Abstract:In light of literature that highlights the heteronormative nature of secondary school Sex and Relationship Education (SRE) (Ellis & High, 2004;Stonewall, 2007); this study examines how teachers account for their provision as inclusive of young people's sexual diversities. These accounts construct young LGB people and those who engage in same-sex sexual practices as isolated cases and therefore outside of the remit of mainstream SRE provision. The strategies used involve problematising samesex sexuality and only accounting for inclusivity in terms of homophobia.The implications of accounting for inclusivity in this way, particularly as it serves to uphold heteronormative provision, are discussed.

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2016): 'We've got a lack of family values': an examination of how teachers formulate and justify their approach to teaching sex and relationships education, Sex Education,

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Drawing on our own experience, we reflect on the documented challenges of undergraduate supervision faced by qualitative researchers, and extend this discussion by further considering the issues raised by supervising projects that engage with critical perspectives. Concerns are identified regarding the dominance of traditional psychological thought in psychology programmes and the lack of teaching around critical psychology. We outline the implications for students embarking on critical qualitative projects and the additional demands placed on supervisors using examples within the fields of gender and sexuality. We end by emphasising the value of projects that require engagement with critical frameworks for students’ future personal and professional development. The importance of teaching critical psychology and critical ideas as a staple and integrated part of the psychology curriculum is made clear.