The present work is the outcome of an in-depth analysis of the findings obtained through a systematic review on inservice high school teachers’ attitudes and opinions regarding Sexuality Education (SE). Specifically, within the one hundred and three articles included and the four emergent themes categorized, 19 articles focused on teachers’ perspectives towards LGBTQ+ issues and sexual identity. From the perspective of the Comprehensive SE (CSE) approach, the inclusion of LGBTQ+ issues is crucial for enhancing knowledge, awareness, and fostering a positive approach to sexual diversity. While international guidelines suggest introducing LGBTQ+ issues as early as ages 0-4 (FoSE, 2020; WHO, 2010) or 9-12 (UNESCO, 2018), discussions about these topics often seem more feasible with adolescents. Discussing sexual identity in early childhood aligns with the understanding that sexual identity begins to develop during childhood (Corbisiero & Nocenzi, 2022). However, most formal programs are designed for adolescents, to help them face the challenges of adolescence and become adults with positive sexual health (Goldfarb & Lieberman, 2016). Therefore, it becomes fundamental to prevent the consolidation of sexual false myths and stereotypes of any form by implementing CSE programs. The present work highlights a common opinion among teachers. Generally, they express challenges in managing LGBTQ+ issues due to social resistance and the prevailing cis-heteronormative culture (Hayes et al., 2022). Some view non-cis-heterosexual identities as unnatural, deeming classroom discussions on LGBTQ+ issues unnecessary, and preferring to address them only if students express interest (Francis, 2012; Sondag et al., 2020). However, other teachers recognize the importance of promoting respect for individuality in SE curricula (Sanjakdar, 2013). This study also uncovers a variety of viewpoints among teachers, with some advocating for inclusive discussions on non-cis-heteronormative sexual identities as a significant step toward fostering inclusivity and empowering all students (Sava et al., 2021). Furthermore, some teachers emphasize the need for SE to include gender equality, despite implicit cultural messages persisting in the classroom (Planting-Bergloo & Arvola Orlander, 2022). CSE curricula are essential for reducing bullying, minimizing coercion, and school dropouts, while increasing self-efficacy, knowledge, communication skills, positive attitudes toward sexuality, respect, and behaviors aligned with social norms (CDC, 2010; Soster et al., 2022). CSE integration in teacher training programs, both pre- and in-service, should be prioritized, investing to enable them to explore their values and become more aware of how to conduct CSE lessons (UNESCO, 2023). These findings provide evidence regarding teachers’ challenges and opinions, thereby establishing a baseline for potential future research direction.
Exploring Perspectives Regarding LGBTQ+ Issues In School Curricula: Results Form A System atic Review Of High School Teachers’ Attitudes And Challenges / Bruno, Valeria; Baiocco, Roberto; Pistella, Jessica. - (2024), p. 593. (Intervento presentato al convegno 3rd International Conference of the journal “Scuola Democratica” Education and/for Social Justice tenutosi a Cagliari, Italia).
Exploring Perspectives Regarding LGBTQ+ Issues In School Curricula: Results Form A System atic Review Of High School Teachers’ Attitudes And Challenges
Valeria BrunoPrimo
;Roberto BaioccoSecondo
;Jessica PistellaUltimo
2024
Abstract
The present work is the outcome of an in-depth analysis of the findings obtained through a systematic review on inservice high school teachers’ attitudes and opinions regarding Sexuality Education (SE). Specifically, within the one hundred and three articles included and the four emergent themes categorized, 19 articles focused on teachers’ perspectives towards LGBTQ+ issues and sexual identity. From the perspective of the Comprehensive SE (CSE) approach, the inclusion of LGBTQ+ issues is crucial for enhancing knowledge, awareness, and fostering a positive approach to sexual diversity. While international guidelines suggest introducing LGBTQ+ issues as early as ages 0-4 (FoSE, 2020; WHO, 2010) or 9-12 (UNESCO, 2018), discussions about these topics often seem more feasible with adolescents. Discussing sexual identity in early childhood aligns with the understanding that sexual identity begins to develop during childhood (Corbisiero & Nocenzi, 2022). However, most formal programs are designed for adolescents, to help them face the challenges of adolescence and become adults with positive sexual health (Goldfarb & Lieberman, 2016). Therefore, it becomes fundamental to prevent the consolidation of sexual false myths and stereotypes of any form by implementing CSE programs. The present work highlights a common opinion among teachers. Generally, they express challenges in managing LGBTQ+ issues due to social resistance and the prevailing cis-heteronormative culture (Hayes et al., 2022). Some view non-cis-heterosexual identities as unnatural, deeming classroom discussions on LGBTQ+ issues unnecessary, and preferring to address them only if students express interest (Francis, 2012; Sondag et al., 2020). However, other teachers recognize the importance of promoting respect for individuality in SE curricula (Sanjakdar, 2013). This study also uncovers a variety of viewpoints among teachers, with some advocating for inclusive discussions on non-cis-heteronormative sexual identities as a significant step toward fostering inclusivity and empowering all students (Sava et al., 2021). Furthermore, some teachers emphasize the need for SE to include gender equality, despite implicit cultural messages persisting in the classroom (Planting-Bergloo & Arvola Orlander, 2022). CSE curricula are essential for reducing bullying, minimizing coercion, and school dropouts, while increasing self-efficacy, knowledge, communication skills, positive attitudes toward sexuality, respect, and behaviors aligned with social norms (CDC, 2010; Soster et al., 2022). CSE integration in teacher training programs, both pre- and in-service, should be prioritized, investing to enable them to explore their values and become more aware of how to conduct CSE lessons (UNESCO, 2023). These findings provide evidence regarding teachers’ challenges and opinions, thereby establishing a baseline for potential future research direction.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.