Preparing Young People for a Digital World: What the New RSHE Guidance Means for Schools

The Department for Education (DfE) has published updated statutory guidance for Relationships, Sex and Health Education (RSHE), with schools expected to implement the changes by September 2026. 

A significant theme running throughout the revised guidance is the growing importance of digital literacy, online safety and responsible use of emerging technologies.

Online safety is not a new topic for schools – but the updated guidance reflects the reality that today's children and young people are navigating a digital landscape that looks very different from that of a few years ago. 

Artificial Intelligence, deepfakes, online misogyny, social media influence and AI chatbots have introduced new opportunities and new safeguarding challenges.

Why the guidance has changed

The revised guidance acknowledges the rapid pace of technological change and the impact it is having on children's lives. The DfE has strengthened expectations around digital literacy and online safety to help pupils develop the critical thinking skills needed to navigate increasingly complex online environments.

The new guidance highlights four key areas:

• AI literacy and deepfakes

• Online misogyny and incel culture

• Pornography and media literacy

• Personal safety online

These areas form a much stronger digital safeguarding framework than was present in the previous guidance.

AI, deepfakes and digital misinformation

Perhaps the most notable addition is the expectation that secondary pupils learn about Artificial Intelligence and its potential risks. Schools will be expected to help pupils understand how AI-generated content can be used positively but also how technologies such as deepfakes can be used to deceive, manipulate and cause harm.

The DfE guidance specifically references the prevalence of deepfake videos and images and expects pupils to understand how they can be used maliciously as well as for entertainment. Pupils should learn how to identify manipulated content and understand the potential consequences of sharing it.

This reflects wider concerns around AI-generated imagery, disinformation and image-based abuse. External organisations supporting schools have highlighted the need for pupils to understand both the ethical and legal implications of creating or sharing deepfakes.

Tackling online misogyny and harmful influences

Another significant development is the stronger emphasis on addressing online misogyny and incel culture. The guidance recognises that some online communities and influencers can promote harmful attitudes towards women and relationships.

Schools are expected to help young people critically evaluate these messages and challenge discriminatory or harmful beliefs.

The DfE has linked the changes to concerns about violence against women and girls and the growing influence of online content that normalises unhealthy attitudes towards consent, relationships and gender. Secondary schools will therefore need to ensure their RSHE curriculum addresses the issues in an age-appropriate way.

A stronger focus on pornography and media literacy

The revised curriculum places greater emphasis on helping pupils understand that pornography often presents a distorted view of relationships, consent and sexual behaviour. Schools are expected to explore how online content can influence attitudes and behaviours and how exposure to such content can impact expectations of relationships.

Importantly, this is not solely about warning pupils of risks. It is also about developing media literacy skills so that young people can critically evaluate the content they encounter online and recognise when online narratives do not reflect healthy relationships or real-life experiences.

What has changed for primary schools?

While many of the new safeguarding topics focus on secondary education, primary schools also have an enhanced role.

The updated guidance expects primary-aged pupils to learn:

• How to be respectful in online interactions.

• The risks associated with communicating with people they have never met.

• The minimum age requirements for social media platforms.

• The importance of protecting personal information.

• How privacy and location settings can help keep them safe.

• That online content can be inappropriate or harmful.

• Where and how to seek help if something online causes concern.

The emphasis is on building strong foundations so that children develop safe online habits before they become regular users of social media and other digital platforms.

What has changed for secondary schools?

Secondary schools will need to provide more detailed education around:

• Rights and responsibilities online.

• Deepfakes and AI-generated content.

• Sharing images and the legal implications of doing so.

• Social media risks and online reputation.

• Sextortion and online scams.

• Online harassment, coercion and controlling behaviour.

• The role of AI chatbots and associated risks.

• Identifying misinformation and harmful content.

The guidance also places emphasis on understanding how online content can normalise unhealthy behaviours, promote misogyny or encourage harmful actions. Pupils should develop the critical thinking skills needed to question the reliability, purpose and impact of online content.

What should schools do next?

Although implementation is required from September 2026, the changes require a broader approach that integrates digital literacy, safeguarding and critical thinking across the curriculum.

Schools may wish to:

Audit current PSHE and RSHE provision against the new guidance

Many schools will find that elements of these topics already exist across different subjects, but the new guidance may require greater consistency and progression. 

Map progression from primary to secondary

The revised guidance places increased emphasis on building digital resilience from an early age. Schools should ensure there is a clear progression model rather than repeating the same online safety messages each year. 

Invest in staff training

Many of the new topics are unfamiliar to teaching staff. Providing professional development will help staff understand both the technology and the safeguarding implications. 

Explore CPD and compliance training through Learning Locker

Review policies and safeguarding procedures 

The curriculum changes should sit alongside updated safeguarding processes. Consider whether existing procedures adequately cover incidents involving AI-generated content, deepfake images, non-consensual image sharing, online misogyny or sextortion. 

Strengthen media literacy across the curriculum

 Whilst PSHE will play a key role, schools may wish to integrate these skills across English, Computing, Citizenship and subject-specific research activities. 

Engage parents early

Some of the new topics might generate questions from parents. The DfE continues to emphasise transparency and engagement with families. An informed parent community is far more likely to support schools when challenging safeguarding issues arise. 

Final thoughts

The updated RSHE guidance recognises a simple reality: safeguarding in 2026 is as much about the digital world as it is about the physical one. Children need more than rules about internet safety – they need the skills to think critically, question what they see, understand how technology can influence behaviour and know where to seek support when things go wrong.

But perhaps the most important feature of this new guidance is a mindset shift: preparing pupils for adult life in a digital society. Alongside management risks, schools have an opportunity to help pupils become responsible digital citizens, ethical users of AI and informed consumers and creators of digital content. 

The schools that start reviewing and adapting their curriculum now will be best placed to ensure their pupils are safer online and equipped to thrive in an increasingly complex digital world.

Talk to Computeam about your digital safeguarding policies →