National LGBT Survey Analysis: Education

Schools, colleges, universities, training centres and other educational establishments should be places where everyone feels safe and supported by staff, regardless of their sexual orientation or gender identity. Yet report after report has shown that LGBTQIA+ staff and students do not always feel comfortable being in such settings. The much quoted Stonewall School Report 2017, conducted in partnership with the Centre for Family Research based at Cambridge University highlighted that despite noticeable decreases in overall levels of homophobic, biphobic and transphobic bullying in schools, there is still a worrying prevalence of transphobic language and bullying and lack of awareness of differing gender identities in general. There are a number of shocking statistics that stood out: 9% of trans students surveyed for the Stonewall School Report 2017 stated they had been subjected to death threats, 84% had said they had self-harmed at some point and 45% had considered taking their own lives (https://www.stonewall.org.uk/sites/default/files/the_school_report_2017.pdf).

A survey conducted by Dr Catherine Lee, head of education and social care at Anglia Ruskin University earlier this year which had 105 responses found that 46% of LGBT+ teachers working at village based schools had taken time off from work because of anxiety or depression brought on as a result of lack of acceptance of their sexual orientation; the figure for teachers based in urban areas was only 5%. Also 40% of rurally based teachers felt their sexual or gender identities had been a direct barrier to accessing promotional opportunities. 30% of teachers had left a role at a village school because they had experienced homophobia, whereas the figure for teachers based in towns and cities was 17%. (https://schoolsweek.co.uk/rural-lgbt-teachers-have-worse-mental-health/). Another survey, conducted for the NASWUT found that 50% of teachers who are LGBT+ felt their school wasn't a safe place to be open about their sexual orientation or gender identity.

The National LGBT Survey asked a number of questions relating to educational experiences, with responses coming from 16 and 17 year olds still in secondary school/sixth form as well as teachers currently based in schools and colleges. 36% of respondents to the survey had been in education in 2016/17, including 98% of respondents aged 16-17 and 64% of those aged 18-24 (p.109).

Many of the responses to the questions reflect concerns already expressed but I feel it's important to explore a number of them in depth to bring home the importance of ensuring educational settings are a place of safety and which nurture a feeling in students and staff alike for celebrating the diversity of human relationships and experiences:

• Respondents who had expressed at the start of the survey that they had a “minority gender identity” (i.e. trans, non-binary, genderqueer, agender etc) were asked a question about how understanding their teachers had been of issues facing trans, gender fluid and non-binary students. Only 13% reported that their teachers and staff had been very understanding or somewhat understanding, and 68% said they had been not very, or not at all, understanding. (p.103) 50% of respondents aged 16-17 and 67% aged 18-24 said that their teachers and other school staff had been not very, or not all, understanding of gender issues (p.103)
• 918 respondents to the National LGBT Survey talked about Relationships and Sex Education (RSE) - “the broader concept of better education in schools regarding sexual orientation, gender identity and being LGBT was the most discussed topic” and when respondents talked about sex education, a number stated that “it is, or was, in their own experience heteronormative, with little-to-no information on any LGBT-specific education about sex and related topics” (p.105). This demonstrates the need for RSE guidance to be LGBTQIA+ inclusive and written by experts who have experience of discussing and researching (and being in) LGBTQIA+ sex and relationships. Knowledge is power, after all!
• 50 respondents to the National LGBT survey talked about the need to discuss LGBT+ history in schools, especially the fight for rights (p.106): this could include lessons on Section 28, the Lesbian and Gays Support the Miners group and the passing of legislation in Parliament.
• Respondents who had reported they were in education stated more often than not that they had not been open with teachers and support staff- 53% of all respondents had not been open with teachers and 61% had not been open with non-teaching staff (p.110).
• 41% of trans respondents had not been open with teaching staff – non-binary respondents were more likely not to be open than trans women and men (p.116). 57% of asexual trans respondents were not open with their teaching staff.
• 18% of respondents who reported they were asexual had not disclosed their sexual orientation to their classmates.
• Only 1.3% of respondents had experienced only negative reactions from others when they disclosed their sexual orientation or gender identity but 31.2% had experienced both positive and negative reactions from others when disclosed
• 21% of respondents who had had experienced mixed reactions to disclosure at school, college or university during the 2016/17 academic year said disclosure had happened without their explicit consent and 19% “received verbal harassment, insults or other hurtful comments” (p.118)
• Over 1,200 respondents had mentioned bullying within education in their survey responses: “There was a consensus that the bullying of LGBT people is still common in schools, and that more could be done by government and schools to tackle it” (p.119).
• 88% of incidents perpetrated against respondents who were in education during the 2016/17 year were perpetrated by fellow students but 9% were perpetrated by teachers or other teaching staff (p.120)
• 11% of incidents of sexual harassment or violence against trans students were perpetrated by teachers and other teaching staff (p.120)
• 83% of the most serious incidents that respondents had indicated had taken place had not been reported by themselves or anyone else (p.121)
• 56% of respondents who had not reported the most serious incident said it wouldn't have been worth it and 37% said it would not have been taken seriously by staff or police (p.122)
• 77% of those whose incident was reported to an LGBT organisation or charity said that they had found them very or somewhat helpful, and 66% of those whose incident was reported to parents/guardians had found them very or somewhat helpful (p.124)
• After incidents had been reported, only 13% of respondents who had reported incidents said that the “negative comments or conduct in question had stopped completely (p.124)
• Catholic schools were particularly cited as being places which are “unsupportive” and respondents noted the lack of appropriate LGBTQIA+ RSE in those schools
• 16 responses were received in relation to being LGBTQIA+ and having special educational needs: “respondents noted that the intersectionality of having special educational needs and being LGBT could be a very difficult experience, in that people may conflate the two, or may not sufficiently understand either” (p.127). This indicates a need for more comprehensive guidance and support for staff supporting LGBTQIA+ students with special needs so they do not conflate and resort to use of stereotypes.
• 170 responses were from LGBTQIA+ teachers: more than 1 in 5 have been outed, a third have had a negative reaction from others towards them after disclosing their sexual orientation and/or gender identity, 6% have been excluded from events held in their educational establishments and more worryingly, 9% of the most serious incidents in school/college were perpetrated by their colleagues (read more here: https://www.tes.com/news/one-five-lgbt-teachers-outed-school)

The statistics outlined above paint a mixed picture of educational establishments across the country. It's important to make it clear that there are schools out there who have taken on board measures to improve LGBTQIA+ equality. Getting the basics right makes the biggest difference to the emotional wellbeing of trans, non-binary, gender-fluid, genderqueer and agender students:

• Ensuring anti-bullying policy and procedures include references to stamping out transphobic language and bullying by ensuring staff know what their responsibilities are in reporting and disciplining students who have perpetrated such acts
• Ensuring disciplinary and grievance procedures include reference to homophobic, biphobic and transphobic bullying, harassment and discrimination (with reference to the Equality Act 2010)
• Ensuring administrative procedures for updating the name and title marker for students and staff are made clear to teaching and support staff
• Ensuring ALL staff have received basic gender and sexual orientation awareness training from qualified and experienced professionals
• Marking awareness days, weeks and months in school, including LGBT Awareness Month (February), School Diversity Week (July) and Transgender Day of Remembrance (20^th November)
• Scheduling time in PSHE and RSE lessons to talk about LGBTQIA+ equality, relationships (sexual and otherwise) with students in a clear and non-patronising manner
• Embedding lessons on LGBT+ role models and issues across the National Curriculum
• Providing information to students about access to facilities, including toilets and changing rooms
• Engaging with educational organisations including Educate & Celebrate and Just Like Us
• Signposting students to local, regional and national LGBTQIA+ organisations, including Mermaids, Gendered Intelligence and Stonewall.

The situation for trans, non-binary, gender-fluid, genderqueer and agender students in a school will only improve when there is supportive leadership in place to garner the support from staff, parents, guardians, cares and governors needed to enact the measures. This is particularly the case for faith schools in more conservative, rural parts of England where there may not yet be any openly trans, gender-fluid, genderqueer and agender students or staff. Guidance documents such as the Church of England's Valuing All God's Children can help to further the argument towards celebrating diversity which goes beyond mere tolerance (https://www.churchofengland.org/sites/default/files/2017-11/Valuing%20All%20God%27s%20Children%27s%20Report_0.pdf). The guidance includes Anti-Bullying and Equality and Diversity policy templates which can be adapted for use. Books such as How to Transform Your School into an LGBT+ Friendly Place written by Dr Elly Barnes MBE and Dr Anna Carlile of Goldsmiths University of London, Department of Educational Studies can also help to provide the practical information and guidance needed for headteachers, teachers and pastoral care teams to implement positive change (there's a great section on awareness days, weeks and months for example). Department for Education guidance, issued on an ongoing basis are must-read documents: for example, they just updated the guidance for schools by creating a document on gender separation in mixed schools (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/719398/Gender-separation-guidance.pdf). One has to acknowledge that there will always be a small but vocal minority of Christians and people of other faiths who advocate denying the existence of different sexual orientations and gender identities but through increasing awareness and training, their potency which they use to control the overall conversation on gender and sexuality for others will begin to evaporate and LGBTQIA+ equality will advance further.

The findings of the National LGBT Survey with regards to education do not shock me. I had little exposure to LGBTQIA+ issues and did not learn about the fight to gain LGBTQIA+ rights at primary or secondary school. I knew a few openly LGBT classmates at secondary school and noticed the homophobic, biphobic and transphobic language most of us were subjected to whilst feeling that such language was unwarranted and affected our self-confidence. I think only one of us was out to teachers and they didn't really know how to support us other than to encourage our academic talents. My secondary school wasn't a bastion of hate but I certainly wouldn't exactly call it a haven of LGBTQIA+ awareness and tolerance either.

I hope that as the years progress and the push for improved rights for trans, non-binary, gender-fluid, genderqueer and agender people gathers steam, whilst LGBTQIA+ inclusive RSE is introduced as part of the PSHE curriculum, that more students and staff feel they can be authentically themselves whilst at school.

Why responding to the Government's Relationships and Sex Education Consultation matters

On Tuesday 19th December 2017, Justine Greening, Secretary of State for Education and Women and Equalities made the announcement that there will be a consultation to help shape the content of the soon-to-be statutory Relationships and Sex Education (RSE) Programme of Study guidance (RSE which will be taught in all schools (maintained, academies and independent) in England from September 2019 (Children and Social Work Act 2017 places a "statutory duty" on Ms Greening "to make Relationships Education compulsory in all primary schools and Relationships and Sex Education mandatory in all secondary schools" (https://consult.education.gov.uk/life-skills/pshe-rse-call-for-evidence/consultation/subpage.2017-12-01.1723463910/). Key stakeholders, including parents and young people have been invited to offer their views on a number of topics including online safety, sexual harassment and LGBTQ+ issues. I believe this a fantastic opportunity for trans non-binary people to submit our suggestions as to how to make RSE more inclusive going forward. I've been talking about the need for LGBTQIA+ inclusive RSE for a while, and have blogged on its importance here: (https://sassysvensknorsk.blogspot.co.uk/2017/02/lgbtqia-sex-and-relationships-education.html).  I'm far from being the only person making this call. Hannah Kibirige, Director of Education and Youth at Stonewall mentioned in her blogpost for Huffpost "Why We Should All Care About LGBT-inclusive Relationships and Sex Education" Stonewall research which has shown that just "one in six LGBT young people have been taught about healthy same-sex relationships", with LGBTQIA+ young people finding themselves using the Internet to access LGBTQIA+ inclusive RSE information and advice, which can be at times "unreliable, and sometimes unsafe" (http://www.huffingtonpost.co.uk/entry/why-we-should-all-care-about-lgbt-inclusive-relationships-and-sex-education_uk_5a3a9e25e4b06cd2bd03d72a). Rosa Simonet, writing in The Mancunion, early in December 2017 revealed the results of an anonymous survey conducted by the organisation which found that RSE (or SRE) was " criticised as being too heteronormative, with students complaining they had been given little to no information about safe sex for lesbians or other members of the LGBTQ community" (https://inews.co.uk/opinion/children-taught-sex-ed-age-four-11/). Bridie Forrester, Communications Secretary of the University of Manchester's LGBTQ society made some pertinent comments in the article: "the effect of cisnormative, heteronormative teaching is actually dangerous. Many children leave school with little to no knowledge about life as a queer person. Inter-personal problems such as STDs, domestic abuse and drugs are far from exclusive to cisgender straight people and everyone would benefit from having a greater understanding of LGBTQ issues" (http://mancunion.com/2017/12/01/sex-education-inadequate-say-students/)

Recent reports that have been released by sexual health charities and organisations in the UK have also demonstrated that young people themselves have identified the need for LGBTQIA+ inclusive RSE. One report jointly authored by the sexual health charity Brook and the National Crime Agency's COEP command (Digital Romance) surveyed over 2,000 young people aged 14 and 25 in the UK (and 72% of them being aged 14-17) with disturbing findings being made; for example, LGBT young people use the Internet to meet partners "with significantly more gay young people (9.9%) reporting they met up with an online contact who was not who they said they were compared with straight young people (4.9%). On the quality of RSE generally, only 72% reported receiving any education on relationship skills and only 26% of those respondents rated it as good or very good (https://www.brook.org.uk/press-releases/digital-romance).

Every child and young person in the UK has the right to access age-appropriate, effective RSE. Every child and young person has the right to learn about healthy relationships and to know that LGBTQ+ people can have happy and healthy long-lasting relationships that are respected by the majority of people living in the UK. Students who have SEND (Special Educational Needs and Disabilities) have the right to access information and guidance on safe sex and healthy relationships that is presented in an easy-to-understand format without patronising or infantilising them. However, as the Brook-CEOP report has shown, at the moment not every child/young person is receiving high quality RSE and it has been the case for decades. One of the largest studies on the opinions of young people, conducted by the UK Youth Parliament in 2007 which had over 20,000 participants under the age of 18 (Sex and Relationships Education: Are You Getting It?) found that 40% believed the RSE they had received was either poor or very poor. Having a basic Programme of Study that schools have to follow will allow for standardisation of content which should lead to greater consistency in delivery. 

There are also fears that the RSE consultation may allow for loopholes that faith schools can go through so as to not discuss essential topics relating to sexual health, including contraception. There may be discussions in RSE lessons that advocate against abortion when RSE lessons are meant to be delivered as free from bias as is possible. Equally there may be RSE lessons delivered which are anti same-sex marriage. Recent guidance released by the Church of England encourages Anglican schools to facilitate lessons exploring same-sex relationships but have not made it a mandatory part of their current PSHE programme probably because senior members of the Church are concerned there will be resistance from conservative Anglo-Catholic teachers if the new RSE programme of study makes it compulsory for them to teach about same-sex marriage in their classrooms. The Government last week released a statement that said that faith schools should be allowed to "teach RSE in accordance with the tenets of their faith". I would argue that this goes directly against what Greening has said in her piece for the Times Educational Supplement where she states that RSE has to be "relevant to modern life in Britain". For me, that has to include age-appropriate, sensitive discussions around same-sex marriage and LGBTQ+ relationships in general.

RSE critics deliberately paint a bleak picture of the subject. Thomas Pascoe from the Campaign of the Coalition for Marriage infers that RSE is part of the "indoctrination process", arguing that it will lead to "sexualisation of children" and mistakenly concluding there is "no "age appropriate way to teach primary school age children about homosexual relationships or transgenderism" (http://www.telegraph.co.uk/news/2017/12/19/children-taught-transgender-issues-sex-education-lessons/). There are a number of things wrong with the statements Pascoe has made. Firstly, recent evidence has suggested that age-appropriate RSE helps reduce underage sexual activity; the United Nations Educational, Scientific and Cultural Organisation (UNESCO), as quoted by sexologist Goedele Liekens, found that explicit sex education "reduces the amount of young people having sex from a very young age, reduce the numbers of sexual partners young people have, as well as preventing people from conducting or being victims of abuse" (http://mancunion.com/2017/12/01/sex-education-inadequate-say-students/).

Secondly, there are a already number of RSE experts who have designed age-appropriate guidance and lesson plans to help primary school teachers who are PSHE and RSE leads in school deliver excellent lessons on LGBT+ related topics including gender identity. I don't think Mr Pascoe is aware of Professors Richard Woolley and Sacha Mason's book on delivering RSE to 5-11 year olds which includes how primary school teachers can answer challenging and embarrassing questions (I suggest he may peruse its contents a little....you can buy your copy here: https://www.amazon.co.uk/Relationships-Sex-Education-5-11-Development/dp/1441190295). Deborah Price has written a great academic textbook that gives information and advice to Early Years professionals who want to talk about gender diversity and sexuality (https://www.jkp.com/uk/a-practical-guide-to-gender-diversity-and-sexuality-in-early-years-2.html). Lynnette Smith, MD and Founder of Big Talk Education opinion-eded in iNews, pointing out 2015 research which found that "children who have received age-appropriate RSE are three times more likely to speak out if something untoward is happening to them" (https://inews.co.uk/opinion/children-taught-sex-ed-age-four-11/). Smith then went on to suggest a blueprint for delivering age-appropriate RSE based on the Programme of Study RSE experts within her organisation have designed (emphasis on experts...something Mr Pascoe is not on this issue) which includes discussing gender identity.

As I've blogged about many a-time-before, I believe that the new RSE guidance should include age-appropriate lessons on gender identity. There is no shortage of children's books that can help introduce the topic sensitively, not least the excellent (and current very popular "Are You A Boy or Are You A Girl?" written by the sassy Sarah Savage and illustrated by the fabulous Fox Fisher available here (https://www.jkp.com/uk/are-you-a-boy-or-are-you-a-girl-2.html). So I really don't know what Mr Pascoe and other "professionals" like him are going on about. 

Before I go on, there's something that I should draw everyone's attention to regarding appropriate use of terminology (something RSE leads will need to be given training on to deliver lessons on gender identity effectively): there's no such thing as "transgenderism". Transgender people are not espousing an ideology....it's a word that is used by critics to try and discredit trans activists from speaking out (e.g. about the need to design more trans inclusive medical service provision within the NHS). Critics like Mr Pascoe can debate with trans people based on ideology but the ideology he and others perhaps are taking issue with is Queer Theory and the debate should be between proponents of Queer Theory and proponents of Christian Fundamentalism (Pascoe) or Radical Feminism, all three of which may be taught about in secondary school at Key Stages 3, 4 and 5. Let's hope that Mr Pascoe will be inspired to investigate best RSE practice going forward and maybe listen to lived-in experiences of trans people before he passes judgement on yet another topic he doesn't really seem to know very much about (there's rather a lot of rent-a-gob hack opinion-eding going on at the moment, especially about trans people....perhaps it will reduce in the future as a result of LGBTQIA+ RSE...let's hope so!)

The Brook and CEOP Digital Romance report revealed that young people are using social media messaging platforms to connect with each other, in both positive and negative ways. Young people want RSE practitioners to recognise the benefits of digital romance-i.e. "not convey a general negativity about all things online" as well as celebrating the positive actions young people themselves are taking to educate others about online safety. Some young people see digital technology as allowing them to exercise positive control, "some freedom from negative judgements and pressures, and space to be authentic" (https://www.brook.org.uk/data/DR_REPORT_FINAL.pdf). However, it seems that sexting has become increasingly prevalent, with 34% of respondents stating they have sent a nude or sexual image to someone they were interested in, 52% stating they had received such an image and 26% of 14-17 year olds saying they had sent a nude or sexual selfie. More worryingly, 9% of respondents said they had sent a nude or sexual image onto someone else which wasn't of them and 28% had felt pressured into sending an image of themselves (https://www.brook.org.uk/data/DR_REPORT_FINAL.pdf) with girls feeling more pressured (36%) than boys (11%). RSE lessons should address this issue head on, ensuring that all young people understand why it is important not to share images of others without consent and build young people's confidence to call out the sending of nude images as being unsatisfactory. Brook suggests that schools work with partner organisations to develop "positive bystander'" programmes and empower young people through RSE to intervene and challenge "the negative attitudes and behaviours they witness", including breaking down gender stereotypes (i.e. young men talking to their friends about respecting their body and that of their friends and partners).

As someone who was raped orally while at University and who didn't know where to turn for the initial support and advice that any rape or sexual assault victim deserves regardless of gender, I believe that RSE lessons need to contain crystal clear guidance on consent and on access to rape and sexual assault advice and support services locally, regionally and nationally. Grace Avila Casanova, from youth empowerment organisation Shout Out UK points out the current situation regarding sexual offences: "the number of sexual offences by under 18s against other under 18s in England and Wales rose by 71% between 2012 and 2017 (there were 4,603 offences in 2013-14 and this rose to 7,866 in 2016-17....see https://www.metro.news/child-on-child-sex-assaults-soar-71/774985/ for more stats on this). For Casanova, "such indicators highlight, among other things, the importance of appropriate, inclusive and up-to-date guidance on sex and relationships" (https://www.shoutoutuk.org/2017/12/27/the-current-state-of-sex-education-in-the-uk/).

At primary school level, lessons should focus on reinforcing the idea that touching certain body parts on others is unacceptable (and ensuring that students know the proper names of those body parts so they can tell their teacher/parent when someone has touched them inappropriately). At secondary level, lessons on consent should include references to key legislation as well as signposting young people to services so they will know where to go for help and advice free from judgement and stigma if they find themselves in the situation that I found myself in. No young person should ever feel afraid to approach specialist organisations for help. The help should be freely available to all regardless of their sexual orientation or gender.

I'm also very supportive of the need for RSE to contain lessons on domestic violence, abuse (DVA) and coercive control, especially at secondary school level. Young people should be able to spot early signs of abuse and be encouraged to report their concerns to organisations so that they have the best chance of protecting themselves and their family. It must be noted that whilst DVA primarily affects women and girls, anyone can become a victim of DVA and coercive control, including men but with non-judgemental help and support, they can rebuild their lives and survive. LGBTQIA+ people, especially trans people are also more likely to be survivors of DVA and coercive control; statistics quoted by Broken Rainbow (an organisation that helped raise awareness of DVA in the LGBTQIA+ community which unfortunately closed in 2016) found that Domestic Violence affects at least 1 in 4 LGB people and up to 80% of trans people (The Scottish Transgender Alliance research)and studies have shown that LGBT people are less likely to say they are victims of DVA for fear of being outed by service providers (https://www.nice.org.uk/guidance/ph50/evidence/report-4-broken-rainbow-uk-national-lgbt-domestic-violence-service-pdf-430408045). Stonewall's research found that 25% of lesbian and bi women have experienced domestic abuse in a relationship and 49% of all gay and bi men have experienced at least one incidence of domestic abuse from a family member or partner since they turned 16 (https://www.stonewall.org.uk/help-advice/criminal-law/domestic-violence).
LGBTQIA+ young people need to be given the reassurance that if they ever find themselves in an abusive relationship, they will have services to turn to who will at least treat them with respect. At the same time, all young people should be participating in these lessons so they understand standards of acceptable behaviour in relationships.

As well as signposting for DVA, young people should know about what sexual health services are provided in their local area and how to access them. The Mancunion survey found that 26% of young people asked did not know where they could get tested and 33% had not been tested in the last 6 months. RSE leads in schools and NHS sexual health service providers should collaborate more regularly to increase awareness, whether that be organising annual visits to sexual health clinics so that secondary school students understand the sexual health check process and sexual health professionals can debunk myths around lack of confidentiality or designing innovative learning modules so that young people can visit the sexual health clinic without having to attend (using 360 pictures, videos etc). Sexual health professionals have valuable information to impart and such examples of collaboration in the past have been successful in encouraging attendance; for example there was a pilot of running mock sexual health clinics in Lambeth, Southwark and Lewisham in 1995, where 300 pupils in Years 10-12 attended a sexual health clinic and learned how the clinic operated; by the end of the pilot year, there was an increase of 29.5% in under 16s registering at sexual health clinics in the area (Lucy Emmerson, Secondary Schools and sexual health services: Forging the links, 2003).  Young people who are empowered to look after their sexual health when young will be more likely to continue to do so in the future. 

RSE does need to contain lessons that are focussed on prevention and protection but at the same time these lessons need to be delivered in a positive and engaging manner by professionals who are passionate about the subjects covered. Let's not just talk about what a young person can't do but also tell them that their future relationships can be happy, healthy and truly fulfilling. That includes relationships that are not sexual in any form. Young people at secondary school level should learn about asexuality- to know that we are not all sexual beings and it's OK not to have sexual desires. RSE should be a subject where children and young people are encouraged to embrace and celebrate (not just respect) differences.

RSE programmes will never be truly effective unless young people are involved in their design. As Ian Bauckham, who is leading the Government's review of RSE states in his article for The Telegraph, the consultation will only really be successful if it has managed to convince young people to contribute their opinions: "they (young people) will have important views and direct relevant experience which should help shape the decisions made on this topic" (http://www.telegraph.co.uk/education/2017/12/19/society-has-changed-children-need-compulsory-sex-relationship/). Some young people have already contributed to the debate; a group connected with Brook helped craft the Young Person's Manifesto for RSE, which gives 12 recommendations to create the "baseline for quality RSE". Recommendations include ensuring that regular RSE lessons are timetabled, that RSE "promotes equal, happy relationships" and that RSE leads and professionals feel OK with reacting to student's feedback and have been appropriately trained to do so (https://www.brook.org.uk/attachments/YP_Manifesto_2017.pdf). Other young people should be encouraged to contribute their views on RSE and the key to this is ensuring secondary school teachers, FE college lecturers, university lecturers and personal tutors, parents, guardians and carers and yes, maybe even the local parish priest, imam or rabbi publicise the survey and make students aware of it. The PSHE Association has even devised a lesson plan that can be used to encourage Key Stage 3 and 4 students to respond: https://www.pshe-association.org.uk/curriculum-and-resources/resources/department-education-pshe-and-rse-consultation-get. Posters, social media platforms including blogs and YouTube vlogs can all be mediums used to raise awareness, hence why I'm using my small but nicely formed platform. So please do encourage as many people as possible to take the online survey, which can be accessed here: https://consult.education.gov.uk/life-skills/pshe-rse-call-for-evidence/
You've got until February 12th 2018 to respond!