Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education

Introduction Relationships in various forms are an important source of meaning people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental child poverty, whilst safe, stable, nurturing relationships potential protective factors. Despite increased emphasis on relationship education (RE) schools, little known about the views professionals specifically, how this contrasts young people (YP). Objectives This Wellcome Centre for Cultures Environments Health funded Beacon project seeks to fill gap by exploring perspectives inform future development education. Methods We conducted focus groups YP (n=4) interviews (n=10). The data was then thematically analysed. Results Themes from included: ‘Good bad relationships’; ‘Learning ‘the role schools’ ‘Beyond Education’. ‘essential qualities healthy ‘how learn relate’ RE schools’. Conclusions recognised importance building YP’s relational capability schools a oneself at its foundation. emphasised need developmental approach, stressing flexibility, adaptability, commitment resilience maintain over life course. often presented dichotomous views, being either good or relationships, perceived link between health. Although not current curriculum guidance, managing breakdowns transitions through course were viewed skills. research suggests improved support, including specialist expertise resources, guidance signposting external sources help. There also positive behaviours modelled integrated throughout curriculums reflected school’s ethos. Future should explore co-development, evaluation implementation programmes range stakeholders. Disclosure Interest None Declared