What is it about?

This research highlights how heteronormativity (the assumption that heterosexuality is the norm or only sexuality) occurs in the classroom by secondary school teachers who deliver sex and relationship education.

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Why is it important?

Our intention with this article was to examine how teachers account for inclusivity and more specifically, pupils’ sexual diversity within their sex and relationship education. This focus helps to highlight some of the barriers that prevent inclusivity being realised, particularly at the level of the Individual educator. These findings appear to highlight a lack of understanding around what real inclusivity constitutes in the context of SRE. Certainly, as it is currently articulated there are problems in acknowledging and addressing young people’s diverse SRE needs, given that they are set amongst provision which privileges heterosexuality above other types of sexual identity and practice. This clearly has significant implications regarding the potential efficacy of SRE provision. The findings of this research warrant the need for teachers to reflect on all aspects of their SRE practice.

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This page is a summary of: “We Don’t Get Into All That”: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education, Journal of Homosexuality, August 2015, Taylor & Francis,
DOI: 10.1080/00918369.2015.1078203.
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