Inclusive relationships, sex and health education: Why the moral panic?

Lee, Catherine (2021) Inclusive relationships, sex and health education: Why the moral panic? Management in Education. ISSN 1741-9883

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Official URL: https://doi.org/10.1177/08920206211016453

Abstract

There are an estimated 50,000 LGBT teachers in English schools. In common with all workplaces, under the Equality Act 2010, schools have a responsibility to protect Lesbian, Gay, Bisexual and Transgender (LGBT) teachers from harassment in the workplace. From September 2020, for the first time, schools in England have been required to teach Relationships, Sex and Health Education (RSHE) that is inclusive of LGBT relationships. Representatives of faith communities and parents of school children in Birmingham and other major cities have protested outside school gates in opposition to the introduction of LGBT inclusive RSHE. This article explores what is at the heart of the moral panic about the inclusion of LGBT identities in the curriculum. As schools introduce inclusive RSHE, we must consider the impact of protests on LGBT teacher health, well-being and identity. More than half of LGBT teachers have suffered from anxiety or depression linked to their sexual identity and role as a teacher and so supportive and unequivocal support and intervention is needed to ensure schools are safe places, free from hostility, for LGBT teachers, pupils and their families.

Item Type: Journal Article
Keywords: equality, health and well-being, heteronormativity, homophobia, LGBT, RSHE, school, sex education, teachers
Faculty: Faculty of Health, Education, Medicine & Social Care
Depositing User: Lisa Blanshard
Date Deposited: 02 Jun 2021 11:47
Last Modified: 10 Feb 2022 16:35
URI: https://arro.anglia.ac.uk/id/eprint/706630

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