Family life and cultural diversity

The SRE programme in schools needs to recognise the wide range of family backgrounds and cultural diversity present in both local and wider communities. The images in the resources for the programme should reflect this. A group agreement should be established and used, for example, to challenge racist or homophobic comments. Teachers will need to consider how they will manage difference in, for example, beliefs and culture, by presenting balanced material in accordance with the school’s SRE policy and promoting a recognition and acceptance of diversity.

The importance of marriage and family life is stressed in the SRE guidance document (DfEE 0116/2000). Pupils should be taught about the nature and importance of marriage for family life and bringing up children. However, the guidance recognises that there are strong and mutually supportive relationships outside marriage and that ‘teaching needs to be sensitive so as not to stigmatise children on the basis of their home circumstances’.

It is important for schools to understand the broad range of experiences that children and young people have of family life, to be sensitive to them and to ensure that they are reflected in displays and teaching activities. For example, an activity about the family and who we look like in our family may be very difficult for an adopted child. A happy and caring family life can happen in a wide variety of settings. Equally any form of ‘family’ can be a source of oppression. The broad range of experiences that children and young people have of family life may include one or more of the following:

• living in nuclear or extended family groupings;
• living in single parent families;
• living with an adoptive family;
• living with lesbian, gay or bisexual parents/carers;
• living as refugees;
• living in poverty and deprivation;
• living in a family in which they are the main carer;
• living with siblings or relatives other than parents;
• living between two homes;
• living in foster homes;
• living in residential homes;
• living with parents/carers/relatives/siblings who for example, are abusive, have mental illness or have learning difficulties. 

It is important that pupils and students understand the responsibilities and commitment involved in child-rearing and the impact that parents and carers have on child development. This awareness can begin in primary schools with a parent bringing a new baby into the classroom and the children being given an opportunity to discuss what this baby may need. The Ofsted report Sex and relationships recommended that more attention should be given in secondary schools to education about parenthood. Teaching about family life could include:

• learning the value of family life, marriage, stable and loving relationships for the nurture of children
• opportunities to explore and value the range of families in society
• discussion about the roles and feelings of parents and carers
• teaching about the role and responsibilities of a parent and the qualities of good parenting
• opportunities to explore the impact of separation, divorce, step-families, bereavement and illness on families and how to adapt to changing circumstances
• information about where families can get support
• encouraging pupils to seek support from family members.