Teaching Diversity: LGBTQ-inclusive Sex Education

Sex education forms an integral part of supporting youth during their development of their
own identity; it aims to serve as a reliable source for information on sexuality and related
issues. However, one group is frequently excluded: LGBTQ1. The diversity of our current
society is not reflected in sex education, despite the importance of including LGBTQ in the
curriculum. These individuals are sitting in classrooms where the teachers and textbooks fail
to appropriately address their identities, behaviors and experiences (SIECUS 1). Attempts to
incorporate LGBTQ have been frequently met with resistance, such as the rather ironically
named Demo fr alle (Demonstrating for Everyone) in Germany, a movement which
protests the perceived indoctrination of children (Schumacher). This essay will take these
fears into consideration and argue for the benefits of a LBGTQ-inclusive sex education.
Approaches to sex education differ from country to country for example, abstinence-only
education still receives funding in the US (SIECUS 3) whereas other countries may favour a
more comprehensive approach. As part of efforts to modernise the sex education curriculum,
the acceptance of sexual diversity was added to the guidelines for teachers in Germany. A
wave of protests followed. Those opposing the idea cite a number of reasons for doing so.
LGBTQ individuals are seen as a minority and their incorporation is therefore viewed as
catering to a marginal group whose inclusion will only complicate matters. Furthermore,
promoting LGBTQ as an equally valid option as heterosexuality has angered conservatives.
They share the sentiment expressed in the infamous Section 28, introduced in the UK in 1988
and only repealed in 2004: [a local authority] shall not intentionally promote homosexuality
or publish material with the intention of promoting homosexuality [or] promote the teaching
in any maintained school of the acceptability of homosexuality as a pretend family
relationship.
In the same vein, Hedwig von Beverfoerde, leader of the Demo fr alle movement, has called
the inclusion of LGBTQ into sex education a government-sanctioned degradation of the
family, an attempt by gender ideologists and radical feminists to influence children from the
earliest development (Schumacher). These views often coincide with religious views. Pope
Francis adamantly opposed the promotion and endorsement of such tendencies: It is one

LGBTQ: Lesbian, gay, bisexual, transgender, queer/questioning

1

thing to have homosexual tendencies or a sex change. But it is another thing to teach it in
schools (Squires).
Additionally, opponents have expressed their concern regarding the ability of children to
understand the idea of multiple sexual orientations and gender identities, and have
questioned the capability of teachers to adequately teach these highly sensitive issues
(Welsh). It has also been suggested that the discussion of different orientations in class may
subsequently lead to bullying of those who openly identify as LGBTQ.
There is some truth to the idea that LGBTQ is a highly complex and sensitive topic and that,
statistically speaking, they represent a minority. However, including LGBTQ in sex education
is not about catering to a few individuals it is about promoting awareness, tolerance and
diversity. School is a critical time for the development of youth, particularly for their personal
identity. Excluding or actively stigmatizing LGBTQ encourages ignorance, fosters a hostile
school environment (SIECUS 2) and does nothing to dispense with stereotypes and false
information. LGBTQ youth frequently suffer from discrimination and harassment, leading to
adverse mental and physical health outcomes as well as having detrimental effects on their
academic achievements (Kosciw School Climate 46; Snapp 581). However, studies such as
the GLSEN 2013 National School Climate Survey show that schools with inclusive curriculums
tend to experience a significant drop in harassment and bullying and a rise in acceptance:
75.2% of LGBTQ students reported that classmates were somewhat or very accepting of
LGBTQ people compared with 39.6% of LGBTQ students at schools without inclusive
curriculums (Kosciw Survey 20).
Another frequent claim made by opponents has been the inability of children to understand
LGBTQ as a concept. However, this severely underestimates childrens cognitive abilities and
also seems quite arbitrary - after all children and teens are expected to understand a number
of complicated subjects such as mathematical theories or philosophical debates, and yet the
idea of more than one sexuality or gender identity ought to be confusing to them? This claim
overlooks an essential aspect of learning: The level of detail and information can be altered to
be age-appropriate. By supplying students with further information material and resources,
teachers could focus on the essential aspects in class while still leaving room for students to
explore topics themselves. What might be far more worrying is the teachers ability to convey

the information in an adequate manner (Welsh). Special materials and seminars are needed
to equip teachers with the necessary skills and information to handle sensitive issues.
Having considered the doubts which merit discussion, the remaining arguments employed by
those opposing inclusive sex education share one common feature: They are not supported
by any statistical or factual evidence and therefore should be disregarded. Statements such as
claiming that LGBTQ-inclusive sex education is forcing children to be gay are on par with
equating homosexuality with pedophilia they are irrational, ignorant and devoid of any
rational basis. Additionally, school education and sex education in particular should not be
based on religious principles. Imposing religious views such as the opposition of promoting
non-traditional family structures (Schumacher) onto school education goes against the
separation of state and church and excludes an entire group of human beings based on the
inability to overcome prejudice.
In conclusion, LGBTQ-inclusive sex education will not only benefit the LGBTQ students
themselves, it will also encourage tolerance and an awareness of diversity, thereby reducing
major issues such as bullying and encouraging a better school climate. A school class is likely
to include a number of different orientations which need to be addressed to prevent false
information and ignorance. Furthermore, identity and sexuality are often closely linked during
adolescent years. By providing information on the different types of sexuality students will be
able to form an idea of their own individual nature (Gowen and Winges-Yanez 704) without
feeling deviant if they do not conform to the heteronormative ideal. Such inclusion is critical
for schools to succeed in meeting the healthy learning requirements and needs of all students
(McGarry 31). Do not simply stop at sex education though; the aim should be a curriculum
which includes positive representation of LGBTQ in as many subjects as possible. The key to
combating intolerance is information; events where parents and other interested people can
ask questions and engage in debate can help soothe ruffled feathers and alleviate any
unfounded fears.

References
Gowen, Kris and Nichole Winges-Yanez. Lesbian, Gay, Bisexual, Transgender, Queer and Questioning
Youths Perspectives of Inclusive School-Based Education. Journal of Sex Research 51:7 (2014), 788800. Web. 19 Nov. 2016.
Kosciw, Joseph et al. The 2013 National School Climate Survey: The Experiences of Lesbian, Gay,
Bisexual and Transgender Youth in Our Nations Schools. GLSEN. GLSEN, 2014. Web. 16 Nov. 2016.
Kosciw, Joseph et al. The Effect of Negative School Climate on Academic Outcomes for LGBT Youth
and the Role of In-School Supports. Journal of School Violence 12:1 (2013), 45-63. Web. 20 Nov.
2016.
McGarry, Robert. Build a Curriculum That Includes Everyone. Phi Delta Kappan 94:5 (2013), 27-31.
Web. 18 Nov. 2016.
SIECUS. A Call to Action: LGBTQ Youth Need Inclusive Sex Education. SIECUS. SIECUS, Dec. 2015.
Web. 22 Nov. 2016.
Snapp, Shannon et al. LGBTQ-Inclusive Curricula: Why Supportive Curricula matter. Sex Education
15:6 (2015), 580-596. Web. 19 Nov. 2016.
Schumacher, Elizabeth. Wave of Protests Against Sex Education Reform in Germany. Deutsche
Welle 16 Nov. 2016. Web. 20 Nov. 2016.
Squires, Nick. Pope Francis Says Transsexuals and Gay People Should be Embraced by the Catholic
Church. The Telegraph 4 Oct. 2016. 18 Nov. 2016.
Welsh, Kaite. "Britain's Teachers Need to Get Over the Giggles and Educate Students." The Telegraph
25 Nov. 2015. 4 Dec. 2016.