The recent updates to the sex and relationships education guidelines have been a long time coming; they replace guidance from 1990. 

However, it hasn’t been an easy implementation. First, there was the pushback from those who resisted the new guidelines, with protests and objections from parent groups. And then the coronavirus delayed the new rollout further, with the Department of Education permitting schools to move the new start date to summer 2021.

And now there is more furore over the updated guidance. This time people have raised concerns about the advice on teaching “cancel culture”, and the external bodies that schools can call upon to teach the topics. 

So what do these changes actually mean for teachers and school leaders?

Sex and relationships education in schools

We take a closer look at what these updates will mean for PSHE and RSE lessons in schools.

Gender nonconformity

In the guidance, schools are told:

“We are aware that topics involving gender and biological sex can be complex and sensitive matters to navigate. You should not reinforce harmful stereotypes, for instance by suggesting that children might be a different gender based on their personality and interests or the clothes they prefer to wear. Resources used in teaching about this topic must always be age-appropriate and evidence-based. Materials which suggest that non-conformity to gender stereotypes should be seen as synonymous with having a different gender identity should not be used and you should not work with external agencies or organisations that produce such material. While teachers should not suggest to a child that their non-compliance with gender stereotypes means that either their personality or their body is wrong and in need of changing, teachers should always seek to treat individual students with sympathy and support.”

What changes will schools need to make?

The guidance is clear that resources that equate gender identity to choice of clothes, personality or interests are not appropriate for schools.

School leaders should check the resources they had planned to use, and ensure that they are not using anything, for example, that suggests someone’s gender is decided by their personality traits, hobbies or clothing choices.

This is clearly particularly important for when students are taught about what it means to be transgender. Any resources that make reference to being born into the “wrong body” should not be used, and instead teachers should use resources that promote the idea that males and females can have a range of interests and preferences and live a life that does not conform to a stereotype.

Political impartiality

Further guidance has also been given regarding the use of external agencies and the duty teachers have to be politically impartial:

“You should be mindful of the law and legal requirements and be careful not to condone or encourage illegal political activity or the use of illegal drugs.”

Using external agencies

The updated guidance says:

“It is important when using external agencies to take particular care that the agency and any materials used are appropriate and in line with your school’s legal duties regarding political impartiality. 

“Schools should not, under any circumstances, work with external agencies that take or promote extreme positions or use materials produced by such agencies. Examples of extreme positions include, but are not limited to:

• Promoting non-democratic political systems rather than those based on democracy, whether for political or religious reasons or otherwise.
• Teaching that requirements of English civil or criminal law may be disregarded whether for political or religious reasons or otherwise.
• Engaging in or encouraging active or persistent harassment or intimidation of individuals in support of their cause.
• Promoting divisive or victim narratives that are harmful to British society.
• Selecting and presenting information to make unsubstantiated accusations against state institutions.”

What does this mean for literature texts?

This does not mean that schools are unable to teach texts in English literature with strong political undertones, or by writers who held extreme political views. Nor does it mean that historical figures who disregarded the law must be removed from the curriculum.

How will this impact RSE plans?

What this guidance does mean is that school leaders must check the background of any external speaker or agency whose resources or work the school wishes to mention.

For example, if an organisation promotes equality, but on closer inspection the school discovers that the organisation also encourages violent protests and extreme views such as defunding the police, then schools should not use its resources.

Cancel culture

Another new piece of guidance refers to “cancel culture”. This in an expression used to describe reaction to public figures who express opinions which elicit extreme reactions from the public. The idea that they have been “cancelled” is born out of the idea that their platform to speak has been taken away.

The PowerPoint presentation produced by the DfE says:

“Building on the primary curriculum, reinforce that everyone needs to show the same respect to others regardless of how different they are to them. 

“Explain the harm caused by ‘cancel culture’ and the importance of freedom of speech and freedom of association to a tolerant and free society. 

“Teach that censorship and ‘no platforming’ are harmful and damaging.

“Explain that seeking to get people ‘cancelled’ (eg, having them removed from their position of authority or job) simply because you disagree with them is a form of bullying and is not acceptable.”

What will schools have to do?

The guidance makes it clear that schools are expected to explicitly teach the term “cancel culture” and what the term “freedom of speech” means.

Do schools need to include the views of people who have been ‘cancelled’ in their lessons?

Although the guidance calls for a discussion about free speech and the promotion of tolerating opinions that differ from our own, there is no stipulation that schools need to include the teaching of views of people who have been “cancelled”.

It is clear the emphasis should be placed upon tolerating different views in a respectful way. The guidance refers back to the statutory requirements that:

[Students should] know the importance of respecting others, even when they are very different from them (for example physically, in character, personality or background) or make different choices or have different preferences or beliefs.”