Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people

Formby, Eleanor

doi:10.1080/14681811.2011.590078

Cited by 54 publications

(44 citation statements)

References 23 publications

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“…This is clearly also linked to its current non-statutory status. Related to these issues, there are also specific points raised about staffing, expertise and credibility with regard to the delivery of PSHE education, already raised elsewhere (Formby, 2011b;Macdonald, 2009;Ofsted, 2005Ofsted, , 2010.…”

Section: Discussionmentioning

confidence: 99%

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

Formby

Wolstenholme²

2012

Pastoral Care in Education

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Section: Discussionmentioning

confidence: 99%

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

Formby

Wolstenholme²

2012

Pastoral Care in Education

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“…This discomfort underlies much of the difficulties described below, paradoxical given the sexualised imagery and discourses which pervade all aspects of life in the UK (Attwood, 2006;Roscow et al, 2009;Smith, 2009). Furthermore, sexual health and SRE policy recommendations and guidance contrast with a social context in Britain that does not appear comfortable with open, confident, and unembarrassed discussion of sex (Hirst et al, 2006;FPA, 2007;Formby, 2009). …”

Section: Sex and Young Peoplementioning

confidence: 99%

‘Selling it as a holistic health provision and not just about condoms …’ Sexual health services in school settings: current models and their relationship with sex and relationships education policy and provision

et al. 2010

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This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published versionFORMBY, E., HIRST, J., OWEN, J., HAYTER, M. and STAPLETON, H. (2010). 'Selling it as a holistic health provision and not just about condoms ?' Sexual health services in school settings: current models and their relationship with sex and relationships education policy and provision. Sex education, 10 (4), 423-435. In this article we discuss the findings from a recent study of UK policy and practice in relation to sexual health services for young people, based in -or closely linked withschools. This study formed part of a larger project, completed in 2009, which also included a systematic review of international research. The findings discussed in this paper are based on analyses of interviews with 51 service managers and questionnaire returns from 205 school nurses. Four themes are discussed. First, we found three main service permutations, in a context of very diverse and uneven implementation. Second, we identified factors within the school context that shaped and often constrained service provision; some of these also have implications for SRE. Third, we found contrasting approaches to the relationship between SRE input and sexual health provision. Fourth, we identified some specific barriers that need to be addressed in order to develop "young people friendly" services in the school context. The relative autonomy available to school head teachers and governors can represent an obstacle to service provision -and interprofessional collaboration -in a climate where, in many schools, there is still considerable ambivalence about discussing "sex" openly. In conclusion, we identify areas worthy of further research and development, in order to address some obstacles to sexual health service and SRE provision in schools. Copyright and re-use policy

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“…The last fifteen years or so has seen growing acknowledgement of the prevalence of homophobic bullying and broader discomfort with, and invisibility of, same-sex relationships and identities in (UK) education contexts (Douglas et al, 1999;Formby, 2011a;Greenland and Nunney, 2008). Existing research has identified discriminatory attitudes among some staff, and poor or inadequate responses to homophobic bullying from some schools (McNamee, Lloyd and Schubotz, 2008;Warwick, Aggleton and Douglas, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Existing research has identified discriminatory attitudes among some staff, and poor or inadequate responses to homophobic bullying from some schools (McNamee, Lloyd and Schubotz, 2008;Warwick, Aggleton and Douglas, 2001). Studies have suggested that lesbian, gay and bisexual (LGB) young people are rarely included in the (formal) school curriculum, with some staff uncomfortable or fearful about including LGB issues within their teaching, particularly regarding sex and relationships education (SRE) (DePalma and Atkinson, 2006;Ellis, 2007;Formby, 2011a). It has been suggested that sexual orientation is viewed as a taboo subject, at risk of exclusion for concerns about tackling it incorrectly by unconfident staff, perhaps (still) related to the legacy of Section 28 1 which forbade UK local authorities 1 Section 28 of the Local Government Act 1988 was a controversial piece of legislation which stated that a local authority "shall not promote the teaching in any maintained school of the acceptability of homosexuality" (HMSO, 1988 (although ironically not schools) from promoting homosexuality as a 'pretended family relationship' (DePalma and Atkinson, 2006;Ellis, 2007).…”

Section: Introductionmentioning

confidence: 99%

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

Formby

2013

Sex Res Soc Policy

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Schools have been called the last bastion of homophobia; by comparison little research has been carried out on this subject in youth services. This article reports on qualitative findings from a recent mixed methods study of barriers and facilitators to schools and youth services addressing issues about (homo)sexuality, homophobia and transphobia in one English region. The research sought to more fully understand the contexts in which young people experience and manage their identities and/or the prejudices they may face. Findings are based on 146 self-completion survey responses from young people, and qualitative data drawn from 74 participants involved in in-depth methods (interviews and discussion groups) in nine different settings. This included teachers, youth service workers and young people (aged 11-20) who self-identified as lesbian, gay or bisexual, or heterosexual. The study adds to existing literature by taking a broader view of the social contexts in which young people learn about, make sense of, and practice, identities. In doing so, it suggests ways in which sociological perspectives can add to and expand the current (often psychology-based) body of work on bullying.The article documents six key themes emerging from the data: curriculum inclusion/exclusion; understandings of homophobia and bullying; experiences and impacts of bullying and homophobia; professional responses and support services; issues underlying professional practice; implications for identity management. Drawing on these findings and supporting evidence, the article concludes with a critique of the limiting constraints of individualised anti-bullying discourses, and argues that these risk minimising understandings of the complex social contexts for homophobia and transphobia.2

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Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: views from young people

Cited by 54 publications

References 23 publications

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

‘If there’s going to be a subject that you don’t have to do …’ Findings from a mapping study of PSHE education in English secondary schools

‘Selling it as a holistic health provision and not just about condoms …’ Sexual health services in school settings: current models and their relationship with sex and relationships education policy and provision

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

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