Eight steps to setting up a SO What squad


Previously I ran a blog called So What Squad alongside this one, but time constraints meant I needed to fine tune my social media presence, so I am moving all the posts over to this blog. This is the second of six posts.

1. Get Senior management on board. You can’t do this without them!

2. Once you have the okay from SLT. Get teachers on board- mention what you intend to in staff briefings etc. Find a supportive network of teachers who want to help (they don’t have to give any time commitment but knowing they are also on your side will really help you feel not like you have undertaken a David and Goliath task!)

3. Mention you want to set up a SoWhat Squad in every lesson and ask if students are interested in joining- ask them to tell their friends. Get your supportive teachers to mention it to their form groups etc. Get it announced in assembly. Once you have a list of a few students who want to attend set up an initial meeting to brainstorm what the group will look like.

4. Initial meeting- discuss what the group aims to do- our group came up with this one:

“The So What Squad aims to promote acceptance and education of Lesbian, Gay Bisexual Transgender (LGBT) issues and eliminate ignorance and discrimination as well as provide a safe space for LGBT students”

Yours doesn’t have to be the same- make sure the group own it! If it will help invite an outside person in from Stonewall or School’s out to help you with the first meeting and planning.

5. Plan your meetings- what activities will you do? What time and where will meetings be held? (consider a time and place that meets the students needs- we found friday after school in a tucked away classroom to be the best as some students were worried about being “outed” if they were seen attending. In fact I had one student who came every week for “detention” with me just so he could attend the meetings. He was a fairly good kid so it was a stretch but it was important to provide him with that cover so he could still attend the safe space. Even to the other kids in the group he was in “detention” to them until he felt more comfortable.

6. Launch the group- advertise via posters, assembly announcements, school counsellor referrals, word of mouth. Also send a letter home in the newsletter to inform parents about the group (you can see a sample letter I wrote here.)

7. Have fun! There are so many different ideas and activities your group can try out. We did logo design, badge making, campaigning, eating biscuits and gossiping and all sorts. It was brilliant.

8. Ensure sustainability- how will you get the group to keep going if you leave the school, or the students leave (many of our group were in the 6th form).

Any questions? Email Sexedukation at googlemail.com

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An open letter to Matthew Offord MP re. same sex marriage, teachers and schools


Dear Matthew Offord,

I was genuinely shocked to read your response to Nick Lansley’s partner about same sex marriage, as it seems you are suffering from some very basic misconceptions about how schools and how sex and relationships education should work. As I am not one of your constituents I thought I would write an open response to you on my blog.

Before I go into your problematic response about schools I need to ask you about your statements:

“It is my strong personal, moral and religious belief that the institution of marriage is to provide the foundation of a stable relationship in which those two people of the opposite sex procreate and raise a child. That is physically not possible for same-sex couples so I don’t see the point of introducing a law to allow this”

Can I just ask you where you stand on opposite sex couples who are infertile? Who don’t ever want children? Who marry past the age of menopause? Should they still have the legal right to marry? Based on your statements I would assume you would be campaigning for an end to marriage in these cases, or do they get an exemption because they are heterosexual?

In your letter you stated:

“In regard to education, Section 403 of the Education Act 1996 places a legal requirement on schools to teach children about “the importance of marriage”. If marriage is redefined, schools will have no choice but to give children equivalent teaching on same sex marriage, even those children of a very young age, including those at primary school.”

Can I ask you exactly what you think is wrong about that? The 1996 law is sixteen years old and needs updating as does the whole of the legislation and guidance relating to Sex and Relationships Education. We currently only have the 2000 DfE SRE guidance (twelve years out of date) and we are still waiting on the outcomes from the PSHE review. Both the law and guidance pre-dates the Section 28 Legislation (which only actually ever applied to local authorities not schools directly) and also needs to be updated in light of that. There is no mention of civil partnerships in the guidance for example. I absolutely agree with you that teaching about marriage is very important, but I would argue that teaching about equality, tolerance and respect is even more so.

What exactly is your issue with primary school children talking about same sex marriage? Are you falling for the classic ignorant assumption that discussing sexual orientation means you also have to talk about sexuality and sexual activity? You really can separate the two out you know- talking about gay marriage to primary school children does not mean you have to talk about “gay sex” at all. (By the way the concept of “gay sex” is erroneous anyway. Being a sex and relationships educator I do feel I have to point out that the spectrum of sexual activity is NOT confined to one particular sexual orientation. Any sexual activity you can think of can be carried out whether you are in a same sex or opposite sex relationship.)

Alternatively are your worries that talking about same sex marriage to primary school children might make them gay? I have worked with young people for 12 years now, let me tell you that talking to young people about different sexual orientations DOES NOT MAKE THEM GAY. What it absolutely does do is make them more tolerant, respectful and understanding of people’s differences. Can I ask you if you think it is acceptable for a young person to be bullied because of their perceived sexual orientation? To live in constant fear of persecution by people who don’t understand them? One of my proudest teaching and learning moments was covering a lesson on homophobia with a class, a boy with strong faith views shouted out “I WANT TO KILL ALL GAYS” he was angry and convinced this was a course of action they deserved. By the end of the lessons he came to me and said “Miss, I still don’t like it and neither does my faith, but I get what you mean now about not being mean to someone because of it.” For him that was the most monumental shift, and he was a violent angry young man, I have absolutely no doubt that he would be the type to beat someone up for acting “gay” whether or not they actually were. I strongly believe widespread teaching of such lessons would go a huge way in reducing incidences of homophobic bullying and violence. Surely you agree that a reduction in hate crime is a good thing?

Your letter makes it clear you are a man of faith however all major religions teach tolerance and respect and you absolutely can teach about different sexual orientations in a way that does not conflict with faith views. What you seemed to be advocating was that schools be absolutely silent on the issue of sexual orientation, which can only lead to more bullying and violence against individuals who may or may not turn out to be gay but they are perceived to be “different”.

Thanks to addressing issues of homophobia within my previous school, a girl who had previously contemplating drastic steps because of her sexual orientation, had the confidence to confide in me she was a lesbian and from there was able to come out to her mum. Her mum later said to me “I’m glad that she could talk to someone when she couldn’t face me with it, and I’m grateful and relieved that the school were there to support her, without the support who knows what she could have done.” I made a difference to that girl’s life and since then I have devoted my teaching career to supporting young people and the people that work with them around issues in Sex & Relationships Education. It is not over the top to say it really can save lives. Thankfully schools now have a moral and legal duty (see Equality Act 2010) to support all students regardless of ability, gender, sexual orientation, race or religion, and when given the opportunities they do this very well indeed.

You asked “So what will happen to parents who because of religious, or philosophical beliefs take their children out of lessons? ” I also would very much like an answer to that. Parents currently have the right to opt out of Sex and relationships education lessons (but less than 1% do). I would argue that young people should all have an entitlement to sex and relationships education lessons- and if it is not provided by the school then I would expect parents to provide it including teaching about different sexual orientations. Lesbian, Gay, Bisexual (LGB) people EXIST, parents simply cannot deny that. They have existed for more than the 2000 years you are glad that “homophobia” has been enshrined for. Well you actually called your homophobic beliefs “views” you stated:-

“Discriminated against and persecuted because they hold views that have been enshrined in our laws and have been the cornerstone of our society for two thousand years.”.

Can you please give me a “for instance” where someone with “views” such as yours has been “persecuted or discriminated against” to the same level as someone who is LGB (or Transgender). Has your stance in life ever led to Verbal abuse? Violent assaults? Being disowned? Murder? Suicide? No? Then please do not be so insulting as to be speaking from a position of privilege and claiming the same level of victimisation. Because it simply IS NOT TRUE.

Your letter asked:

And what of the teachers who object to teaching about same sex marriage. Will they face disciplinary action? How will it affect their careers?

Currently all teachers are expected to have the ability to teach Sex & Relationships Education. It is enshrined in QTS 21 of the Qualified Teacher Standards (although this is likely to change following the current review of teacher skills requirements). However thankfully many schools only ask for teachers willing to cover such topics to cover them, usually they will get additional training for this. This is important. I strongly believe no teacher should ever be forced to teach a subject they are not comfortable or trained in. All teachers are expected to uphold the law and school policies. This includes the Equality Act which “makes discrimination against someone for their real or perceived sexual orientation illegal in the provision of goods, services and facilities. Section 13 of the Sexual Orientation Regulations says that all students have an equal right to education, regardless of their real or perceived sexual orientation.” Therefore I would argue that teachers absolutely should teach about same sex marriage as part of sex and relationships lessons, but I absolutely agree it needs clarifying in law for those teachers in schools expecting all teachers to provide sex and relationships education. Having an ignorant homophobic bigot deliver lessons about homophobia could be incredibly damaging for the young people in those lessons and they are my priority. Not the tiny minority of teachers who may have views that conflict with their duties and responsibilities as teachers and who damage their own careers accordingly. Thankfully the vast vast majority of teachers I know are very supportive of challenging homophobia in schools when given sufficient support and training to do so. They know the damage homophobia can do to our young people.

You also asked:

Will same sex marriage be covered under such subjects as citizenship forming part of the main curriculum taught to our children and tested through examination?”

PSHE (Personal, Social, Health and Economic Education) and Citizenship are two very distinct but complimentary subjects. The law and curriculum surrounding both of them could definitely do with clarifying and updating, but I think you will find that the current debate about changing the law around same sex marriage has already been covered in many citizenship lessons across the land already. It is relevant to the subject and topical. I suspect some students may end up doing coursework on it. It’s already happening. Is that a problem for you?

You stated you have a “strong personal, moral and religious belief” in “the institution of marriage”, As a happily married heterosexual woman I also have a strong personal moral and faith in marriage, I strongly believe it is an institution all couples in loving relationships should be able to enter. In fact Chief Justice Margaret Goodridge said it far better than me:

Marriage is a vital social institution. The exclusive commitment of two individuals to each other nurtures love and mutual support; it brings stability to our society. For those who choose to marry, and for their children, marriage provides an abundance of legal, financial, and social benefits. In return it imposes weighty legal, financial, and social obligations….Without question, civil marriage enhances the “welfare of the community.” It is a “social institution of the highest importance.”

Marriage also bestows enormous private and social advantages on those who choose to marry. Civil marriage is at once a deeply personal commitment to another human being and a highly public celebration of the ideals of mutuality, companionship, intimacy, fidelity, and family…. Because it fulfils yearnings for security, safe haven, and connection that express our common humanity, civil marriage is an esteemed institution, and the decision whether and whom to marry is among life’s momentous acts of self-definition. Tangible as well as intangible benefits flow from marriage. The benefits accessible only by way of a marriage license are enormous, touching nearly every aspect of life and death. It is undoubtedly for these concrete reasons, as well as for its intimately personal significance, that civil marriage has long been termed a civil right. “

It was my personal and professional values and attitudes that compelled me to respond to your letter. Finally you stated “I do not believe that same sex marriage would serve to enhance British society or its values.” Could you please explain to me how same sex marriage would affect “British Society and values” in any other way than show we are a tolerant and accepting nation that recognises and celebrates individual human rights?

Yours Sincerely

A Teacher of Equality, Compassion, Empathy and Respect.

Introducing my new venture- So What Squad!


Some of you may have noticed a new twitter account and Blog  appearing lately.

Well its my new venture and you can read more about it here.

If you would like to find out more about it please tweet me @sexedukation @SoWhatsquad or email on sexedukation at googlemail.com or S.O.Whatsquad  at googlemail.com

Dealing with Sexual Bullying- A Resources List.


It’s Anti-bullying week.  I have already blogged about dealing with homophobia in the classroom- see here:

Sexual Bullying in schools is getting scary, you only have to read this article about the Panorama program shown last year to see how scary.  But its also an area schools are scared to address as “what if it makes it look like we have a problem?”.

I am currently compiling a resources pack on dealing with Sexual Bullying for one of the areas I work for so I thought I would share some of the best resources so far (and if you would recommend any others please let me know!).

An excellent starting point is reading the Safe to Learn Guidance,  especially the ones on Homophobic Bullying and Sexist, Sexual and Transphobic Bullying and watching this Teachers TV video.

You should also look at Womankind’s definition of Sexual bullying and NSPCC’s working definition of Sexual Bullying.

The NSPCC and Womankind 10 point plan to stop Sexual Bulling in Educational settings is also a very useful starting point for schools without trawling through pages and pages of research reports and data (time being such a precious resource for those working in schools!).

Now if you are a teacher in a classroom, you maybe don’t have a whole school role or the time or energy to devote to attacking this problem on a large scale then you are probably looking for resources/support that you can use in the classroom.

If you are in London- then you have The Haven – Whitechapel which run a Sexual Violence Prevention program in schools.  They produce this booklet which is useful to look at definitions of sexual assault, the law and sentencing.

Also in London Tender work in schools  promoting healthy relationships based on equality and respect. They use drama and education to prevent domestic abuse and sexual violence.  I haven’t seen their work but it has been recommended to me.

Brook also run a Sexual Bullying Project which is superb and works with teachers to provide 4 lessons addressing Sexual Bullying http://www.sxualbullying.org.uk/ I have been trained on these lessons and feel it offers a fab starting point to address these issues in schools.

StopSexualBullying offer prevention programs and resources on Sexual Bullying.  I haven’t seen this in action but a colleague I sent on a recent Sexual Bullying conference on my behalf, absolutely raved about them.  So probably worth a look.

There is also Teen Boundaries UK is a charity devoted to stopping sexual bullying and encouraging positive gender relationships. They provide workshops for schools.  Their work is shown on Teachers TV- here.

Am sure there are many other agencies that can also help (If you know of any please do get in touch!).

Now to resources:

Teachers TV offer a video to use with Ks3/KS4 Students with teenagers discussing what Sexual Bullying is- see here.

Women’s aid have produced an Education Toolkit for across the keystages called “Expect Respect” Its focus is domestic violence but obviously there are many crossover themes with sexual bullying so it is definitely worth a look.

Home Office launched this website to help with their national campaign: Tackling Teenage Relationship Abuse it aims to help teenagers understand what relationship abuse is, and provides an opportunity to get involved in live debates. It also contains adverts from the campaign and a short films and provides links to sources of support and help.

Womankind have launched the following website Respect4us.  You can read more about the website and their work here.

These are some of the best I have come across.  Shout if you can recommend some more.

Happy Educating.