This article explores the perceived effectiveness of personal, social, health and economic (PSHE) education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and long-standing policy agendas. We conclude by attempting to locate PSHE education in the new and rapidly evolving policy context and discuss some potential ways forward, as established means of support and challenge disappear. The data utilised in the paper come from a mapping and effectiveness study of PSHE education in both primary and secondary schools throughout England, which was conducted by Sheffield Hallam University on behalf of the Department for Education. (Contains 2 tables, 1 figure, and 4 notes.)