This study examined understandings and experiences of LGBT communities, and assessed implications... more This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space, (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants en...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT ‘community’. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of ‘LGBT community’ was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of self-protection or hate crime prevention, though degrees of habit and professed concern for other people’s feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to vari...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT ‘community’. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of ‘LGBT community’ was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of self-protection or hate crime prevention, though degrees of habit and professed concern for other people’s feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to vari...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT 'community'. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of 'LGBT community' was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of selfprotection or hate crime prevention, though degrees of habit and professed concern for other people's feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to various forms of discrimination, including ageism, biphobia, classism, (dis)ableism, racism, and transphobia from and among LGBT+ people. Whilst LGBT 'communities' were thought to enable opportunities to seek sexual and/or intimate encounters, this is not without its complexities. Although there have been improvements in relation to legislation and wider social attitudes, there is, for some, persistent apprehension and self-regulation which, whether necessary or not, are significant. LGBT+ people's experiences thus suggest that intimacy can be shaped by multiple inequalities both within and without LGBT 'communities'.
Lesbian, gay, bisexual and trans (LGBT) inclusive sex and relationships education (SRE) is of gro... more Lesbian, gay, bisexual and trans (LGBT) inclusive sex and relationships education (SRE) is of growing interest. However, there is a lack of clarity about what LGBT inclusive SRE should/does look like in practice. This article addresses that uncertainty by examining original research findings on innovative youth work based SRE provided within an artsbased project run by a third sector organisation in the North East of England. The research is set within the context of three broad rationales for LGBT inclusive SRE: to support the mental health of LGBT+ young people; to tackle sexual health issues, and to address concerns about sexual encounters and intimate relationships. The article sets out research findings within four main themes concerning: young people's experiences of formal SRE; young people's attempts to acquire SRE informally; young people's experiences of youth work based SRE; practitioners' experiences of delivering youth work based SRE. It then draws on this data to make the case for dedicated youth work for LGBT+ young people, outlining its potential alongside school-based SRE.
As part of a project funded by the Wellcome Trust, we held a oneday
symposium, bringing together ... more As part of a project funded by the Wellcome Trust, we held a oneday symposium, bringing together researchers, practitioners, and policymakers, to discuss priorities for research on relationships and sex education (RSE) in a world where young people increasingly live, experience, and augment their relationships (whether sexual or not) within digital spaces. The introduction of statutory RSE in schools in England highlights the need to focus on improving understandings of young people and digital intimacies for its own sake, and to inform the development of learning resources. We call for more research that puts young people at its centre; foregrounds inclusivity; and allows a nuanced discussion of pleasures, harms, risks, and rewards, which can be used by those working with young people and those developing policy. Generating such research is likely to be facilitated by participation, collaboration, and communication with beneficiaries, between disciplines and across sectors. Taking such an approach, academic researchers, practitioners, and policymakers agree that we need a better understanding of RSE’s place in lifelong learning, which seeks to understand the needs of particular groups, is concerned with non-sexual relationships, and does not see digital intimacies as disconnected from offline everyday ‘reality’.
This article draws on a recent UK research project about lesbian, gay, bisexual and trans (LGBT+)... more This article draws on a recent UK research project about lesbian, gay, bisexual and trans (LGBT+) perspectives on university to examine the implications for pastoral care and other service provision on campus. In a departure from previous scholarship that has tended to understand LGBT+ students as 'vulnerable' and/or needing 'support', it argues that university spaces should be (re)framed in a way that moves beyond (only) personal or individual 'care'. The article outlines some of the issues that LGBT+ students may face under the following headings: Curriculum and course content; Discrimination, prejudice and bullying; Facilities and service provision on campus; A continuum of experiences. Following these, a final section draws some conclusions and implications for practice in higher education.
Schools have been called the last bastion of homophobia; by comparison, little research has been ... more 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.
"This article discusses some key findings about secondary schools from a mapping study of Persona... more "This article discusses some key findings about secondary schools from a mapping study of Personal, Social, Health and Economic (PSHE) education in England. The secondary school elements of the study combined a nationally representative survey of 617 secondary schools with follow-up in-depth case studies in five of these schools. These case studies involved interviews and discussion groups with pupils, parents and key school staff members, as well as governors and school improvement partners, and local authority support staff. Results reported here relate to the models and methods of delivery; frequency and curriculum coverage; the purpose and value of schooling, and PSHE education, and issues about staffing, expertise and credibility. Where appropriate, comparisons are made with primary schools. In doing so, the article raises issues about the diminished status and priority of PSHE education in secondary as compared with primary schools, and how this may stem from the ways in which schools do/do not value the subject, and its relationship to broader attainment and education policy contexts.
Lesbian and bisexual women’s sexual health is neglected in much Government policy and practice in... more Lesbian and bisexual women’s sexual health is neglected in much Government policy and practice in England and Wales. This paper examines lesbian and bisexual women’s negotiation of sexual health, drawing on findings from a small research project. Themes explored include invisibility and lack of information, influences on decision-making and sexual activities and experiences of services and barriers to sexual healthcare. Key issues of importance in this respect are homophobic and heterosexist social contexts. Drawing on understandings of lesbian, gay and bisexual human rights, sexual rights and sexual citizenship, it is argued that these are useful lenses through which to examine and address lesbian and bisexual women’s sexual health and related inequalities.
This article reports on recent findings from a mapping study of Personal, Social, Health and Econ... more This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focussing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning (SEAL) and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education (SRE) and drugs, alcohol and tobacco (DAT) education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and wellbeing, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.
This article draws on three small-scale studies with young people in two cities in the United Kin... more This article draws on three small-scale studies with young people in two cities in the United Kingdom, which sought to gather views on sex and relationships education (SRE) and sexual health, and included those who self-identified as lesbian, gay, or bisexual (LGB). Participants were involved in detailed self-completion surveys and/or in-depth interviews/focus groups. Each project elicited data about respondents’ views on SRE (at school) and how this included and excluded LGB young people. The article also looks at influences on sexual activity, conceptualizations/understandings of sexual health and ‘safe sex’, and expectations in relation to safer sex. This aids understanding about the existence of dominant ‘sexual cultures’ and their influence on young people’s attitudes towards sexual health, including views on/experiences of ‘risk behaviours’, and (unequal) access to services. The article concludes with recommendations for good practice, and future research, highlighting the importance of an equalities and human rights foundation for learning about sex and relationships, for both young and old, and people of all sexual identities/experience.
In this article we discuss the findings from a recent study of UK policy and practice in relation... more 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 with – schools. 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 sex and relationships education (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 inter-professional 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.
The phrase ‘LGBT community’ is often used by policy-makers, service providers, and lesbian, gay, ... more The phrase ‘LGBT community’ is often used by policy-makers, service providers, and lesbian, gay, bisexual and trans (LGBT) people themselves, but what does it mean? What understandings and experiences does that term suggest, and ignore? Based on a UK-wide study funded by the Arts and Humanities Research Council, this book explores these questions from the perspectives of over 600 research participants.
Examining ideas about community ‘ownership’; ‘difference’ and diversity; relational practices within and beyond physical spaces; imagined communities and belongings; the importance of ‘ritual’ spaces and symbols, and consequences for wellbeing, the book foregrounds the lived experience of LGBT people to offer a broad analysis of commonalities and divergences in relation to LGBT identities.
Drawing on an interdisciplinary perspective grounded in international social science research, the book will appeal to students and scholars with interests in sexual and/or gender identities in the fields of community studies, cultural studies, gender studies, geography, leisure studies, politics, psychology, sexuality studies, social policy, social work, socio-legal studies, and sociology. The book also offers implications for practice, suitable for policy-maker, practitioner, and activist audiences, as well as those with a more personal interest.
This study examined understandings and experiences of LGBT communities, and assessed implications... more This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants engaged with other LGBT people for a variety of reasons. Sensing/experiencing ‘community’ had clear links to reported wellbeing, including combating isolation, heightening confidence and self-esteem, and sometimes improving/maintaining physical health. However, potential ‘risks’ related to elements of community were also identified (e.g. alcohol/drug consumption). Caution is needed when the term ‘community’ is used in the singular and/or when it is assumed that LGBT people are more alike than not.
This study examined understandings and experiences of LGBT communities, and assessed implications... more This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space, (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants en...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT ‘community’. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of ‘LGBT community’ was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of self-protection or hate crime prevention, though degrees of habit and professed concern for other people’s feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to vari...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT ‘community’. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of ‘LGBT community’ was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of self-protection or hate crime prevention, though degrees of habit and professed concern for other people’s feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to vari...
This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people,... more This article draws on UK research with over 600 lesbian, gay, bisexual, and trans (LGBT+) people, funded by the Arts and Humanities Research Council (grant AH/J011894/1), which explored understandings and experiences of LGBT 'community'. I examine the ways in which intimacy is regulated and shaped by and within social interaction, which was apparent in three main ways. First, the research identified how for some people the very concept of 'LGBT community' was linked to intimacy. Second, there was strong evidence to suggest that some LGBT+ people self-regulate their practices of intimacy (such as holding hands or kissing in public) so as not to be recognised as enacting a same-gender relationship. This was understood as a form of selfprotection or hate crime prevention, though degrees of habit and professed concern for other people's feelings were also contributing factors. Third, experiences of intimate relations were shaped by intersectional dynamics, particularly relating to various forms of discrimination, including ageism, biphobia, classism, (dis)ableism, racism, and transphobia from and among LGBT+ people. Whilst LGBT 'communities' were thought to enable opportunities to seek sexual and/or intimate encounters, this is not without its complexities. Although there have been improvements in relation to legislation and wider social attitudes, there is, for some, persistent apprehension and self-regulation which, whether necessary or not, are significant. LGBT+ people's experiences thus suggest that intimacy can be shaped by multiple inequalities both within and without LGBT 'communities'.
Lesbian, gay, bisexual and trans (LGBT) inclusive sex and relationships education (SRE) is of gro... more Lesbian, gay, bisexual and trans (LGBT) inclusive sex and relationships education (SRE) is of growing interest. However, there is a lack of clarity about what LGBT inclusive SRE should/does look like in practice. This article addresses that uncertainty by examining original research findings on innovative youth work based SRE provided within an artsbased project run by a third sector organisation in the North East of England. The research is set within the context of three broad rationales for LGBT inclusive SRE: to support the mental health of LGBT+ young people; to tackle sexual health issues, and to address concerns about sexual encounters and intimate relationships. The article sets out research findings within four main themes concerning: young people's experiences of formal SRE; young people's attempts to acquire SRE informally; young people's experiences of youth work based SRE; practitioners' experiences of delivering youth work based SRE. It then draws on this data to make the case for dedicated youth work for LGBT+ young people, outlining its potential alongside school-based SRE.
As part of a project funded by the Wellcome Trust, we held a oneday
symposium, bringing together ... more As part of a project funded by the Wellcome Trust, we held a oneday symposium, bringing together researchers, practitioners, and policymakers, to discuss priorities for research on relationships and sex education (RSE) in a world where young people increasingly live, experience, and augment their relationships (whether sexual or not) within digital spaces. The introduction of statutory RSE in schools in England highlights the need to focus on improving understandings of young people and digital intimacies for its own sake, and to inform the development of learning resources. We call for more research that puts young people at its centre; foregrounds inclusivity; and allows a nuanced discussion of pleasures, harms, risks, and rewards, which can be used by those working with young people and those developing policy. Generating such research is likely to be facilitated by participation, collaboration, and communication with beneficiaries, between disciplines and across sectors. Taking such an approach, academic researchers, practitioners, and policymakers agree that we need a better understanding of RSE’s place in lifelong learning, which seeks to understand the needs of particular groups, is concerned with non-sexual relationships, and does not see digital intimacies as disconnected from offline everyday ‘reality’.
This article draws on a recent UK research project about lesbian, gay, bisexual and trans (LGBT+)... more This article draws on a recent UK research project about lesbian, gay, bisexual and trans (LGBT+) perspectives on university to examine the implications for pastoral care and other service provision on campus. In a departure from previous scholarship that has tended to understand LGBT+ students as 'vulnerable' and/or needing 'support', it argues that university spaces should be (re)framed in a way that moves beyond (only) personal or individual 'care'. The article outlines some of the issues that LGBT+ students may face under the following headings: Curriculum and course content; Discrimination, prejudice and bullying; Facilities and service provision on campus; A continuum of experiences. Following these, a final section draws some conclusions and implications for practice in higher education.
Schools have been called the last bastion of homophobia; by comparison, little research has been ... more 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.
"This article discusses some key findings about secondary schools from a mapping study of Persona... more "This article discusses some key findings about secondary schools from a mapping study of Personal, Social, Health and Economic (PSHE) education in England. The secondary school elements of the study combined a nationally representative survey of 617 secondary schools with follow-up in-depth case studies in five of these schools. These case studies involved interviews and discussion groups with pupils, parents and key school staff members, as well as governors and school improvement partners, and local authority support staff. Results reported here relate to the models and methods of delivery; frequency and curriculum coverage; the purpose and value of schooling, and PSHE education, and issues about staffing, expertise and credibility. Where appropriate, comparisons are made with primary schools. In doing so, the article raises issues about the diminished status and priority of PSHE education in secondary as compared with primary schools, and how this may stem from the ways in which schools do/do not value the subject, and its relationship to broader attainment and education policy contexts.
Lesbian and bisexual women’s sexual health is neglected in much Government policy and practice in... more Lesbian and bisexual women’s sexual health is neglected in much Government policy and practice in England and Wales. This paper examines lesbian and bisexual women’s negotiation of sexual health, drawing on findings from a small research project. Themes explored include invisibility and lack of information, influences on decision-making and sexual activities and experiences of services and barriers to sexual healthcare. Key issues of importance in this respect are homophobic and heterosexist social contexts. Drawing on understandings of lesbian, gay and bisexual human rights, sexual rights and sexual citizenship, it is argued that these are useful lenses through which to examine and address lesbian and bisexual women’s sexual health and related inequalities.
This article reports on recent findings from a mapping study of Personal, Social, Health and Econ... more This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focussing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning (SEAL) and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education (SRE) and drugs, alcohol and tobacco (DAT) education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and wellbeing, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.
This article draws on three small-scale studies with young people in two cities in the United Kin... more This article draws on three small-scale studies with young people in two cities in the United Kingdom, which sought to gather views on sex and relationships education (SRE) and sexual health, and included those who self-identified as lesbian, gay, or bisexual (LGB). Participants were involved in detailed self-completion surveys and/or in-depth interviews/focus groups. Each project elicited data about respondents’ views on SRE (at school) and how this included and excluded LGB young people. The article also looks at influences on sexual activity, conceptualizations/understandings of sexual health and ‘safe sex’, and expectations in relation to safer sex. This aids understanding about the existence of dominant ‘sexual cultures’ and their influence on young people’s attitudes towards sexual health, including views on/experiences of ‘risk behaviours’, and (unequal) access to services. The article concludes with recommendations for good practice, and future research, highlighting the importance of an equalities and human rights foundation for learning about sex and relationships, for both young and old, and people of all sexual identities/experience.
In this article we discuss the findings from a recent study of UK policy and practice in relation... more 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 with – schools. 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 sex and relationships education (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 inter-professional 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.
The phrase ‘LGBT community’ is often used by policy-makers, service providers, and lesbian, gay, ... more The phrase ‘LGBT community’ is often used by policy-makers, service providers, and lesbian, gay, bisexual and trans (LGBT) people themselves, but what does it mean? What understandings and experiences does that term suggest, and ignore? Based on a UK-wide study funded by the Arts and Humanities Research Council, this book explores these questions from the perspectives of over 600 research participants.
Examining ideas about community ‘ownership’; ‘difference’ and diversity; relational practices within and beyond physical spaces; imagined communities and belongings; the importance of ‘ritual’ spaces and symbols, and consequences for wellbeing, the book foregrounds the lived experience of LGBT people to offer a broad analysis of commonalities and divergences in relation to LGBT identities.
Drawing on an interdisciplinary perspective grounded in international social science research, the book will appeal to students and scholars with interests in sexual and/or gender identities in the fields of community studies, cultural studies, gender studies, geography, leisure studies, politics, psychology, sexuality studies, social policy, social work, socio-legal studies, and sociology. The book also offers implications for practice, suitable for policy-maker, practitioner, and activist audiences, as well as those with a more personal interest.
This study examined understandings and experiences of LGBT communities, and assessed implications... more This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants engaged with other LGBT people for a variety of reasons. Sensing/experiencing ‘community’ had clear links to reported wellbeing, including combating isolation, heightening confidence and self-esteem, and sometimes improving/maintaining physical health. However, potential ‘risks’ related to elements of community were also identified (e.g. alcohol/drug consumption). Caution is needed when the term ‘community’ is used in the singular and/or when it is assumed that LGBT people are more alike than not.
Uploads
symposium, bringing together researchers, practitioners, and
policymakers, to discuss priorities for research on relationships and
sex education (RSE) in a world where young people increasingly
live, experience, and augment their relationships (whether sexual or
not) within digital spaces. The introduction of statutory RSE in
schools in England highlights the need to focus on improving
understandings of young people and digital intimacies for its own
sake, and to inform the development of learning resources. We call
for more research that puts young people at its centre; foregrounds
inclusivity; and allows a nuanced discussion of pleasures, harms,
risks, and rewards, which can be used by those working with young
people and those developing policy. Generating such research is
likely to be facilitated by participation, collaboration, and communication
with beneficiaries, between disciplines and across sectors.
Taking such an approach, academic researchers, practitioners, and
policymakers agree that we need a better understanding of RSE’s
place in lifelong learning, which seeks to understand the needs of
particular groups, is concerned with non-sexual relationships, and
does not see digital intimacies as disconnected from offline everyday
‘reality’.
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.
Examining ideas about community ‘ownership’; ‘difference’ and diversity; relational practices within and beyond physical spaces; imagined communities and belongings; the importance of ‘ritual’ spaces and symbols, and consequences for wellbeing, the book foregrounds the lived experience of LGBT people to offer a broad analysis of commonalities and divergences in relation to LGBT identities.
Drawing on an interdisciplinary perspective grounded in international social science research, the book will appeal to students and scholars with interests in sexual and/or gender identities in the fields of community studies, cultural studies, gender studies, geography, leisure studies, politics, psychology, sexuality studies, social policy, social work, socio-legal studies, and sociology. The book also offers implications for practice, suitable for policy-maker, practitioner, and activist audiences, as well as those with a more personal interest.
symposium, bringing together researchers, practitioners, and
policymakers, to discuss priorities for research on relationships and
sex education (RSE) in a world where young people increasingly
live, experience, and augment their relationships (whether sexual or
not) within digital spaces. The introduction of statutory RSE in
schools in England highlights the need to focus on improving
understandings of young people and digital intimacies for its own
sake, and to inform the development of learning resources. We call
for more research that puts young people at its centre; foregrounds
inclusivity; and allows a nuanced discussion of pleasures, harms,
risks, and rewards, which can be used by those working with young
people and those developing policy. Generating such research is
likely to be facilitated by participation, collaboration, and communication
with beneficiaries, between disciplines and across sectors.
Taking such an approach, academic researchers, practitioners, and
policymakers agree that we need a better understanding of RSE’s
place in lifelong learning, which seeks to understand the needs of
particular groups, is concerned with non-sexual relationships, and
does not see digital intimacies as disconnected from offline everyday
‘reality’.
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.
Examining ideas about community ‘ownership’; ‘difference’ and diversity; relational practices within and beyond physical spaces; imagined communities and belongings; the importance of ‘ritual’ spaces and symbols, and consequences for wellbeing, the book foregrounds the lived experience of LGBT people to offer a broad analysis of commonalities and divergences in relation to LGBT identities.
Drawing on an interdisciplinary perspective grounded in international social science research, the book will appeal to students and scholars with interests in sexual and/or gender identities in the fields of community studies, cultural studies, gender studies, geography, leisure studies, politics, psychology, sexuality studies, social policy, social work, socio-legal studies, and sociology. The book also offers implications for practice, suitable for policy-maker, practitioner, and activist audiences, as well as those with a more personal interest.