This paper considers the common criteria by which school-based sex and relationship programmes are evaluated, and argues that the domination of public health outcomes serves to make invisible other aspects of courses that warrant attention. In particular, the role of pleasure in sexual development and relations is normally not acknowledged. While it may be unacceptable in most cultures to suggest that teaching young people how to achieve sexual pleasure is valuable, there are increasing indications--from developing as well as developed countries--that public health outcomes may benefit from a greater acceptance of positive sexual experiences. It is suggested that greater comfort with one's own body will enable greater ability to communicate wishes to others, and to be less "pressured" into unwanted sexual relationships. (Contains 8 notes.)