Is sex education going back to bad old days?

As I sat down to write this, I was struck by a perplexing realisation: there were two very different ways I could frame this same message.

I could choose an approach that completely avoided terms such as diversity, equity, and inclusion, an approach that reflects the imposed framework increasingly enforced by our current Government. Or I could write in a way that reflects my worldview, a Pacific perspective grounded in collective care, respect, and cultural identity – values shared by many in Aotearoa New Zealand.

This tension became more apparent when reflecting on the Government’s removal (or as our education minister frames it, the “replacement”) of the 2020 Relationships and Sexuality Education Guidelines. Yet the replacement won’t be ready until late 2026. Hmm.

The 2020 guidelines are a culturally relevant, inclusive framework that empowers the diverse realities of our young people and communities, which I believe honour the identities and future of our children.

Their removal, when announced, was part of the Government’s coalition agreement with Foreign Affairs Minister Winston Peters, who called for the scrapping of what he called “woke out-of-touch” guidelines.

In an email sent to schools on March 3, the education ministry recommended that schools align relationships and sexuality education teaching with the 2007 guidelines until the physical health education curriculum, which includes the former, undergoes a refresh slated for completion in 2026.

Getting rid of the so-called ‘woke’ guidelines and reverting to outdated guidelines from over 20 years ago reveals a Government out of touch with the needs of our children and their families. This move disregards the pressing challenges faced by our young people, as well as the strong support from students, parents, and whānau for the inclusion of relationship and sex education in schools.

In a recent review led by the Education Review Office, a significant majority, 91 percent of students, were in favour of relationship and sex education being taught, with girls showing higher levels of support.

The removal of the 2020 guidelines was driven by Peters’ claim that ‘gender ideology’ was being taught to children. What remains largely overlooked is the ideological motivation behind this decision. Dismantling these guidelines not only mirrors Peters’ deeply ideological stance but also exposes the broader ideological agenda of his supporters.

Even more troubling is the deliberate exploitation of values and the use of fear-based rhetoric for political gain, which ultimately jeopardises the well-being of future generations. This approach reflects a denial of the contemporary realities faced by young people and their families – realities shaped by the unique challenges of our time, such as inclusivity, mental health, and cultural identity.

The 2007 guidelines fail to include diverse knowledge systems, including Pacific values around collective care, respect, and cultural identity. In contrast, the 2020 guidelines created space for our Pacific communities to see themselves in education, embraced our worldviews, values, diverse sexualities and experiences within our cultures.

Discrimination is an all-too-common experience for Pacific rainbow communities, a finding from the 2023 Manalagi Project that surveyed 750 participants. The first and largest research of its kind, the Manalagi Project, surveyed 750 Pacific rainbow people and their allies across Aotearoa New Zealand, with 482 people identifying as part of the Pacific rainbow community or questioning their gender or sexual orientation/identity.

It found 60 percent of people surveyed encountered discrimination in the form of racism, homophobia or transphobia, particularly when seeking healthcare, with many subjected to culturally unsafe practices.

The 2020 guidelines are highly regarded internationally as a comprehensive framework that provides a safe and positive approach to relationships and education and acknowledges the importance of incorporating cultural perspectives to connect with students and build understanding. Furthermore, the inclusion of Pacific perspectives strengthens communities and empowers youth to have pride in who they are. These research-driven and informed guidelines were aiming to create an understanding, hauora-focused, and supportive social and school environment.

Failing to reinstate the 2020 guidelines or ensure diverse knowledges, including Pacific, are integrated and valued in future frameworks, means we risk undermining all the gains in creating safe, more inclusive school environments for our children, including Pacific young people and rangatahi who are navigating their points of difference.

We often hear that our young people are the ‘future of our nation’, but it’s our collective responsibility as scholars, advocates, parents, caregivers, educators, policymakers and employers to ensure that our youth can thrive as adults in holistic, well-informed, safe ways.

This includes empowering them to make decisions about themselves, their values, and their relationships with others. To do this we must ensure that current and future guidelines honour the diversity of knowledge, values and sexualities for every student.

The benefits extend beyond Pacific communities – Aotearoa New Zealand society benefits when young people are supported by policies informed by high-quality research and lived experience, uplifting and empowering rangatahi to navigate the challenges of our time. We also want to cultivate critical thinkers who can analyse, question, and innovate, and are well-equipped to face future challenges.

As a concerned citizen, mother of Pacific children, educator and researcher, I can only encourage the public to stand in solidarity. These current and future guidelines shape the education and wellbeing of our young people and future generations.

If being ‘woke’ means being alert to and concerned about social injustices and discrimination, particularly those related to race, gender, and other forms of inequality, then yes, we need to be woke. We must affirm our commitment to supporting education that celebrates all types of knowledge, including Pacific traditions, values, and diversity.

This isn’t merely a plea for policy change, but a call to give people the power and confidence to make their own decisions (empowerment), ensure everyone has fair opportunities and support (equity), and make sure everyone feels welcome and valued (inclusiveness).