8 discuss healthy and unhealthy ways of responding to low mood, stress and anxiety |
For the classroom Health and Wellbeing 5: Lessons 7, 8 and 9 Background for the teacher: Common mental health difficulties and self-help tips (HSE) Dealing with Anxiety - NEPS Managing Anxiety - Jigsaw Five a day for your mental health | Advice for Young People | Jigsaw Understanding stress Jigsaw guidance for teens |
| 1.9 explain the pathways towards addiction, the signs and consequences of different kinds of addictions and where to go and how to access help, if needed |
For the classroom Health and Wellbeing 6 Background for the teacher: Pathways to Addiction - Psychology Today Ireland Addiction and the brain - American Institute of Biological Sciences |
| 1.10 discuss and devise ways to safely manage social situations where their own or others’ health or safety may be at risk. |
For the classroom: Know the score: Lesson 12 Drugs - Stories 10 ways to stay safe on a night out - Spunout |
New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim for the teacher as a support for planning.
| Students should be able to | |
|---|---|
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2.1 demonstrate the awareness and skills needed for nurturing healthy in-person and online relationships, including respecting boundaries, communicating effectively, navigating difficult conversations, preventing and managing conflict and dealing with break-ups.
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For the classroom Relationships and Sexuality 5: Lessons 1, 2 and 7 Yes Project: Activities developed by Youth Work Ireland to support relationships education (2019).See activity 3 - Comfort, Stretch, Panic to stimulate discussion about boundaries. Am I in a healthy relationship? spunout.ie Healthy relationships Dublin Rape Crisis Centre (2022) |
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2.2 reflect on how their attitudes, beliefs, values and identity, and those of others, can influence the dynamics of families, friendships and romantic relationships |
For the classroom Relationships and Sexuality 6 |
| 2.3 discuss the need for consent and the importance of care, respect, empathy, trust and mutual pleasure within a sexual relationship |
For the classroom Relationships and Sexuality 5: Lesson 6 Relationships and Sexuality 6 Let’s Talk About Consent: a guide for young people exploring the topic of consent National Youth Council of Ireland Consent Hub NUIG Consent-Consent-Skills-Booklet.pdf DRCC Consent what do I need to know? A fact sheet developed by DRCC, 2020 Consent and Sex Advice for Young People Jigsaw.ie Background reading for teacher: LO 2.3 explained Further elaboration and guidance on Learning Outcome 2.3 (NCCA, 2025). |
| 2.4 examine how both positive and harmful attitudes around gender are perpetuated in the media, online and in society and discuss strategies for challenging and changing harmful attitudes and narratives |
For the classroom Relationships and Sexuality 5: Lessons 3, 4, 5 and 10 Stand Up Speak Out: A youth programme to understand power and prevention in gender based violence, Youthwork Ireland Background reading for teacher: LO 2.4 explained Further elaboration and guidance on Learning Outcome 2.4 (NCCA, 2024). Gender Equality: Learn About the Root Causes of Gender Inequality Unicef.ie Gender Social Norms Index (GSNI) | Human Development Reports undp.org Ten harmful beliefs that perpetuate violence against women and girls Oxfam The State of the Nation’s women and girls (Irish government report, 2025) DCU-Recommending-Toxicity-Summary-Report.pdf antibullyingcentre.ie Have A Word: A short video that highlights how men and boys can stand up to violence against women |
| 2.5 identify and consider common signs of abusive relationships, including coercive control |
For the classroom Relationships and Sexuality 6 Background reading for teacher: Quiz: Can you recognise a healthy relationship? spunout.ie 8 red flags in relationships spunout.ie Too Into You resources (e.g. Quiz) Coercive control in family settings Poster, Barnardos |
| 2.6 explore the root causes and consequences of domestic, sexual and gender- based violence (DSGBV) and outline the supports and services available, and protections under the law |
For the classroom Relationships and Sexuality 6 Background reading for teacher: LO 2.6 explained Further elaboration and guidance on Learning Outcome 2.6 (NCCA, 2025). Stand-UP-Speak-Out A youth work programme aimed at understanding power and Preventing gender-based violence (youthworkireland.ie) Report: One in five women (Women’s Aid) White ribbon campaign Ireland seeks to engage men and boys in ending violence against Women and Gender-Based Violence. Adolescent girls face alarming rates of intimate partner violence (Summary of research published by World Health Organisation, July 2024) |
| 2.7 investigate the possible influence of pornography on attitudes, behaviours and relationship expectations and what supports are available for those impacted by pornography |
For the classroom Relationships and Sexuality 5: Lesson 8 Background reading for teacher: LO 2.7 explained Further elaboration and guidance on Learning Outcome 2.7 (NCCA, 2024). Culture Reframed-Harms of Pornography-pdf cultureframed.org ESRI research findings on pornography use among young men and its effects (2024) It's Time we Talked - Australian website aimed at educators, young people and parents It’s Time to Talk about Porn: Irish attitudes on the links between pornography, sexual development, gender inequality and violence against women and girls. Women’s Aid, 2022. Fight the New Drug This site contains a range of resources for educators. Facing reality: Addressing the role of pornography in the pandemic of violence against women and girls OnlyFans – a critical opinion, Ruth Breslin Written evidence from Professor Clare McGlynn on the harms of pornography (published by UK Parliament's Women & Equalities Committee) Young women are getting strokes and seizures — it's time to ban 'choking' porn, Ruth Breslin, The Irish Examiner Overcoming porn addiction requires time and effort, but the reward is a better sex life. The Guardian Newspaper |
| 2.8 discuss image-based abuse, sexual harassment, sexual assault and rape and what to do and how to seeks support if they or someone they know has experienced any of these |
For the classroom Relationships and Sexuality 5: Lesson 7 Relationships and Sexuality 6 'No Excuses' – A personal testimony about the sharing of intimate images without consent. Speak Out: Sexual harassment in schools sesson plans and session guidance James is dead: A short animated video that challenges victim blaming when sexual violence occurs Background reading for teacher: LO 2.8 explained Further elaboration and guidance on Learning Outcome 2.8 (NCCA, 2025). Street harassment: #ISayItsNotOK YouTube (1.26 mins) Storm and Stress’ An Exploration of Sexual Harassment Amongst Adolescents
Sexual Violence Survey CSO, 2022 |
| 2.9 understand the components of sexual health, including fertility across the life-cycle, reproductive choices, sexual functioning, safer sexual practices, possible responses to an unplanned pregnancy, and how to access sexual health information and services. |
For the classroom Relationships and Sexuality 5: Lessons 9, 11 and 12 Relationships and Sexuality 6 Background reading for teacher: LO 2.9 explained Further elaboration and guidance on this Learning Outcome 2.9 (NCCA, 2024). Sexualwellbeing.ie: A webpage with information on all forms on contraception. What are my rights to sexual healthcare in Ireland?: Written by Children’s Rights and Alliance and published by SpunOut HSE advice on all options for an unplanned pregnancy What to do if you have an unplanned pregnancy Spunout information Young People’s Sexual Health in Ireland: Insights from a 2025 HSE Survey Sexual health literacy and sexual health behaviours among young adults in Ireland, ESRI report, 2025 |
New resources to support classroom teaching and learning in Senior Cycle SPHE are under development. The resources below are offered in the interim as a support for planning.
| Students should be able to | |
|---|---|
| 3.1 consider strategies for self-care that can help maintain health and prevent ill-health |
For the classroom Health and Wellbeing 5: Lesson 11 Background reading for teacher: |
| 3.2 demonstrate self-management skills necessary for life |
For the classroom Health and Wellbeing 5: Lessons 3, 4 and 7 Travelwise – a lesson to empower student with the knowledge and skills to make informed and responsible decisions when travelling abroad. Background reading for teacher: |
| 3.3 explore a range of life events where they might experience change, loss or heartache and discuss how to care for themselves and/or others during these times and where to find support |
For the classroom Health and Wellbeing 5: Lesson 7 |
| 3.4 summarise accurately their rights and responsibilities and protections before the law as a young adult with reference to online communicating, consent, alcohol and drug use, their work-place rights and right to access services |
For the classroom Rights of young workers (citizensinformation.ie) Know the Score Lesson 11 (the law as it relates to cannabis) |
| 3.5 demonstrate the confidence and skills needed to be their own person and be able to advocate for themselves and others even if it means standing out from the crowd. |
For the classroom Relationships and Sexuality 5: Lesson 2 Background reading for teacher: All Right All Night - On nights out, let's look out for each other (UCC Bystander Programme) Bystander intervention tip sheet - American Psychological Association Frequently Asked Questions - UCC Bystander programme |
| 3.6 recognise when people are experiencing discrimination and demonstrate the skills needed to express solidarity in a range of situations. |
For the classroom Relationships and Sexuality 5: Lesson 5 LO 3.6 explained Further elaboration and guidance on this Learning Outcome 3.6 (NCCA, 2024). Tips for being a good ally (youtube 3mins 30 sec 30 secs) It’s up to You: A short video (1.44mins) encouraging everyone to tackle online abuse and bullying. Being LGBTQ in Ireland Report (published by the School of Nursing and Midwifery, TCD, 2024) Background reading for teacher: Trans Equality Together Allyship Trans campaign Difficult life situations HSE.ie |
Strand 1
Learning Outcome 1.1 Students should be able to explore the determinants of good health
LO 1.1 explained Further elaboration and guidance on Learning Outcome 1.1 (NCCA, 2024).
Learning Outcome 1.3 Students should be able to examine social norms, attitudes and beliefs related
to alcohol, tobacco/vaping and substance use
LO 1.3 explained Further elaboration and guidance on Learning Outcome 1.3 (NCCA, 2024).
Strand 2
Learning Outcome 2.3 Students should be able to discuss the need for consent and the importance of care, respect, empathy, trust and mutual pleasure within a sexual relationship.
LO 2.3 explained Further elaboration and guidance on Learning Outcome 2.3 (NCCA, 2025).
Learning Outcome 2.4 Students should be able to examine how both positive and harmful attitudes around gender are perpetuated in the media, online, and in society and discuss strategies for challenging and changing harmful attitudes and narratives.
LO 2.4 explained Further elaboration and guidance on Learning Outcome 2.4 (NCCA, 2024).
Learning Outcome 2.6 Students should be able to explore the root causes and consequences of domestic, sexual and gender-based violence (DSGBV), and outline the supports and services available, and protections under the law
LO 2.6 explained Further elaboration and guidance on Learning Outcome 2.6 (NCCA, 2025).
Learning Outcome 2.7 Students should be able to investigate the possible influence of pornography on attitudes, behaviours and relationship expectations and what supports are available for those impacted by pornography.
LO 2.7 explained Further elaboration and guidance on Learning Outcome 2.7 (NCCA, 2024).
Learning Outcome 2.8 Students should be able to discuss image-based abuse, sexual harassment, sexual assault and rape, and what to do and how to seek support if they or someone they know has experienced any of these.
LO 2.8 explained Further elaboration and guidance on Learning Outcome 2.8 (NCCA, 2025).
Learning Outcome 2.9 Students should be able to understand the components of sexual health, including
fertility across the life-cycle, reproductive choices, sexual functioning, safer sexual
practices, possible responses to an unplanned pregnancy, and how to access sexual
health information and services.
LO 2.9 explained Further elaboration and guidance on Learning Outcome 2.9 (NCCA, 2024).
Strand 3
Learning Outcome 3.6 Students should be able to recognise when people are experiencing discrimination
and demonstrate the skills needed to express solidarity in a range of situations.
LO 3.6 explained Further elaboration and guidance on Learning Outcome 3.6 (NCCA, 2024).