Eleanor Formby

Lesbian and bisexual women's human rights, sexual rights and sexual citizenship: negotiating sexual health in England

Lesbian and bisexual womens sexual health is neglected in much Government policy and practice in England and Wales. This paper examines lesbian and bisexual womens negotiation of sexual health, drawing on findings from a small research project. Themes explored include invisibility and lack of information, influences on decision-making and sexual activities and experiences of services and barriers to sexual healthcare. Key issues of importance in this respect are homophobic and heterosexist social contexts. Drawing on understandings of lesbian, gay and bisexual human rights, sexual rights and sexual citizenship, it is argued that these are useful lenses through which to examine and address lesbian and bisexual womens sexual health and related inequalities.

‘Selling it as a holistic health provision and not just about condoms …’ Sexual health services in school settings: current models and their relationship with sex and relationships education policy and provision

In this article we discuss the findings from a recent study of UK policy and practice in relation to sexual health services for young people, based in – or closely linked with – schools. This study formed part of a larger project, completed in 2009, which also included a systematic review of international research. The findings discussed in this paper are based on analyses of interviews with 51 service managers and questionnaire returns from 205 school nurses. Four themes are discussed. First, we found three main service permutations, in a context of very diverse and uneven implementation. Second, we identified factors within the school context that shaped and often constrained service provision; some of these also have implications for sex and relationships education (SRE). Third, we found contrasting approaches to the relationship between SRE input and sexual health provision. Fourth, we identified some specific barriers that need to be addressed in order to develop ‘young people friendly’ services in the school context. The relative autonomy available to school head teachers and governors can represent an obstacle to service provision – and inter-professional collaboration – in a climate where, in many schools, there is still considerable ambivalence about discussing ‘sex’ openly. In conclusion, we identify areas worthy of further research and development, in order to address some obstacles to sexual health service and SRE provision in schools.

If There's Going to Be a Subject that You Don't Have to Do... Findings from a Mapping Study of PSHE Education in English Secondary Schools.

This article discusses some key findings about secondary schools from a mapping study of Personal, Social, Health and Economic (PSHE) education in England. The secondary school elements of the study combined a nationally representative survey of 617 secondary schools with follow-up in-depth case studies in five of these schools. These case studies involved interviews and discussion groups with pupils, parents and key school staff members, as well as governors and school improvement partners, and local authority support staff. Results reported here relate to the models and methods of delivery; frequency and curriculum coverage; the purpose and value of schooling, and PSHE education, and issues about staffing, expertise and credibility. Where appropriate, comparisons are made with primary schools. In doing so, the article raises issues about the diminished status and priority of PSHE education in secondary as compared with primary schools, and how this may stem from the ways in which schools do/do not value the subject, and its relationship to broader attainment and education policy contexts.

Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school

This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings.

‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England

This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.

How should we ‘care’ for LGBT+ students within higher education?

Abstract This article draws on a recent U.K. research project about lesbian, gay, bisexual and trans (LGBT+) perspectives on university to examine the implications for pastoral care and other service provision on campus. In a departure from previous scholarship that has tended to understand LGBT+ students as ‘vulnerable’ and/or needing ‘support’, it argues that university spaces should be (re)framed in a way that moves beyond (only) personal or individual ‘care’. The article outlines some of the issues that LGBT+ students may face under the following headings: Curriculum and course content; Discrimination, prejudice and bullying; Facilities and service provision on campus; A continuum of experiences. Following these, a final section draws some conclusions and implications for practice in higher education.

A sociological exploration of lived experiences of LGBT people in the UK

This body of work examines lived experiences of LGBT people within three sub-themes: sex and relationships education (SRE) and sexual health; homophobic, biphobic and transphobic (HBT) bullying; understandings and experiences of LGBT ‘community’. I have identified a persistent invisibility of LGBT identities in school-based SRE and NHS healthcare provision, and argue that heteronormativity and heterosexism impact on sexual decision-making and sexual wellbeing. In particular, they foster fears about health services, specific concerns about confidentiality and/or disclosure, and fears about judgement or discrimination during health-related encounters. In work in school and youth work settings I have linked curriculum invisibility to experiences of homophobia, suggesting that there is more at play than individual experiences of ‘bullying’. I have highlighted the complexity of language use related to homophobia and bullying, and demonstrated that some school responses can (appear to) ‘abnormalise’ LGBT identities, for instance in referrals to counselling that young LGBT people can interpret as apportioning ‘blame’. I have also pointed to tensions between governmental efforts to address HBT bullying and, until recently, their lack of support for school-based SRE. In exploring constructions of LGBT ‘community’, I have demonstrated the complexity of experiences, and argued that use of the (singular) term ‘LGBT community’ risks minimising or misunderstanding such diversity, which has implications for service planning and provision. Across my work, I stress the importance of adopting a sociological approach to what are often psychologised subjects, demonstrated in my illustrations of people’s ongoing (LGBT) identity management. In doing so, I show how legislative developments do not always lead to improved experiences for LGBT people. However, I seek to influence policy and practice in a way that does not over-state LGBT people’s perceived ‘vulnerabilities’ or ‘at riskness’, and that does not portray (particularly young) LGBT people as inherent ‘victims’ in need of ‘support’.