Sexuality

“It is up to schools to make sure that the needs of all pupils are met in their programmes. Young people, whatever their developing sexuality, need to feel that SRE is relevant to them and sensitive to their needs…teachers should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support . There should be no direct promotion of sexual orientation.” SRE guidance document (DfEE 0116/2000).

Schools make a significant contribution to the development of values and attitudes in young children so are ideally placed to teach pupils about sexual orientation and how to challenge homophobia. SRE teaches young people to understand human sexuality and to respect the sexual orientation of others.

Including sexuality in the SRE programme

The content of SRE should be inclusive, so that it meets the needs of all young people, whether heterosexual, homosexual or bisexual. Assumptions should not be made that all young people are or will be heterosexual or that they come from families with heterosexual parents. Specific lessons should be concerned with exploring and challenging prejudice and homophobia. At secondary level reference should be made in SRE policies as to how SRE will address the needs of lesbian, gay, bisexual and unsure young people and challenge homophobia. In addressing issues related to sexuality in the policy, sensitive consultation with governors, parents/carers, and staff is a prerequisite.

“There are no, and never have been any, legal barriers to teachers and staff discussing issues around sexual orientation in the classroom and responding to, and preventing homophobic bullying” Homophobic bullying: safe to learn, 2007

At primary level

The focus in the SRE programme is on building self-esteem and respect for self, valuing caring, loving and healthy relationships and avoiding prejudice and discrimination. Different families will be discussed, including those with same sex parents, and the fact that some people form same sex relationships will be acknowledged.

New guidelines mean that schools must be open to discuss same sex relationships with children when required. This does NOT mean ‘promoting’ homosexuality; it means that discussion takes place when needed, at a level appropriate for the child.

Secondary SRE should include

• discussions about sexual identity and orientation
• developing an understanding that sexuality is an important part of an individual’s personality, but not necessarily a defining part
• opportunities to begin to gain an understanding of the nature of sexuality, particularly during a period when they themselves are unsure about their own developing sexual identity
• information about the age of consent for heterosexual and homosexual intercourse
• discussion of issues related to ‘coming out’
• developing tolerance and empathy towards people who are different
• opportunities to challenge prejudice and discrimination and
• reference to local and national services that can support young lesbians, gays and bisexuals.

Homophobia

A recent study by Stonewall (The School Report: the experiences of young gay people in Britain’s schools, Stonewall, London, 2007) found that 80% of secondary school teachers were aware of verbal homophobic bullying and 25% were aware of physical homophobic bullying in their schools. Just 6% of schools have fully inclusive anti-bullying policies which address homophobic bullying.

Homophobic bullying makes schools unsafe for those teachers and pupils who are lesbian and gay; it also supports a value system that is based upon injustice and oppression.

Both primary and secondary schools need to be able to deal effectively with homophobic bullying including the apparently ‘trivial’ “that’s gay” or “you’re gay” and homophobia and homosexuality should be addressed in the whole school bullying and equal opportunities policies.

Since April 2007 all schools in England have been legally required to teach pupils about how to deal with homophobic bullying as part of the curriculum.

The government guidance Homophobic bullying: safe to learn provides school governors, heads, teachers and other staff with information about how to prevent and respond to homophobic bullying. It gives comprehensive advice and information about policy work and practical advice for school staff.

The Equality Act (Sexual Orientation) Regulations 2007: Discrimination on Grounds of Sexual Orientation came into force in April 2007. 

No Outsiders Project

The No Outsiders research project aims to challenge homophobia and create more inclusive primary school environments through the positive uses of stories, books, drama and the visual arts. The project is also developing supportive guidance for schools and offers materials to assist with policy development.

Anti Bullying Cornwall

ABC is now called Cornwall Anti-Bullying Harassment Services Consortium (CABHSC) and now provides support for dealing with racial and homophobic bullying in schools, including managing incidents and providing training or workshops.
Tel: 01209 202680
email: abc@vscornwall.co.uk

More than three quarters of primary-age children identify the use of the word ‘gay’ as a way of attacking or making fun of someone. (NSPCC / Childline)