Sexuality: All That Matters

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Suissa, J., & Sullivan, A. (2021). The Gender Wars, Academic Freedom and Education. Journal of Philosophy of Education. Current advocacy strategies have been largely defensive, developed in response to the Religious Right. Instead of claiming that they are not advocating for more rights, activists should work to convince the UN and member governments that sexual rights are human rights.

This term refers to the fact that sexuality, sexual attraction, and sexual behavior can change over time and vary based on circumstances. The Equality Act 2010 covers England, Scotland and Wales so many of the principles apply across those countries. Future editions will be produced for other nations in the UK. This guide is aligned with the relevant legislative framework for England: Empowerment: ensuring people are supported and confident in making their own decisions and giving informed consent. It should be made clear to all in the school community that everyone is welcome and included – but it is not “transphobic” to recognise that everyone has a sex. This is crucial for equality, safeguarding and sex and relationships education. “Boys and Girls and the Equality Act” was produced by Sex Matters and Transgender Trend with input from lawyers and teachers. It seeks to provide practical workable advice for how schools can protect everybody’s needs and rights.

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The process of being curious about or exploring some aspect of sexuality or gender. Questioning can also be used as an adjective to describe someone who’s currently exploring their sexuality or gender. Romantic attraction In the complex developmental period of puberty, adolescents experience biophysical changes and adapt themselves to societal and cultural expectations of adulthood. Development of their sexuality is an important biopsychosocial development during this period that, when neglected, may result in unmet sexual and reproductive health needs. This guide will explore the creeping expectation that everyone (whether trans or not) has a "gender identity", which should be expressed to others via a particular pronoun. The ritual, like others promoted by the gender identity movement (e.g., using the phrase "people that menstruate" instead of "women", or "assigned female at birth" instead of "female"), works to undermine the evidential fact that across the globe women are oppressed socially, politically, and economically because of their sex and not because they somehow identify with their subordination. To refer to people by gender identity rather than sex is an attempt to erase the class of women and prevent them from fighting for their liberation. As Helen Joyce observed in her recent book ‘Trans’, “… because of gender identity ideology, the quest for the liberation of people with female bodies has arrived at an extraordinary position: that they do not even constitute a group that merits a name”.

In the UK, the belief that biological sex is real, important, and immutable is protected under the Equality Act which recognises the two sexes: female, and male. This was reinforced following Maya Forstater's recent employment tribunal win which, significantly for those of us campaigning for sex-based rights, made clear that it is unlawful to discriminate against those who recognise women as a class of people identified on the basis of their sex.

Many trans people also argue against the normalisation of pronoun sharing because it forces people to disclose personal information when they may not want to. We also draw on the statutory and non-statutory guidance for schools produced by the Department for Education and the Equality and Human Rights Commission. The guidance correctly notes that the DfE says secondary-school pupils “should be taught the facts and the law about sex, sexuality, sexual health and gender identity in an age-appropriate and inclusive way”, and that “sexual orientation and gender identity should be explored at a timely point and in a clear, sensitive and respectful manner”. But the very concept of “gender identity” is ill-defined and contested, and the sorts of materials produced by lobby groups and used in many schools are both scientifically inaccurate and highly politicised. The guidance could have done more to point this out, and to remind school leaders of their obligation to ensure that all lessons are accurate, ideologically unbiased and cognisant of the fact that pupils and their families will hold a wide range of beliefs when it comes to issues of sex and gender.