https://orcid.org/0000-0003-2460-2762
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ABSTRACT
This paper draws on the retrospective accounts of eight LGBT+ students aged 18–21 attending a university in Northern England. Using interpretivist methodology, qualitative research was conducted to explore how their sex and relationships education impacted upon their needs as a sexual and/or gender minority. An under-researched aspect of experience was also investigated: namely, how LGBT+ people learned about sex and relationships if not in a formal school setting. Two focus groups were used to examine these areas of interest and similar patterns in both groups were apparent. Themes such as the impact of heteronormative value systems, pornography as an educational resource, and the use of online Blogs and search engines as a source of alternative education were highlighted. Findings demonstrate how participants’ experiences of sex and relationships education were largely non-inclusive and irrelevant to their needs. The paper concludes with practical suggestions to ensure subsequent generations of LGBT+ pupils receive a more inclusive educational experience, supported by approachable teachers who are comfortable and competent teaching the subject.
Acknowledgments
I warmly express gratitude to my loved ones for their support and encouragement – thank you for believing in me and my work. I also thank the reviewers who helped to sharpen this paper with their invaluable feedback.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Available at:http://www.legislation.gov.uk/ukpga/1988/9/section/28/ Section 28 was repealed in 2003 as part of the Local Government Act (2003) enacted.
2. Available at: https://www.legislation.gov.uk/ukpga/2003/26/schedule/8