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Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools

Glazzard, Jonathan; Stones, Samuel

Authors

Samuel Stones



Abstract

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and relationships should be present in the curriculum. We critically interrogate the government response and we present a framework to support the implementation of a whole school approach to LGBTQ+ inclusion. We draw on Meyer's model of minority stress to explore risks to children and young people if they are not provided with an LGBTQ+ curriculum.

Citation

Glazzard, J., & Stones, S. (2021). Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools. Frontiers in Sociology, 6, Article 613283. https://doi.org/10.3389/fsoc.2021.613283

Journal Article Type Article
Acceptance Date Mar 3, 2021
Online Publication Date Jun 9, 2021
Publication Date Jun 9, 2021
Deposit Date Oct 25, 2023
Publicly Available Date Nov 2, 2023
Journal Frontiers in Sociology
Print ISSN 2297-7775
Publisher Frontiers Media
Peer Reviewed Peer Reviewed
Volume 6
Article Number 613283
DOI https://doi.org/10.3389/fsoc.2021.613283
Keywords Sexual orientation; LGBTQ+; Schools; Education; Relationships and sex education
Public URL https://hull-repository.worktribe.com/output/4424948

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Publisher Licence URL
http://creativecommons.org/licenses/by/4.0

Copyright Statement
Copyright © 2021 Glazzard and Stones. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.





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