Incels, misogyny, role models: what England's new relationships and sex education lessons will cover – and how young people will benefit
The new guidance also looks different in many ways to the last statutory guidance, released in 2019. It includes many new and valuable topics such as the law around strangulation, sextortion, upskirting, deepfakes, suicide prevention and bereavement. Schools are also required to challenge misogynistic ideas, cover misogynistic influencers and online content, and explore prejudice and pornography.
As a researcher working on sex education and masculinity, I see many positives in how these issues are approached in the government's new guidance. The new topics are a move in the right direction, meeting the needs of the pupils being taught.
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Another key change is the removal of the proposal to put age restrictions on the teaching of certain topics. This is welcome news: it aligns with evidence and allows teachers to design sex education that takes context into account. It means they can teach their pupils what they need to know in a proactive and responsive way.
The guidance also explicitly mentions giving pupils the opportunity to discuss incels. Incel, an abbreviation of 'involuntary celibate', refers to those who identify as wanting romantic and sexual partners but find it difficult to achieve this.
Online incel communities are underpinned by hostility towards women, resentment, misogyny and the support of extreme violence against women. They may espouse an ideological position that claims societal structures are set up to unfairly disadvantage them.
Keeping boys in the conversation
One aspect included in the guidance is that it is important for pupils to understand that 'most boys and young men are respectful to girls and young women and each other'. It also states that 'teachers should avoid language which stigmatises boys, or suggests that boys or men are always perpetrators or that girls or women are always victims'.
These are really important points that need to underpin the teaching of misogyny and online incel culture. A risk is that such teaching may otherwise portray boys, as a group, as perpetrators. This can create a culture of blame that may alienate boys and young men. Instead, seeing boys as valuable contributors to these conversations around misogyny can foster educational progress.
Another important reference in the guidance is that children and young people should have opportunities to develop 'positive conceptions of masculinity and femininity', and how to 'identify and learn from positive male role models'.
This focus on positive examples of masculinity is a welcome way to support boys and young men in developing healthy identities – not only considering gender but other intersecting aspects of their identity, such as class, ethnicity, culture and values.
Good relationships and sex education needs dialogue and understanding between pupils, teachers and parents. For adults, this means knowing the landscape first. Familiarisation with why young people may be attracted to problematic online spaces will be useful.
These online spaces often offer a skewed sense of belonging, and offer simplistic answers to complex emotions and questions. Young people's thoughts and opinions of misogynist online influencers may be contradictory, rather than simple approval or disapproval. This requires thoughtful unpicking of concepts and ideals, and open conversation rather than blame. It is also important to recognise that teaching these topics is not easy, and that teachers may need support too.
New content
While much of the new guidance is welcome, it's important that teacher training and professional development keeps pace with these changes. Teachers may not feel confident addressing such a broad range of often-sensitive topics without support.
The guidance also falls short of making relationships and sex education statutory for those aged 16-18 in sixth-form colleges, 16-19 academies or further education colleges, despite evidence that it is very much needed for this age group.
The rights of transgender people and the issues affecting them are dealt with in a limited way, which could affect teachers' ability to have supportive conversations with trans and non-binary pupils. There is also limited detail for those working in special education for pupils with complex needs.
One of the most important aspects of teaching on sex and relationships is to create a safe space for open discussion.
Young people should be encouraged to provide their own input into how relationships and sex education is taught, and to give their ideas on what they feel they need to learn about – and what they already know. While this approach is often overlooked, meaningful engagement with pupils is highlighted as a key guiding principle in the new guidance.
Young people are the experts on the world they inhabit. It is essential they are listened to to ensure that lessons are relevant and effective.
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Sophie King-Hill receives funding from the ESRC.
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