Relationships Education: LGBT Content

Paul Blomfield Excerpts

Monday 18th March 2024 Westminster Hall

[Elliot Colburn (Carshalton and Wallington) (Con)]

I beg to move,

That this House has considered e-petitions 630932 and 631529 relating to LGBT content in relationships education.

It is a pleasure to serve under your chairmanship, Mr Dowd. Let me begin as usual by reading out the prayers in the petitions. The prayer in e-petition 630932 reads:

“We believe kids shouldn’t learn about this at an early age. I am sure there are many parents who do not want their or other children taught about LGBT in primary school.”

The petition closed on 12 July 2023 with 249,594 signatures, including 490 from Carshalton and Wallington. It did receive some attention because of the person who started it, so I want to clarify that they were a UK resident and that the Petitions Committee therefore felt it was appropriate to schedule this debate on the petition.

The prayer in e-petition 631529 reads:

“We believe kids should learn about this at an early age. I am sure there are many parents who want their and other children taught about LGBT issues…There is a petition to remove this content, which we believe is discriminatory. LGBT people exist, they have the same rights as the rest of us and kids should know them…without judgement or issue. Despite what their parents might believe.”

The petition closed on 20 July 2023 with 104,920 signatures, including 151 from my constituency.

In their replies to the two petitions, the Government stated that they had no intention of revising their guidelines, but they have since commissioned a review of relationships and sex education, or RSE, as I will refer to it throughout the rest of the debate. Today I want to make the case for why we should not go backwards and allow a return to the days of section 28, and to make the positive case for an inclusive, age-appropriate RSE curriculum. This is a policy the Government should be proud of rather than backing away from.

First, I want to share a little of my own story. I was at school before mandatory RSE and certainly before LGBT+ inclusive RSE. I came out very early in my secondary school career at Carshalton Boys Sports College to a few select peers and staff who I trusted. If that had happened in the days of section 28, I would of course have had to be turned away by my teachers and told to shut up about it. Instead, I was part of a school that was well ahead of its time and that not only taught us about healthy relationships and safe sex, but made sure that that teaching was inclusive of all identities, including LGBT+ people like me. I want to be clear: it was not some graphic exposure of how to have sex or the various things that people might want to do with each other behind closed doors; it was simply about the fact that LGBT+ people exist and can form loving relationships with each other just like any other person and about the precautions they should take, but it was also about how to access specific advice and support if we needed it. That was it.

I now want to set out the current framework for RSE in England, and I want to thank the House of Commons Library, Brook, the Sex Education Forum and others for their helpful briefings in advance of today’s debate. The Government’s RSE guidance of 2019 advises schools to plan a developmental and age-appropriate curriculum. Relationships education is therefore approached in ways that are relevant to the age and maturity of the pupils. For example, teaching about “Families and people who care for me” in primary school can be an opportunity to talk about the fact that some people have two dads and some have two mums.

Key messages taught throughout relationships education include that people do not have to conform to narrow stereotypes and that discrimination, bullying and prejudice are harmful and wrong. Indeed, that principle is woven throughout the British values element of school teaching, the aim of which is to encourage and foster respect, kindness, equality and inclusion. Those are British values: they are intrinsic to the ethos of most schools, and families are supportive of them.

Primary schools are not required to teach sex education or explicitly teach about LGBT+ issues; it is more about families and relationships. Parents also have the right to withdraw their child from the sex education part of RSE up to the age of 16.

The Government ask for a whole-school approach from our schools as a vehicle to deliver strategies to tackle violence against women and girls, sexual harassment —which, as we know from Ofsted reports, is rife—peer-on-peer abuse, bullying, forms of hatred such as racism and religious abuse, and much more. My concern is that removing LGBT+ content from relationships education would conflict with the existing obligation on schools under the public sector equality duty and the community cohesion duty and undermine the Government’s strategies to deliver on both.

[Paul Blomfield (Sheffield Central) (Lab)]

I thank the hon. Member for the way in which he has introduced the debate, which was made more powerful by his sharing his own experience. Some 512 of my constituents signed the second petition, and I am sorry I cannot stay for the whole debate, but I want to pick up on the point the hon. Member just made. Does he recognise the significant academic research demonstrating that, where we have LGBTQ+ inclusive curricula, there are higher levels of safety for individuals, lower levels of bullying in school and lower levels of adverse mental health reporting?

[Elliot Colburn]

I am grateful to the hon. Member for that intervention, and I absolutely agree with him; in fact, that is the part of my speech I am moving on to, so I am grateful to him for giving me an opening. It is true that research has found that LGBT+ inclusive curricula are associated with reports of greater safety for individuals, lower levels of bullying at school and fewer reports of adverse mental health among all young people, irrespective of their gender identity or sexual orientation. That was set out in a report by Goldfarb and Lieberman in 2021.

High-quality, inclusive RSE is vital for children and young people to live safe, healthy and happy lives, and that can be demonstrated by young people themselves. Young people who took part in the Sex Education Forum’s research told us that their relationships education is not sufficiently inclusive of LGBT+ people, with 38% reporting that their RSE failed to provide any or adequate information about sexual orientation, and 44% reporting that it failed to provide any or adequate coverage of gender identity and information relevant to trans people.

I will share a couple of quotes from some of those young people. One of them said:

“We need to be told more about LGBT…I am a lesbian and growing up I never knew you could have sexual diseases”

from same-sex activities

“until the age of 15 when I started myself”.

Another said:

“Educate children on the LGBTQ community and same sex relationships. There will be someone in each class that it’ll be relevant to and children”

should learn

“to be more accepting. Queer people have and always will exist and children”

should be taught.

In addition to learning at school, children learn about relationships from their families, communities and wider media. The Sex Education Forum surveyed more than 1,000 young people between the ages of 16 and 17 and found that they were more likely to have learned about LGBT+ identities from social media, at around 30%, than in school, at just 25%. Parents were identified as the main source of learning for just 4% of respondents.

That leads me on to a key point that I want to make. Rather than going after LGBT+ identities as part of their review into RSE, I urge the Government to focus on the quality of the content, the resources available to schools and the training available to teachers to provide RSE in a safe and age-appropriate way. Again, research back in 2018 demonstrated that only 20% of teachers said they felt extremely confident in delivering inclusive RSE, with 10% reporting that they were not confident at all. A later survey, conducted in 2019 by the National Society for the Prevention of Cruelty to Children and the National Education Union, found that almost half of teachers said they did not feel confident delivering statutory RSE.

Since RSE became statutory, the Government have invested about £3.2 million of their planned £6 million in implementing the statutory RSE curriculum. However, that is only a fraction of what schools say they need to be able to do so safely, which sits at a best estimate at around £29 million. The voices of those children and teachers are clear: they need the tools to be able to deliver this effectively and appropriately, and I hope that that is what the Government’s review will focus on.

I want to address some of the criticisms surrounding an inclusive RSE policy, especially in the area of parental oversight and engagement and the appropriateness of materials used in the classroom. A number of the statements the Government have made recently about parents’ right to see RSE materials suggest that the issue is somehow new, but that is not the case. Schools have always been encouraged to share RSE resources with parents and carers.