An exploratory study of the perceived benefits of SPHE (from a teachers perspective) for junior cycle male students and its implications for the guidance counselling service

A number of research studies have been conducted on the implementation of SPHE (Social, Personal and Health Education) from different perspectives (Morgan 2000, Geary et al. 2003, Maycock et al. 2007, O’ Higgins et al. 2013). However, a gap exists in research in relation to teachers’ perspectives on the perceived benefits of teaching SPHE to male students. Therefore, the purpose of this study is to explore SPHE teachers’ narratives about what they view as being the perceived benefits of teaching SPHE to male students at Junior Cycle and its implications for the Guidance Counselling Service. This research was carried out with six SPHE teachers in an all male post-primary school using a Thematic Analysis method. This was obtained by conducting semi-structured interviews on a one-to-one basis with participants. As a result, 6 overarching themes emerged from participant interviews. These include: Teacher Training in SPHE, Challenges of transition from primary to post-primary for male adolescents, Identifying the main personal, social and health needs of male adolescents, Key gaps in male students’ knowledge within key areas of the SPHE curriculum, Schools approach to protecting the mental health and wellbeing of male adolescents and Key barriers to SPHE promotion within an all male school. Findings from this study (from teachers’ perspective) indicate that the SPHE curriculum is beneficial for male adolescent development. However, more needs to be done to enhance the existing SPHE curriculum. Additionally, findings from this research study could aid in informing school policy and the Guidance Service when implementing appropriate strategies into the new Junior Cycle Wellbeing Programme, commencing September 2017.