Leadership

Young People’s RSE Poll 2018

This research by the Sex Education Forum and the National Education Union of young people shows gaps in Relationship and Sex Education on sexual grooming, abusive relationships and how to get help if they are sexually assaulted.

In total 1001 young people participated in the survey, including 393 males, 595 female. Participants were either 16 years old (505 individuals) or 17 years old (496 individuals).

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      string(3923) "The Government has announced that Relationships and Sex Education (RSE) will be compulsory in all schools in England from September 2019. This means that all primary school children will be taught about relationships and all secondary school pupils will be taught about relationships and sex. Understanding what helps young people engage with RSE will be vital to its success. Past research shows us how certain groups of young people – for example young people with different genders, ages, sexualities, ethnicities, faiths, or those with learning disabilities – have called for RSE that meets their needs and preferences. The report found that young people want to learn about relationships and sex – two aspects of life that will have an impact on their development, safety and happiness as they grow into adults. The research demonstrates how important it is, when designing RSE, to recognise that young people have different preferences and concerns. If educators want to design RSE that successfully engages and supports young people, it is vital to seek the views of young people themselves and to address any concerns they have. Practice Considerations for RSE Educators: The majority of survey participants agreed that RSE should include all of the topics suggested to them. Also, many focus group and survey participants from different support services criticised their past RSE in school for not teaching them all of the topics they thought were important– specifically the topics of LGBT relationships and gender identities, abuse, assault, sexual exploitation, contraception, sexual health and consent. Teach a wide-ranging RSE curriculum to all young people. Don’t assume that topics (such as abuse, grooming, LGBT relationships and gender identities, consent, and pregnancy) don’t need to be discussed if they are not known to be relevant to anyone in the class at that time. When discussing topics in RSE, always consider the potential impact on young people who may have had personal experiences of these issues. Deliver RSE within a holistic Personal, Social, Health and Economic (PSHE) education programme. Teach topics (such as first menstruation, sexually transmitted infections (STIs) or sexual intercourse) early enough so young people feel prepared for the future, and topics can be built upon as children grow. Consult young people about whether they have concerns regarding the topics they will be taught, so their concerns can be addressed. Consult young people about whether they have concerns regarding mixed-gender RSE classes, so their concerns can be addressed. It may be necessary for educators to communicate to young people why certain topics are useful for different genders to learn about. Make sure the skills and characteristics of the educator suit young people’s preferences. They should be open-minded, relatable, confident, knowledgeable and ‘sex-positive’ – including when they teach about LGBT relationships and gender identities. Spend enough time on RSE for topics to be explored in detail. Tme and space for student discussion, debate and peer learning within RSE. WEB LINK Involve Us, Respect Us: Engaging Young People In Relationships And Sex EducationKeywords Relationships, Sex Education, young people, engaging, schools, teachers, support workers, gender identities, abuse, assault, sexual exploitation, contraception, sexual health, consent "
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Leadership

Involve Us, Respect Us: Engaging Young People In Relationships And Sex Education

30 May 2018

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Leadership Briefing (141)"
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      string(380) "... made by students. Use the Stonewall School Report 2017 in staff training sessions. Pick out statistics and testimonies directly relating to the experiences of bi young people, not just young people who are gay, lesbian and trans. Highlight the need for bi visibility and the consequences for young bi people ..."
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Leadership Briefing (141)"
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      string(4808) "The Stonewall School Report found that three in four LGBT pupils (76 per cent) have never learnt about bisexuality. It also found that one in three bi pupils (35 per cent) are bullied for being LGBT. The research further reveals that lack of visibility has a lasting impact. Main Findings: One in three bi pupils (35 per cent) are bullied at school for being LGBT. Bi pupils are less likely than lesbian and gay pupils to have an adult at home they can talk to about being LGBT (37 per cent compared to 46 per cent). Young people who are bi or who identify as another term such as pansexual or queer are more likely to deliberately harm themselves (67 per cent and 79 per cent respectively) than lesbian or gay young people (59 per cent). Three in four LGBT pupils (76 per cent) have never learnt about or discussed bisexuality at school, and that LGBT pupils are far more likely to know of openly gay or lesbian members of staff than of staff who are openly bi or trans. Actions: When training staff: Review relevant school policies and LGBT inclusion work to ensure that biphobia is explicitly referred to and defined, alongside homophobia and transphobia. Examples of biphobic language will help staff to tackle incidents when they occur. See the Getting Started Toolkit for best practice examples. Develop a school script so that all staff feel confident to intervene and challenge biphobic comments made by students. Use the Stonewall School Report 2017 in staff training sessions. Pick out statistics and testimonies directly relating to the experiences of bi young people, not just young people who are gay, lesbian and trans. Highlight the need for bi visibility and the consequences for young bi people if left unaddressed. Talk about sexual orientation as a ‘protected characteristic’ as per the Equality Act 2010. Make clear that the legal duty to eliminate discrimination is the responsibility of all school staff. Be ready to explain that a person’s gender identity can be fluid and/or not fixed, and that not everyone identifies as ‘male’ or ‘female’. Facilitate open and frank conversations amongst staff. Tackle any negative perceptions of bi people with considered questions and constructive challenge rather than confrontation. Create a supportive environment for staff who may come out as bi. Don’t assume staff are straight or gay based on their current relationships, and acknowledge that some colleagues may be bi but won’t necessarily feel comfortable identifying as such. Refer to bi organisations such as BiUk, Bi Community News, BiMedia and The Bisexual Index, and research that is bi specific such as The Bisexuality Report 2012. With students: Tackle all incidents of biphobia and biphobic language without exception. Deconstruct myths and challenge negative stereotypes about bi people with constructive dialogue, rather than just punishment, to build understanding and help tackle repeated incidences of biphobia. Use LGBT History Month and anti-bullying week as opportunities to include and celebrate bi identities; for example, through an assemblies or workshops. Celebrate annual Bi Visibility day on 23 September. This is a great opportunity to fly the Bi flag alongside the Pride flag or display bi posters and role models on your LGBT board. Ensure bi identities are featured on any LGBT notice or celebration boards and that they are equally represented alongside gay, lesbian and trans identities. In your curriculum: As part of the PSHE education curriculum, issues related to bisexuality might be explored within the contexts of personal identity, relationships, anti-bullying or celebrating diversity. Use bi role models such as Frank Ocean, Freddie Mercury and Stephanie Beatriz. Research role models that could be used across different subjects. For example, Alfred Kinsey, the American biologist who created the Kinsey Scale, or the singer-songwriter Azealia Banks.In Relationships and Sex Education (RSE) provide opportunities to talk about different sexual orientations, relationships and forms of attraction, from emotional to romantic and/or sexual. Discuss and challenge negative stereotypes about people of all sexual orientations and genders, including bi people. Explain why stereotypes are harmful and invalid. Discuss the unique challenges and experiences of bi people; for example, coming out to their partner as bi. WEB LINK Celebrating Bi Inclusion In Secondary SchoolsKeywords Bi Inclusion, school policies, LGBT pupils, bisexuality, secondary schools, biphobia, young people, impact, bullied, lesbian, gay "
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Leadership

Celebrating Bi Inclusion In Secondary Schools

10 May 2018

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      string(5704) "At the beginning of the next academic year, September 2020, the new statutory guidance for Relationship Education, Relationship and Sex Education and Health Education for primary and secondary schools will come into force and schools will be expected to be ready to implement the government’s new guidelines.  The last changes were introduced 20 years ago, making this new guidance, in my opinion, well overdue, especially considering the changes and developments during this period with regards to technology and its impact on our lives, in addition to our thinking around gender, sexuality and mental health. Add to that the fact that children are physically developing earlier, with some girls starting menstruation as young as eight, it’s safe to say that the last 20 years have seen a lot of change.Some of the changes in thinking and understanding have been reflected legislatively. In 2003, for example, Section 28, which banned local authorities and therefore schools, from promoting homosexuality, was repealed. In 2004, the Gender Recognition Act was introduced, giving transsexual people ‘legal recognition as members of the sex appropriate to their gender’ and allowing them to legally apply for a new birth certificate to represent their ‘acquired’ gender. In 2010, the Equality Act was established.Technology has advanced rapidly over the last 20 years and looks set to continue, but currently, it is left for parents and educators to take responsibility for children’s safety in the online world. With 99 per cent of 12- to 15-year-olds now online, the government’s Online Safety Bill, April 2019, which lists protecting children online as one of its integral functions, is very welcome. However, robust education for children from early years to the end of their school life is necessary to prepare them adequately for the world around them. A recent study by the British Board of Film Classification (BBFC) revealed that more than half of children have encountered porn by the age of 11 to 13 and children as young as 7 years old are accessing pornography online. It’s becoming clear that mandatory teaching around how to enjoy technology safely and in balance with children’s offline lives is an essential part of RSE. So how can school leadership teams support and prepare their staff to deliver the new RSE curriculum successfully?What the new RSE guidelines meanFirst, it’s important to examine understand why children’s education provision needs to align with changes in thinking and understanding to be able to best meet children’s needs. The changes are not without their controversy and some schools and teachers have already found themselves on the receiving end of anger from communities who find that the new statutory guidance is at odds with their cultural and religious beliefs.  Schools are expected to consult with parents and communities about what they intend to teach and how they intend to go about it. I would imagine that schools will continue to come up against resistance from faith communities and some parents. These new regulations will challenge the crux of some communities’ belief systems and that can understandably be confronting and difficult. You may be required to support teachers with the unenviable task of justifying to parents and carers why this teaching is necessary to prepare their children for the society in which we live. Schools play a vital role in developing children’s understanding of the world, which is why schools have to comply with and promote Fundamental British Values (democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith), and the equality act 2010. 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Leadership

New RSE Guidelines Pose Serious Challenges for Schools

3 Mar 2020

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In 2003, for example, Section 28, which banned local authorities (and therefore schools) from promoting homosexuality, was repealed. In 2004, the Gender Recognition Act was introduced, giving transsexual people ‘legal recognition as members of the sex appropriate to their gender’ and allowing them to legally apply for a new birth certificate to represent their ‘acquired’ gender. In 2010, the Equality Act was established.Technology has advanced rapidly over the last 20 years and looks set to continue, but currently, it is left for parents and educators to take responsibility for children’s safety in the online world. With 99% of 12 to 15 year olds now online, the government’s Online Safety Bill, April 2019, which lists protecting children online as one of its integral functions, is very welcome. However, robust education for children from Early Years to the end of their school life is necessary to prepare them adequately for the world around them. A recent study by the British Board of Film Classification (BBFC) revealed that more than half of children have encountered porn by the age of 11 to 13 and children as young as 7 years old are accessing pornography online. It’s becoming clear that mandatory teaching around how to enjoy technology safely and in balance with children’s offline lives is an essential part of RSE. So what does that mean for teachers?What the new RSE guidelines meanIt’s important for teachers to understand why children’s education provision needs to align with changes in thinking and understanding to be able to best meet children’s needs. The changes are not without their controversy and some schools and teachers have already found themselves on the receiving end of anger from communities who find that the new statutory guidance is at odds with their cultural and religious beliefs.  Schools are expected to consult with parents and communities about what they intend to teach and how they intend to go about it. I would imagine that schools will continue to come up against resistance from faith communities and some parents. These new regulations will challenge the crux of some communities’ belief systems and that can understandably be confronting and difficult. As a teacher, you may have the unenviable task of justifying to parents and carers why this teaching is necessary to prepare their children for the society in which we live. Schools play a vital role in developing children’s understanding of the world, which is why schools have to comply with and promote Fundamental British Values (democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith), and with the equality act 2010. It is therefore vital that when teaching RSE, schools teach an understanding of difference. When people have an understanding of difference, it dispels fear and opens up an atmosphere of acceptance and tolerance. Schools that are tempted to teach only the minimum RSE requirements, rather than potentially antagonising local communities, run the risk of depriving children of vital teaching, and this halfway house may still result in opposition from the naysayers. It’s important to open up discussion without alienating communities by empathising, listening to, examining and exploring concerns.Amanda Spielman, the Head of Ofsted has been quoted as saying she supports the teaching of same-sex relationships in primary, as well as secondary schools. Although, parts of the new regulations are vague in terms of when to introduce specific areas and the depth of teaching required. The government is assigning schools the discretion to decide what is taught and when, depending on their pupils’ needs. It leaves teachers on the frontline, vulnerable, exposed to hostility and having to make decisions about children’s needs in this area, which they may not be adequately trained to do. When talking about the introduction of Wales’s proposal for RSE, Nazir Afazal, the Welsh government’s advisor, suggested that Wales would take more of a lead, rather than leave it up to schools, and described the English government as ‘quite cowardly’ in this respect.Without adequate knowledge of the subject and its impact upon children and their development, you may find it difficult to determine and understand just what is required. Your own confidence level in delivering and opening up discussion with children about sex and relationships will also be a factor. The result is likely to be a lack of continuity with different schools teaching different levels of content around the RSE. Advice for teachers"
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Special Needs

‘Playing it Safe’ is the Wrong Approach to the New RSE Curriculum

28 Feb 2020

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