Should LGBT-related content be excluded from school curricula for minors?

The inclusion of LGBT-related content in school curricula is now enshrined in European and national legislation, as well as in government action plans. In Luxembourg, for example, the Programme national – Promotion de la Santé Affective et Sexuelle (PAN – SAS) is part of this framework. This multi-year national action plan, which follows on from the 2013-2016 plan extended to 2018, was drawn up by the following ministries: the Ministry of National Education, Children and Youth, the Ministry of Equal Opportunities, the Ministry of Family, Integration and the Greater Region, and the Ministry of Health.

In addition, following the adoption of the fifth report by ECRI (European Commission against Racism and Intolerance), the course entitled “Life and Society”, which has been in place since the start of the 2016-2017 school year and deals with human rights, is considered good practice in the fight against discrimination. Luxembourg is thus encouraged by the Council of Europe to maintain these efforts.

Does every family have the right to tackle these subjects according to its own beliefs and principles?

Although teaching sensitive subjects can sometimes conflict with family values, it also enables children to develop a broader understanding of different perspectives and values. This can help them better navigate between their own beliefs and those they encounter at school, fostering an autonomy that respects their own values while being open to diversity. Education on topics such as sexuality, racism and other social issues contributes to the development of critical thinking in children. By approaching these topics in a factual and thoughtful way, schools help students analyze and evaluate information, question prejudices, and develop informed opinions, thus strengthening their intellectual autonomy.

Education on social and cultural topics is also linked to respect for children’s fundamental rights and needs. According to the UN Convention on the Rights of the Child, children have the right to be informed about matters important to their development and well-being. This includes the right to an education that enables them to understand and navigate the complexities of society, independent of family influences.

Excerpts from the UN Convention on the Rights of the Child :

Article 12

“1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.”

Article 29

“1. States Parties agree that the education of the child shall be directed to:

(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;

(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;”

The impact of these themes on the psychological development of minors

Teaching subjects such as racism and sexuality can strengthen children’s resilience by providing them with the tools to understand and manage the social challenges they may encounter. This contributes to their autonomy by enabling them to act more independently in situations where they may be confronted with discriminatory or stigmatizing attitudes.

In short, teaching these themes contributes to the development of children’s autonomy by providing them with the knowledge, skills and perspectives they need to understand and navigate a diverse world. This enables them to develop critical thinking skills, build resilience, and respect human rights while shaping their own worldviews. However, this process can sometimes create tensions with family values, requiring a delicate balance between respecting family beliefs and promoting inclusive, respectful education.

Regarding the age and psychological development of minors:

It is sometimes argued that introducing these themes at an early age could disrupt children’s psychopedagogical development. However, developmental psychology research shows that exposure to diversity from an early age fosters understanding, empathy and acceptance of differences. By including LGBT themes in school curricula, children learn to recognize and respect the diversity of identities and sexual orientations, thereby reducing prejudice and promoting a more inclusive society.

Children develop gender stereotypes from the age of 3 to 5, and these stereotypes can be reduced through inclusive education. School programs that include LGBT themes can help deconstruct these stereotypes, promoting healthier, more balanced psychological development. Studies show that the inclusion of LGBT-related content in education helps reduce rates of bullying, depression and suicidal thoughts among young people, particularly those from rainbow families or who identify as LGBT or do not conform to traditional gender norms.

By addressing these topics in an appropriate, age-appropriate way, schools create a safer, more welcoming environment for all, beneficial to children’s mental health and psycho-affective development.

Conclusion:

It’s crucial that education on these subjects is adapted to the age and maturity level of students.

Sex education programs are designed and built according to the child’s level of development, and are guided by a core body of knowledge. In fact, current programs in Europe combine biological, psycho-emotional, legal and social aspects. “Sexuality, along with the wide variety of experiences, both sensitive and intellectual, pleasures and desires associated with it, is part of the human quest for a fulfilled life”. The school must avoid any authoritarian or dogmatic intervention in the development of affective and relational life. External partners must be approved. “These interventions are systematically anticipated and coordinated; they are always carried out in the presence of one or more responsible teachers”. Warnings are issued against the use of militant or ideological tools. It is also advisable to involve the principal education advisors, health professionals and psychologists.

The progressive nature of emotional education, and the need to adjust it to the age of the pupils, are central to the development of these programs. The prevention of gender-based or sexual violence, as well as sensitivity to forms of harassment or control, are also addressed.

APPENDIX

The following is a brief outline of the content that may be covered, depending on the age of the child, in various European countries.

In Cycle 1, the discovery of the body and emotions remains the priority. Pupils are invited to “identify and name the physical similarities and differences between girls and boys; identify, for example from the ‘doll’s corner’, the intimate parts of the body, and name them, starting with spontaneous names and moving towards a more learned lexicon”.

A reflexive language workshop is recommended. “Who may or may not touch which body part? Who can or can’t see me naked? The stages of pregnancy, the emotions felt during a conflict or during a safety exercise are also discussed. Children are also taught to distinguish between good and bad secrets, and to alert trusted adults. Close attention is also paid to spotting children in danger, and more broadly to child protection. Finally, in the first cycle, teachers aim to encourage mixed use of all open play areas. In kindergarten, teachers are encouraged to reflect on the inversion of characters from stereotyped albums, in line with the models expressed by children. Identifying the different forms of the family environment should also enable each child to understand their own family history.

In cycles 2 and 3, the program aims to provide pupils with more precise scientific knowledge. The right to be oneself without being singled out or stigmatized, and the role of social models are key points of reflection.

In Cycle 4, the draft program emphasizes the changes to the body associated with puberty, particularly menstruation. It also recommends observing and analyzing the diversity of representations of the gendered body, based on works of art (painting, sculpture, etc.) or literature (ancient or contemporary).

Preventing discrimination means questioning norms and stereotypes, and understanding that equality does not preclude differences. Classes are invited to define the place of men and women in the family. The use of role-playing in connection with cybersexist or cyberviolent situations (read or acted out by the students) aims to give a better understanding of these notions in relation to image rights and personal protection.

Sexuality is seen as a complex reality involving the physical and the psychological, the personal and the interpersonal, but also as a singular personal journey and understanding its diversity of expression.

In secondary school, the program explores the tensions between the intimate and the social, and invites students to consider behaviors, temptations, pleasures and risks. The aim is gradually to enable students to experience their sexuality as responsible young adults, respectful of their own freedom and that of others. Interdisciplinarity is essential to the implementation of this program. The authors of the various curricula also recommend not limiting the topicality of a live issue to contemporary references or examples. We also recommend studying older works from all cultures.

By ignoring and denying the complexity of the human being, this petition contributes to the invisibilization of people affected by these issues, and consequently to overexposure to phenomena of structural violence and exclusion. In addition to pretending that a whole section of society doesn’t exist, halting education risks overexposing certain children to harassment, violence and problems of self-esteem, a structuring dimension of mental health, thus trampling on their fundamental rights.

Illustration: Isabel Spigarelli/Canva

Article translated from French by Cedric Cros