Students’ perceptions of relationships and sexuality education in Australian schools from 2013 to 2024

Objective: To examine the receipt and perceived relevance of relationships and sexuality education (RSE) over time among secondary school students in Australia. Design: Data from four waves of the Australian Survey of Secondary Students and Sexual Health were included (2013, 2018, 2021, and 2024). Setting: Anonymous, periodic, cross-sectional surveys of secondary students aged 14–18 years and living in Australia. Method: Data from 13,860 students were analysed using logistic regression to assess changes in RSE receipt and perceived relevance across survey waves. Analyses explored receipt during primary school over the years and perceived relevance by sexual identity. Results: RSE receipt was significantly higher in 2024 (93%) than that in 2013 (86%), most noticeably during primary school, with around one quarter of students receiving RSE in years 11 and 12. Perceived relevance remained below 50% across all years, with older students and sexually diverse students less likely to find RSE relevant and more likely to opt out of RSE classes than heterosexual young people. Predicted relevance was, on average, more than 18% higher when content about condoms, sexual and gender diversity, and contraception was included. The number of topics discussed was positively associated with perceived relevance. Conclusion: RSE in Australia is changing, with delivery higher in recent years, particularly during primary school. Despite improvements in delivery, perceived relevance has remained low, particularly among sexually diverse young people who were less likely to find RSE relevant than their heterosexual peers and more likely to opt out of RSE classes, suggesting persistent inequities in RSE content and provision. These disparities highlight the need for inclusive, responsive, and comprehensive RSE that reflects the identities and experiences of gender and sexually diverse young people.