Teachers’ perceptions and experiences of delivering LGBTQ+ inclusive Relationships and Sex Education (RSE) in England

Fox, Claire L. ORCID: https://orcid.org/0000-0003-4329-4056 and Riley, Melanie (2025) Teachers’ perceptions and experiences of delivering LGBTQ+ inclusive Relationships and Sex Education (RSE) in England. Sex Education. pp. 1-16. ISSN 1472-0825

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Abstract

Relationships and Sex Education (RSE) guidance for schools in England outlines the ‘compulsory’ teaching of LGBTQ+ identities. This study aimed to investigate teachers’ perceptions and experiences of delivering the curriculum. In total, 72 teachers in England responded to an online survey. Responses to the closed survey questions indicated variability in terms of having access to adequate resources and training, feeling confident, and having adequate support from their school and parents. Two main categories with sub-categories were identified from the open-ended responses that reflect the challenges of delivery and suggestions for improvement. A key issue identified was how to teach children about gender identity, with concerns about ‘gender ideology’ being expressed by some teachers. Teacher confidence was reported to be low, with problems in some schools of a lack of leadership and parental support, as well as an unhelpful school culture, particularly in faith schools. To conclude, although there are schools where LGBTQ+ inclusive RSE appears to be working well, teachers lack confidence and the necessary resources. When combined with a lack of support from school leaders, parents, and policy makers, this makes it challenging for teachers to advance an LGBTQ+ inclusive agenda as part of RSE.