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Yahoo
2 days ago
- Politics
- Yahoo
Incels, misogyny, role models: what England's new relationships and sex education lessons will cover – and how young people will benefit
Sex and relationships education for children at primary and secondary state-funded schools in England will see significant changes following the release of new statutory guidance from the government. There are some stark differences between this and the draft guidance issued by the previous Conservative government in May 2024. The new guidance also looks different in many ways to the last statutory guidance, released in 2019. It includes many new and valuable topics such as the law around strangulation, sextortion, upskirting, deepfakes, suicide prevention and bereavement. Schools are also required to challenge misogynistic ideas, cover misogynistic influencers and online content, and explore prejudice and pornography. As a researcher working on sex education and masculinity, I see many positives in how these issues are approached in the government's new guidance. The new topics are a move in the right direction, meeting the needs of the pupils being taught. Get your news from actual experts, straight to your inbox. Sign up to our daily newsletter to receive all The Conversation UK's latest coverage of news and research, from politics and business to the arts and sciences. Another key change is the removal of the proposal to put age restrictions on the teaching of certain topics. This is welcome news: it aligns with evidence and allows teachers to design sex education that takes context into account. It means they can teach their pupils what they need to know in a proactive and responsive way. The guidance also explicitly mentions giving pupils the opportunity to discuss incels. Incel, an abbreviation of 'involuntary celibate', refers to those who identify as wanting romantic and sexual partners but find it difficult to achieve this. Online incel communities are underpinned by hostility towards women, resentment, misogyny and the support of extreme violence against women. They may espouse an ideological position that claims societal structures are set up to unfairly disadvantage them. Keeping boys in the conversation One aspect included in the guidance is that it is important for pupils to understand that 'most boys and young men are respectful to girls and young women and each other'. It also states that 'teachers should avoid language which stigmatises boys, or suggests that boys or men are always perpetrators or that girls or women are always victims'. These are really important points that need to underpin the teaching of misogyny and online incel culture. A risk is that such teaching may otherwise portray boys, as a group, as perpetrators. This can create a culture of blame that may alienate boys and young men. Instead, seeing boys as valuable contributors to these conversations around misogyny can foster educational progress. Another important reference in the guidance is that children and young people should have opportunities to develop 'positive conceptions of masculinity and femininity', and how to 'identify and learn from positive male role models'. This focus on positive examples of masculinity is a welcome way to support boys and young men in developing healthy identities – not only considering gender but other intersecting aspects of their identity, such as class, ethnicity, culture and values. Good relationships and sex education needs dialogue and understanding between pupils, teachers and parents. For adults, this means knowing the landscape first. Familiarisation with why young people may be attracted to problematic online spaces will be useful. These online spaces often offer a skewed sense of belonging, and offer simplistic answers to complex emotions and questions. Young people's thoughts and opinions of misogynist online influencers may be contradictory, rather than simple approval or disapproval. This requires thoughtful unpicking of concepts and ideals, and open conversation rather than blame. It is also important to recognise that teaching these topics is not easy, and that teachers may need support too. New content While much of the new guidance is welcome, it's important that teacher training and professional development keeps pace with these changes. Teachers may not feel confident addressing such a broad range of often-sensitive topics without support. The guidance also falls short of making relationships and sex education statutory for those aged 16-18 in sixth-form colleges, 16-19 academies or further education colleges, despite evidence that it is very much needed for this age group. The rights of transgender people and the issues affecting them are dealt with in a limited way, which could affect teachers' ability to have supportive conversations with trans and non-binary pupils. There is also limited detail for those working in special education for pupils with complex needs. One of the most important aspects of teaching on sex and relationships is to create a safe space for open discussion. Young people should be encouraged to provide their own input into how relationships and sex education is taught, and to give their ideas on what they feel they need to learn about – and what they already know. While this approach is often overlooked, meaningful engagement with pupils is highlighted as a key guiding principle in the new guidance. Young people are the experts on the world they inhabit. It is essential they are listened to to ensure that lessons are relevant and effective. This article is republished from The Conversation under a Creative Commons license. Read the original article. Sophie King-Hill receives funding from the ESRC.
The Independent
5 days ago
- Politics
- The Independent
Schools told to make sex education ‘stage appropriate' as age limit plans axed
Schools in England should ensure relationships and sex education lessons are 'age and stage appropriate', the Government said as it scrapped proposals to impose age limits on certain topics. The Labour Government has recommended that primary schools teach sex education in Year 5 or Year 6, in line with what pupils learn about conception and birth, but it is not compulsory. Primary school teachers may decide to discuss the sharing of naked images or online sexual content if it is affecting their pupils and they know that children have seen pornography, according to the final statutory Government guidance on relationships, sex and health education (RSHE) in schools. Proposals to impose strict age limits on topics in the RSHE curriculum, proposed by the previous Conservative government, will not go ahead. Draft guidance, published in May last year under the Conservatives, had suggested sex education should be taught no earlier than Year 5. It had proposed for issues like sexual harassment, revenge porn, upskirting and sexual exploitation and abuse to not be taught before Year 7 (age 11), and for explicit discussion of sexual violence, including rape and sexual assault, to not take place before Year 9 (age 13). The draft guidance also said schools should not teach pupils about the concept of 'gender identity'. The final guidance on RSHE, which has been published a year after a consultation over the draft Conservative guidance closed, has not assigned specific ages to certain RSHE topics. Instead, it said schools should develop the RSHE curriculum to be 'relevant, age and stage appropriate and accessible to pupils in their area'. The Government guidance, published on Tuesday, said pupils should be taught the facts and the law about biological sex and gender reassignment. But on the debate around biological sex and gender reassignment, it told schools to be 'careful not to endorse any particular view or teach it as fact'. It said schools should avoid materials that use cartoons or diagrams that 'oversimplify' the topic, or which 'encourage pupils to question their gender'. The Department for Education (DfE) has said revised guidance for schools and colleges on gender questioning children is due to be published this summer. In her foreword to the updated RSHE guidance, Education Secretary Bridget Phillipson said: 'The depth and breadth of views is clear, and there are understandable and legitimate areas of contention. 'Our guiding principles have been that all of the compulsory subject content must be age appropriate and developmentally appropriate. 'It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law.' The guidance said pupils should be given the opportunity to discuss the sexual norms endorsed by so-called 'involuntary celibates' (incels) or online influencers by the end of secondary school. It added that secondary school pupils should be taught about the prevalence of 'deepfakes' and how pornography can portray 'misogynistic' attitudes. The guidance has also advised secondary schools to work closely with mental health professionals to discuss suicide prevention in an age-appropriate way. It added that schools should continue to share RSHE curriculum materials with parents on request. Since September 2020, relationships and sex education has been compulsory in secondary schools in England, while relationships education has been compulsory in primary schools. In March 2023, then-prime minister Rishi Sunak brought forward a review of RSHE guidance for schools after hearing concerns that children were being exposed to 'inappropriate' content. Schools in England will have to follow the statutory RSHE guidance from September 2026. Paul Whiteman, general secretary at school leaders' union NAHT, said: 'We are pleased to see that there are no age 'limits' included in this new guidance. 'Schools already work hard to ensure that teaching is age-appropriate and this approach gives them the vital flexibility to respond to their own community and the needs of pupils in their schools.' But he added: 'NAHT has particular concerns that the inclusion of suicide prevention content has not been accompanied by a commitment from the Government to provide funded training for all teachers to give them both the knowledge and the confidence they need to discuss suicide prevention and self-harm with young people. 'The provision of training is vital before this content becomes statutory and it is unacceptable that the guidance simply says that schools should work with mental health professionals to discuss how this sensitive content should be tackled in the classroom.' Margaret Mulholland, Send and inclusion specialist at the Association of School and College Leaders (ASCL), said: 'We welcome the clarity over biological sex and gender reassignment in the guidance. 'There are strongly held and sometimes polarised views over these issues and it is important to have a clear set of national guidelines to follow. 'We hope soon to see specific guidance on supporting gender questioning children – something for which we have been calling for several years.' She added: 'We also welcome the focus on suicide prevention and pay tribute to campaigners for their work on highlighting this issue and the risks to young people. 'Schools already have a great deal of experience in supporting the wellbeing of pupils – and many have seen a rising number of young people struggling with their mental health in recent years. 'Unfortunately, there is still not enough external support available and we would like to see more work done to ensure that young people can access specialist services in a timely manner.' Laura Mackay, chief executive officer of LGBT+ young people's charity Just Like Us, said: 'Some teachers still struggle to discuss LGBT+ topics with their pupils. So it's good to see the new RSHE guidance strongly encouraging primary schools to teach about diverse families, including same-sex parents. 'However, there are aspects of the new guidance that could make teachers feel even more anxious about what they can do or say to support all LGBT+ young people. 'If schools treat gender identity as something that is taboo, trans and gender diverse young people across the UK will feel further alienated and unsafe at school.'
