Calls for compulsory PSHE and SRE are nothing new and the government is lobbied regularly about the issue from a range of sources. This week, the BHA’s Andrew Copson added yet another call, arguing that we are raising children in a dangerous world where compulsory SRE is necessary for their protection.
Reading the reasons that campaigners give is like reading a list of reasons to book in for self-defence classes: violence against women, abortion, porn, sexting, online grooming, abuse, forced marriage, FGM, sexual harassment and homophobic, biphobic and transphobic (HBT) bullying. There are a whole range of issues there, none of which relates to sex as an expression of love within a stable relationship, which is the basis of family life and therefore of societal strength.
Whenever calls are made for compulsory SRE, the responsibility of one vital group of people is deliberately omitted – that of parents. The Bible is quite clear that parents are their children’s primary educators: Psalm 127:3 tells us that ‘Children are a heritage from the Lord’ a gift in His image, given to us by God to be nurtured, loved and raised to know God. Deuteronomy 6:6 tells us how we should teach our children: ‘These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up’. While parents often choose to entrust parts of this task to others, the responsibility ultimately rests with them to make a good choice and to help their children navigate a path through the many voices that clamour for their attention, particularly when it comes to matters of morality and relationships.
An increasingly secular state is eroding both this responsibility and right, and the push for compulsory SRE is part of this. One of the arguments is that this is necessary because some parents are abdicating their responsibility, leaving their children vulnerable. But that is not a justification for imposing a centralised curriculum on all children, particularly those whose parents want to protect their innocence until such time as they consider it right to talk about the many forms that abuse take.
Another powerful argument says that our children are in danger and that we need to teach them to protect themselves. But that, again, comes full circle to parental responsibility. Adults have created this dangerous world where children are exposed to explicit sexual information from an early age. The answer is easy – protect our children by creating a safe society, not by preparing them to live in a dangerous one. Except that to do that, adults have to accept limitations on their liberty and freedom to live as they wish.
But there’s another strand to the article, which actually has nothing to do with SRE, and that is the profiling of HBT bullying. The fact that this is now considered a necessary part of SRE is proof of how embedded the LGBT activist agenda has become. Copson argues that the role of Osfed in inspecting SRE is not viable because a BHA analysis of 2000 inspection reports showed that this form of bullying is only mentioned in 14% of the reports, although it is reported by 86% of secondary teachers.
The problem here is the lack of proper scrutiny of the data. That percentage of teachers may well have heard words like ‘gay’ being used inappropriately and, as with all name calling, should have dealt with it appropriately. But name calling does not constitute bullying. Nor does the mere perception of it. Bullying is planned, prolonged and persistent. When analysed using that definition, the figures look rather different. One study shows that in Year 9, when bullying is at its worst, only 6.2% of students who reported being bullied gave HBT bullying as the cause. The other 93.8% of those bullied gave a range of reasons, mostly relating to appearance, clothing or disability. You’re far more likely to be bullied for having red hair, than for being gay. So why should one group within a diverse society claim the bullying problem for its own?
The other argument is more subtle, but none the less corrosive, and that is the equalities agenda. The Equalities Act 2010 marks a significant departure in English law, because for the first time it establishes the protection of characteristics. English law is founded on person and property, dating from a time when there was a common understanding of personhood as being created in the unique likeness of God. The protection of characteristics offers an open door to identity politics and creates a hierarchy: that is not how God designed us to live.
So how can a Christian educator respond? The answer is to create genuine diversity in your classroom, not based on characteristics, but on personhood. Each student is uniquely made in the image of God, and deserving of respect not because of how they identify, or how they look, but because God loves them. In creating a context where each and every student is equally respected, accepted and valued just because, you are living out the principle of welcoming all in the name of God.