Should the new statutory RSHE curriculum content be more student led? ‘The student voice’ as an integral component of a mental health promotion model in the secondary school setting

Abstract Concern over the mental health of young people continues to increase. Over the last few decades, the field of education has been identified as being particularly well placed to promote physical and mental wellbeing through the delivery of preventative measures ‐ such as settings‐based interventions. However, research indicates the benefits derived from this ‘stand‐alone’ measure are inconclusive. It is argued that even the Whole School Approach needs to have a more robust underpinning to its framework. A cohesive, sustainable Model of Best Practice described here was discussed for its merits (and a limitation). Based on philosophical theories and concepts, including those of salutogenesis, social capital and the social model of health promotion, the vital integral components of the model include an emphasis on an all‐inclusive, positive School Culture and eliciting ‘the student voice’ on matters appertaining to students' own mental health needs. An opportunity existed recently to include ‘the student voice’ in a significant revision and remodelling of the RSHE (Relationships, Sex and Health Education) secondary school curriculum, made statutory in 2020. Several additional topics were included for public consultation, and although young people were asked their opinions on the items under review, the matter of the mandatory inclusion of ‘the student voice’ itself was not under consideration. The Department of Education is urged to reconsider this position.