‘It’s not who they are it’s what they’re like’: Re-conceptualising the ‘Best Educator’ Debate

Abstract

Who makes the best sexuality educators and why are key questions for those who design and deliver school-based sexuality programmes. Those who teach sexuality education are integral to programmes that successfully support young people to experience their sexuality positively (Forrest, Strange and Oakley, 2002; Harrison, Hillier and Walsh, 1996; Hilton, 2003, 2007; Strange et al., 2006; Wight and Buston, 2003). Knowing what makes an effective educator is therefore crucial for developing and delivering programmes that are successful in this respect. Drawing on the research’s empirical findings, this chapter considers who young people think make the best educators and why.