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‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum

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Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. E. and Copsey-Blake, M. (2024) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education. ISSN 1472-0825

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To link to this item DOI: 10.1080/14681811.2024.2361062

Abstract/Summary

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 willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching 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.

Item Type:Article
Refereed:Yes
Divisions:Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:116636
Uncontrolled Keywords:primary school; LGBTQ+; curriculum; parents; childhood innocence
Publisher:Taylor & Francis
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