Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/223127
Title: ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum
Author: Harris, Richard
Kambouri, Maria
Wilson Daily, Ann Elizabeth
Copsey-Blake, Meggie
Keywords: Educació primària
Minories sexuals
Anglaterra
Currículums (Ensenyament)
Educació inclusiva
Primary education
Sexual minorities
England
Curricula (Courses of study)
Inclusive education
Issue Date: 2025
Publisher: Taylor & Francis
Abstract: This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues.
Note: Reproducció del document publicat a: https://doi.org/10.1080/14681811.2024.2361062
It is part of: Sex Education-Sexuality Society And Learning, 2025, vol. 25, num.4, p. 546-563
URI: https://hdl.handle.net/2445/223127
Related resource: https://doi.org/10.1080/14681811.2024.2361062
ISSN: 1468-1811
Appears in Collections:Articles publicats en revistes (Didàctiques Aplicades)

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