government attempted to pass Sec-
tion 28 of their Local Authority bill. We
[the LGBTQI community] experienced
hysterical attacks that used the same
arguments from similar sources:
the religious right of the Christian,
Muslim and Jewish faiths, as well as
far-right political groups.”
“Let’s remind ourselves,” she con-
tinues, “that the schools involved are
attempting to comply with the laws
that require all schools to meet the
requirements of the Equality Act (EA)
of 2010, and The Public Sector Equal-
ity Duty. The No Outsiders project is
designed to deliver on those demands
and, in fact, addresses all protected
characteristics detailed in the EA
2010 including gender, race/ethnicity,
ability, religion, age, marital status
and civil partnerships, pregnancy and
maternity and sexual orientation.”
Talking to Andrew [Moffat], Sue
believes that it’s clear that he spent
years introducing the material to par-
ents at his school. “Ofsted inspected
the school in 2016. They examined the
No Outsiders material and plans and
were satisfied. As it happens, in the 30-
plus books that are used in the project,
there are just four that specifically
focus on LGBT issues – none of these
books ever mention sex, they are all
about safe and loving relationships.”
And that is no doubt where some
of the misunderstanding lies. These
are not classes saying, “Ok kids, who
can tell me what scissoring is?” –
though, looking back, that would have
been very helpful during sex ed. These
are classes teaching children simply
that LGBTQI people and families exist.
SPOILER ALERT: They do, and they’re
not going anywhere.
VITAL PERSPECTIVES
In the age of the internet, where we
can all access multitudes of informa-
tion – including pornography – with a
quick click, Sue believes it’s vital that
schools provide students with perspec-
tives on intimate relationships that
can counter the myths and problem-
atic ideas to be found on the internet
and, as ever, in the playground.
“Children of all families and
none need to feel that their identity
is recognised and valid. For too long,
white, able-bodied heteronormativity
has dominated in our schools, leaving
many children to flounder and feel
like outsiders. Our difficulties were,
and are, with so-called homopho-
bia and transphobia, external and
internal to us. In the past, we had to
rely on many unsafe and problematic
sources of information about what it
all meant. It’s crucial that we teach
future generations that being LGBT is
legal and, while existing in a minority
of people, there is nothing unusual
about it. Learning about LGBT indi-
viduals and families that have gone
before us, and made some amazing
and vital contributions to society, will
help to make us real and welcomed.
“We want a future in which youngpeople who are beginning to question
their sexual orientation or gender
identity are not plunged into fear. We
want to stop bullying based on all of
the ‘isms’.”BE THE CHANGE
As we move forward into this new
school year, it’s crucial that we all con-
tinue to work for inclusive education,
while avoiding polarisation – not all
those who have faith hold the same
beliefs. Some Muslims, Christians
and Jews are LGBTQI, many are allies,
some may have genuine questions
about RSE and No Outsiders, and once
informed, may be wholly supportive.
There are nuances here which must
not be ignored.
“I want schools to be places
where everyone feels celebrated,”
concludes Sue. “We have campaigned
for teacher training that equips those
who educate our children to know
how to make a safe classroom and to
have the resources and confidence
to ensure that their pupils know
about and respect each other. It’s a
tall order, but if we are ever going to
heal our society, ensure that we can
listen to ideas that are foreign to us
and ensure that every child can feel
recognised, it is essential.”
It’s not easy to know how we can
each, as individuals, make a difference,
but Sue has some advice on how we,
as a community and allies, can help
to ensure all young people are taught
about LGBTQI families and relation-
ships. “Contact your local school to
find out if they’re using the many free
resources that are available to them
via Schools Out and The Classroom,
and if they celebrate the diversity
months (LGBT History Month, Black
History Month, etc). Schools also need
governors who share this agenda.
If you’re LGBTQI or an ally, why not
consider becoming a governor?”
For Sue, who’s dedicated much of
her life to ensuring LGBTQI-inclusive
education is available to all young
people, it’s simple: “I believe that each
of us has a responsibility to ensure
that LGBT youngsters, and all
children, feel safe, welcome and
proud. Let’s be the change.”For further resources, visit schools-out.
org.uk and the-classroom.org.uk. Follow
Sue Sanders @suesanders03 and Andrew
Moffat MBE, @moffat_andrew[We have] a responsibility
to ensure all children feel
safe, welcome and proud”
HOPE NOT HATE
“I’m full of hope for the new year. It’s going to be challenging, but
schools want to do this work and make sure everyone is welcome.
The protests have been extremely hard but, at the same time, what
they have done is push this into a national focus, which is a good
thing. No Outsiders has gone from a small hobby to a resource
that hundreds of schools are now using. I can’t meet the current
demand for training! Over summer, I made No Outsiders into a
charity, and before the summer’s out I’ll start bidding for funding.
None of this would have happened without the protests, and so I
am full of confidence for the new year. We’re going forward – we’re
not going back.”
Andrew Moffat MBE on preparing for a new school yearWHAT IS THE NO OUTSIDERS PROJECT?
“The No Outsiders project provides teachers with a curriculum that
promotes equality for all sections of the community. But more
than that, the resource aims to bring children and parents onboard
from the start, so that children leave primary school happy and
excited about living in a community full of difference and diversity,
whether that difference is through ethnicity, gender, ability, sexual
orientation, gender identity, age or religion.”
Andrew Moffat MBE on No OutsidersSue Sanders
(left) and
Andrew Moffat71COMMUNITY | INCLUSIVE EDUCATION