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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