Teach Secondary - Issue 14.6

Taboo to whom? Tia Fisher explains why schools shouldn’t shy away from open and honest discussions of agency, consent, abortion and other supposed ‘taboo’ topics... B efore they even leave primary, today’s children are subject to the manipulative algorithms of online content platforms that can direct them to sources of misinformation, misogyny and pornography. As such, there’s a growing disjunct between children’s actual lives and their RSHE lessons, but it’s hard to teach taboo topics without specialist training. In this context, then, are the DfE’s latest guidelines for teaching RSHE (see tinyurl.com/ ts146-R1) actually helpful, or more of a hindrance? Parental pushback For children unable to discuss sensitive subjects at home, their classroom can be a vital space. Parents have the right to withdraw their children from all, or some of the sex education provided by their school’s secondary RSHE lessons (though not from science lessons), unless the headteacher refuses their request due to safeguarding concerns or a pupil’s specific vulnerability. That said, schools should make students aware that from three terms before they turn 16, they can opt themselves back in. Given that the website Everyone’s Invited (everyonesinvited.uk) has received testimonies of sexual harassment, inappropriate touching and even rape from children as young as five, the government’s rejection of a Tory-proposed age restriction on teaching about sex is to be welcomed. Schools should have the flexibility to decide what to teach and when – so that, for example, a primary school can discuss online sexual content if it’s been confirmed that pupils have ABOUT THE AUTHOR Tia Fisher is an award-winning author and former teacher; Not Going to Plan is out now (£8.99, Hot Key Books); for more information, visit tiafisher.com viewed pornography. Yet considering that the average age of sexual debut is between 16 and 17 (see tinyurl.com/ts146-R2 ), why has RSHE not beenmade mandatory for all students up to the age of 18? Misogyny and incels According to a recent DfE survey (see tinyurl.com/ ts146-R3), more than half of participating pupils aged 11 to 19 said they’d heard misogynistic comments in the previous week, with over a third concerned about the safety of girls. A separate report by Women’s Aid (tinyurl.com/ ts146-R4) meanwhile found that children who consumed misogynistic social media content were muchmore likely to view hurting someone physically as acceptable, ‘ If you say sorry afterwards ’. The new guidelines’ recommendation that incels and similar subcultures be discussed within school is therefore good to see. Complexities of consent The new guidelines further state that, “ Pupils should understand that [saying yes] doesn’t automatically make it ethically ok. ” Peer pressure, coercion and cognitive impairment can all nullify consent. So does deceit. If you agree to sex with a condom, then stealthing – having unprotected sex without consent – is rape. Is LGBTQ+ still taboo? Hmm . The guidelines state that children should learn about equality and respect for all protected characteristics, including sexual orientation and gender reassignment, but there are some worrying anti-rights overtones: “[Schools] should not teach as fact that all people have a gender identity. ” Nonsense. We all have a gender identity, even if it corresponds with our biological sex. Schools are required to ‘ Avoid any suggestion that social transition is a simple solution to feelings of distress ’. Granted, it may not be a ‘simple’ solution, but my own non- binary child was desperately unhappy in their biological role at school. I continue to worry for the many obviously gender-non- conforming children I see on my school visits. Don’t forget the fun With all this talk of disease and danger, though, where’s the pleasure? The sex- positive message that sex is a natural, healthy, pleasurable and positive aspect of the human experience? Children should learn that masturbation – alone or with a partner – is normal, safe and a great way to get to learn what you like. SEN childrenmay also need specialist teaching about when and where it’s appropriate. Cross-curricular learning RSHE resources are still limited, hence the guidelines’ recommendation for cross- curricular reinforcement of teaching. Stories can present multiple topics with authenticity, context and nuance, while being entertaining and engaging, and can boost empathy by presenting multiple perspectives. An accessible, age-appropriate cohort read can be a great springboard to discussion. I’m certainly hoping my new verse novel, Not Going to Plan , will open up those conversations on consent, control and abortion. Who knows, it might even teach the teachers something, too... 57 teachwire.net/secondary R S H E