Rev David Robertson is concerned that state school teaching about homosexual and transgender people would go beyond facts and constitute indoctrination, social engineering and propaganda. (Scotland's new 'Section 28' culture war breaks out over mandatory teaching of LGBT issues in school, News, July 3).
All right then. Let teachers stick to facts. Let them present factual accounts of growing up from LGBT people, such as those featured in the article. Let children learn how much more commonly LGBTs suffer bullying, assault, depression, self-harm and thoughts of suicide; how much more commonly they suffer in some environments than in others; how they have responded; how gay male relationships were decriminalised; how LGBTs have won legal equalities and protections; how they are still legally persecuted in other societies. Let children also learn about the health risks attached to various sexual activities, both heterosexual and homosexual. This is all factual, so I trust Rev Robertson would not object.
Conversely, if he disapproves of indoctrination, social engineering and propaganda in state education, he would surely agree that state schools should not promote Christianity above rival belief systems or present its supernatural claims as fact.
Robert Canning
Secular Scotland
Edinburgh
The SSTA urges the Scottish Government to ensure priority is given to supporting young people, particularly those under the age of 16, in all school environments in dealing with the whole spectrum of LGBTI issues and of gender recognition including that of non-binary.
LGBT rights have been increasingly strengthened, supported by legislation and increasingly recognised and supported in society. Discrimination protections were extended to all, including LGBT people under the Equality Act 2010. Transgender people have had the right to change their legal gender since 2005. Same-sex couples were granted the right to enter into a civil partnership in 2005, and in 2014 same-sex marriage was legalised in Scotland. Today, LGBT citizens have most of the same legal rights as non-LGBT citizens and the UK provides one of the highest degrees of liberty in the world for its LGBT communities.
This is important to teachers as more young people feel able to express themselves as they wish and believe themselves to be because of the Equalities Act and the inclusion agenda. We as educational professionals have become practised in using more inclusive language and being more sensitive to the needs of the diverse range of young people that we teach. Teachers must be able to discuss LGBTI issues with their young people to recognise and value all people regardless of their differences. Teachers have a duty to answer all questions, correct untruths and tackle prejudice from whatever source. Our young people would not expect anything else.
Seamus Searson, General Secretary
Scottish Secondary Teachers' Association
SSTA General Secretary
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