What does research tell us about parental reactions to teaching LGBTQ+ issues in primary school?

Although LGBTQ+ issues can be integrated throughout the curriculum, the only place where it is explicitly stated as being compulsory is within the ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education’ was updated (DfE 2019). The guidance states that Relationships Education is compulsory in primary schools, and should promote ‘healthy, respectful relationships, focusing on family and friendships, in all contexts’ (DfE 2019, 4). Schools have to address ‘everyday sexism, misogyny, homophobia and gender stereotypes and … build a culture where these are not tolerated’ (DfE 2019, 14). Schools are expected to address LGBTQ+ matters:

Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum. (DfE 2019, 15)

The guidance does not define what LGBTQ+ issues should be taught, but mentions families with ‘LGBT parents’ (DfE 2019, 19), the development of ‘caring friendships’ and ‘respectful relationships’ (DfE 2019, 21).

Studies in Australia (Ezer et al. 2021), Canada (Moran & van Leent 2022) and England (Cumper et al. 2024) show that teachers are concerned about adverse parental reaction, whilst Ferfolja and Ullman (2017) highlight that a handful of parental complaints would lead to the withdrawal of topics. Parents are seen to be a ‘significant gate-keeping mechanism’ (Hermann-Wilmarth & Ryan 2019, 89), particularly those perceived to have conservative, religious views (Hurst et al. 2024), yet such concerns are often unevidenced assumptions (Ferfolja & Ullman 2017; Ullman, Ferfolja & Hobby 2022). Some studies (Moran & van Leent 2022; Robinson, Smith & Davies 2017) show parents are very supportive of RSE, although some topics generate more concerns. For example, Hendriks et al.’s (2023) study examined parents’ support for a list of 40 suggested topics and found that gender identity was in the bottom five of least supported topics. However, although it was a more divisive topic, 86% of parents still thought it should be taught, but generally deemed it appropriate for secondary aged children. Barr et al.’s (2014) study of 1715 parents in Florida found that 52% supported the teaching of sexuality and gender identity in primary school – the figure was higher for students in middle and high school. This research highlights that parents are more likely to be supportive of LGBTQ+ specific topics being included in the curriculum, although some are wary of it being taught and have particular concerns about what is actually being taught, which suggests schools need to communicate clearly with parents to reassure them that such issues are being dealt with in a sensitive and age appropriate manner.