In July 2025, the Department for Education released new statutory guidance for the teaching of RSHE in schools. The changes were generally welcomed and schools have until September 2026 to implement the new guidance.
Some of the additional topics now include bereavement, disappointment, loneliness, more in-depth online safety, healthy relationships with food, water safety and more.
Stories are a brilliant vehicle for talking about these topics. They provide a distance which allows children to engage with the content vicariously, allowing for richer and more open discussion. Books can provide much needed context to otherwise tricky topics; they provide a scaffold to teach from, supporting teachers to feel confident and helping children to connect with the learning.
Using books can also support schools to embed the additional guidance seamlessly into existing curriculums. Find out more about why we think books are a brilliant teaching tool for RSHE…
When choosing books to support the RSHE curriculum guidance, we suggest considering the following:
Age
Consider the age appropriateness of the topic and the content of the book. Loneliness, for example, might be covered by talking about ‘How to be a good friend’ in EYFS, and in more depth in later year groups.
Inclusivity
Using books in RSHE works best when the stories are inclusive. Curate a selection of books that reflects the children in your class, as well as inspiring conversations about children whose lives differ from theirs. Inclusive language should be considered too, and care should be taken to ensure that the stories don’t play in to outdated stereotypes. Instead, choose stories that are celebratory and respectful.
Accessibility
As with any planning, consider whether the books are accessible to all children. We love stories with intricate and expressive illustrations so children can engage with the language and imagery easily.
Emotional Literacy
Consider books that promote emotional literacy skills, for example stories about children overcoming difficulties or getting help with something they are worried about. Think about how the characters are feeling and how children can relate to this, exploring new vocabulary to describe their emotions.
Something special
Finally, choose books that feel special; books that have an awe and wonder about them. Not only will this support reading for pleasure and a love of books, but it is also more likely to engage children in the learning.
Here are some of the ways you can incorporate parts of the new guidance using books:
Emmy Levels Up by Helen Harvey
Topics: Loneliness, online versus offline friendships
Hazel Hill Is Gonna Win This One by Maggie Horne
Topic: Critically evaluating online relationships
Bea’s Bad Day by Tom Percival
Topic: Disappointment
On Sudden Hill by Linda Sarah
Topics: How to manage conflict, how friendships change
How to Mend a Friend by Karl Newson
Topic: Understanding other people’s needs and preferences
Bilal Cooks Daal by Aisha Saeed
Topic: Healthy relationship with food
When I’m Gone by Marguerite McLaren
Topic: Bereavement
Jabari Jumps by Gaia Cornwall
Topic: Water Safety
The Cat, the Mouse and the Runaway Train by Peter Bently
Topics: Rail and level crossing safety
The Story Project uses the magic of stories to improve children’s wellbeing and literacy. Led by high-quality, popular books and rooted in the latest research, we have remarkable impact from Nursery to Year 8 with our fully resourced RSHE/PSHE curriculums created by teachers.
Covering all the statutory elements of the RSHE curriculum (including the new July 2025 RSE changes), our resources help children to stay safe, build empathy, support positive relationships and learn strategies to manage their mental health.
Why not sign up for a free trial?
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