Relationships Education: LGBT Content

Andrea Jenkyns Excerpts

Monday 18th March 2024 Westminster Hall

[Dame Andrea Jenkyns (Morley and Outwood) (Con)]

I have a constituent whose school will not show the materials. It will show a summary, but not the actual materials, so she has taken her child out of that school. I agree that we need complete transparency and that parents have a right to that. Does my hon. Friend agree?

[Elliot Colburn]

That is absolutely appropriate. If the school has done that, it is contrary to current Government guidelines. I do not disagree with my hon. Friend at all.

The Government’s own statutory RSE guidance outlines obligations for parents and carers to be consulted on the development and review of schools’ RSE policies. It explicitly states that, as part of that process, parents and carers should be able to see “examples of the resources” that schools will use. Many schools should ask parents and carers to come in, view the materials and have a chat about the context in which they will be used. That is there in black and white, so if that is not happening, it absolutely should be called out. I do not think anyone would disagree that parents have a right to know.

With regard to the accusations of extreme, inappropriate, highly sexual material or similar, there simply is not the data to back up many of those claims, and that includes a lack of statistical data on complaints that have been escalated to the Department for Education. Many teaching organisations and people representing education unions, for example, have said that they have struggled to find any evidence of a widespread problem.

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[Adam Holloway (Gravesham) (Con)]

It is a pleasure to serve under your chairmanship, Mr Dowd. There are impassioned calls for the Government to remove LGBT content from the primary school curriculum and equally impassioned calls that children of 11 and under should be taught about LGBT relationships—the two petitions we are debating today. They reflect real anxiety over this hugely sensitive issue. Feelings run very high, and understandably so. Some worry about exposing young children to age-inappropriate material and foisting adult preoccupations on them, while others feel strongly that some children will not be able to make informed decisions about health, wellbeing and relationships without developing an understanding of LGBT issues at a fairly young age. I will make a few brief points on the issue, which chiefly relate to the teaching of transgender ideology.

My points are informed by a very unhappy experience in my constituency, where an academy trust developed a syllabus designed for primary school children promoting transgender ideology. The ideas at the heart of the teaching materials that were proposed and the manner in which the matter was handled caused massive upset among the parent body and a catastrophic breakdown in trust. We all have loads of WhatsApp groups, and the busiest WhatsApp group that I have is the group in my constituency, which the parents have entitled “protect our children”.

Thankfully, there has now been a resolution of sorts, with parents rightly being put back in control of what their primary-age children are taught, but the episode has impressed on me the need to remember that our understanding of transgender theory is by no means settled and that there is not a consensus of opinion.

[Dame Andrea Jenkyns]

As the mother of a primary-age schoolchild, I do not want him or other children, straight or gay, to learn about sex full stop. I also do not want young children in primary school to be taught about changing gender. I have no problem with whatever people want to do when they are older—life is short; be happy—but does my hon. Friend agree that we need to protect the innocence of children and their childhood, especially at primary school age?

[Adam Holloway]

Indeed, as well as respect parents. Because the long-term emotional consequences of transition are not properly understood, we should be careful about teaching contested concepts to young, impressionable children. We would not be doing right by the majority of parents if we failed to acknowledge that the idea that sex is assigned at birth is not a universally held view, but the complexities of explaining that to children aged 11 or under are pretty obvious. I also struggle to see how that issue could be taught honestly and objectively without explaining that there may be other reasons why a person feels uncomfortable about themselves or their body. Teaching that to primary-aged children is clearly hugely problematic. Instinctively, for those reasons, I feel that the complex issue of transgender ideology has no real place on the primary school curriculum.

It is, however, unrealistic to think that issues relating to gender will not crop up—of course they will. Some children will question their gender, and many will meet transgender adults. Where primary schools feel that such education does need to be included—which will not be everywhere—we need to support teachers in navigating the sensitivities, and to ensure that schools are safe places for everybody. Therefore, the Government need urgently to issue clear and prescriptive guidance on content, and as anticipated in the current review, take a firm grip on the materials that schools use.

I would prefer that what was taught reflected the fact that there is a divergence of views on the issue of transgender. However, at primary school level, what is taught about that need not go much further than emphasising that the choices people make should never be the subject of unkindness. The emphasis on parental engagement with the curriculum is welcome. Communication and trust between parents and schools is important, but while it is sensible to let parents see what their children will be taught before lessons are delivered, and while a parental opt-out may be useful, children are bound to discuss the topics among themselves. The focus must be on teachers getting it right and ensuring that the message primary-aged children receive is not confusing, age inappropriate or sexualised.

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[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Dowd—in my case, for the first time—and a pleasure to be here for this well-attended debate in Westminster Hall. I thank my hon. Friend the Member for Carshalton and Wallington (Elliot Colburn) for opening the petition debate on whether lesbian, gay, bisexual and transgender content should be included in relationships education in primary schools. I also thank the petitioners involved in the two petitions.

The subjects are, as my hon. Friend the Member for Gravesham (Adam Holloway) said, sensitive. We have heard different perspectives and had a passionate but respectful and reflective debate informed by constituency experiences and, in multiple cases, colleagues’ own personal experiences, which they have shared today. I thank everyone who has taken part: my hon. Friends the Members for Carshalton and Wallington, for Gravesham, for Darlington (Peter Gibson), and for Don Valley (Nick Fletcher); the hon. Members for Rotherham (Sarah Champion), and for Brighton, Kemptown (Lloyd Russell-Moyle); the right hon. Member for Exeter (Mr Bradshaw); and the Opposition spokesperson, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell). I also thank those who took part through interventions.

When we brought in the relationships, sex and health education statutory guidance from September 2020, it was the first update to that guidance for 19 years. In the intervening period, a lot had changed. A lot had changed in our society, and the law had changed in important ways. Technology and new media had changed, and continues to change, both what happens in our society and what our children are exposed to in ways that continue to develop.

It is essential to support all pupils to have the knowledge they need to lead happy, safe and healthy lives, and that they are able to understand and respect difference in others. That is not just my view. It also comes from extensive engagement with teachers, parents and others: we issued a call for evidence and a consultation on RSHE back in 2018. Colleagues across the House have repeated it, including my hon. Friend the Member for Darlington who did so rather powerfully.

High-quality, evidence-based and age-appropriate teaching of RSHE can help to achieve exactly what I have just set out. It can prepare pupils for the opportunities and the responsibilities of adult life, and it can promote pupils’ spiritual, moral, social, cultural, mental and physical development. In that context, we want all children to understand the importance of respect for relationships and the different types of loving and healthy relationships that exist in our society.

In primary schools, age-appropriate relationships education involves supporting children to learn about what healthy relationships are; about mutual respect, trustworthiness, loyalty, kindness, and generosity; as well as, crucially, keeping safe both online and offline. That then provides the basis for relationships and sex education at secondary school, where pupils are taught the facts around sex, sexual health and sexuality, set firmly within the context of relationships.

We do need to strike the right balance. We do not want teaching inadvertently to fast-track children into engaging in, or exploring, adult activities, rather than enjoying childhood and being children. To teach young people about same-sex relationships does not mean teaching children in primary schools about sex.

It should focus on teaching children that society consists of a diverse range of people, that families come in many shapes and sizes, and that it is all right to be different. Some children in the classroom may, of course, have lesbian, gay or transgender family members and will rightly want to feel included in lessons about positive, healthy and trusting relationships.

Crucially, if this content is not covered in the classroom, it does not mean that children are not going to come into contact with it. Most frequently, they will either turn to their peers—in fact, they do not even have to turn to their peers; they will get it from them anyway—or to the internet. My hon. Friend the Member for Carshalton and Wallington reiterated the fact that, as we all know, that can be a dangerous and distorted place. The RSHE statutory guidance is clear that it is for schools to decide at what point in their pupils’ education it is appropriate to cover content related to LGBT—

[Dame Andrea Jenkyns]

Eighteen months ago, when I was very briefly in the DFE, I raised with civil servants my concern over constituents not being able to see the actual materials and being shown a summary only. I was reassured then that all schools would be emailed to say that materials must be shown to parents if requested. It was not done while I was there. Can the Minister confirm whether it has been done since?

[Damian Hinds]

It has, and later in my remarks I will come on to this very matter. As I was saying, the statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT.