Should Gay and Lesbian Issues Be Discussed in Elementary School?

Today's teachers work in an increasingly diverse society. They are teaching children with varied cultural and ethnic identities and backgrounds. Teachers are expected to broaden awareness of, and appreciation for, this diversity among children and families by being advocates for all people, including those of different lifestyles. By addressing diversity issues in the classroom, teachers can celebrate both similarities and differences among children and their families.

One aspect of diversity that rarely is addressed in most public schools in the United States is the topic of gay and lesbian families. The exact proportion of gay and lesbian people among the general population is difficult to determine. One often-cited estimate is that one in every 10 persons is homosexual or bisexual. Even if it were only one in 20, we could project that every classroom has at least one child who will, at some point, realize that he or she is gay, lesbian, or bisexual (Chasnoff & Cohen, 1997). Unfortunately, scant research literature exists that might help educators handle gay and lesbian issues.

In addition, many teachers and parents have legitimate concerns about whether it is appropriate or necessary to teach young children about gay and lesbian issues. Furthermore, parents' beliefs on these topics may conflict with the teacher's, and teachers may feel torn between their personal beliefs and their responsibilities as educators. These conflicts need to be resolved in order to achieve a basic understanding of the issues surrounding the topic of homosexuality.

This past summer, a group of inservice educators learned about families with homosexual partners as part of a class on multicultural education. These educators taught children from kindergarten through 12th grade in public and private schools in a rural region of the southeastern U.S. The teachers and the school districts where they teach are predominantly Christian. This group of teachers decided to investigate if, and how, educators should teach about gay and lesbian issues.

The inservice educators had been exposed to National Issues Forums, which espouse guidelines for public discussion of sensitive or controversial topics (National Issues Forums Institute, 1999). Therefore, the issue and ensuing discussions were organized along a similar format. The educators had to follow certain procedures, and remain objective and non-judgmental. They could voice personal opinions, but they also needed to consider all points of view.

Each teacher was asked to anonymously list one reason for and one against teaching about gay and lesbian issues in school. based on the most common answers, opinions were grouped into three categories: a biological approach, a religious approach, and a lifestyle approach. Opinions that fell under the biological approach examined sexuality as a biological issue, and whether or not schools are responsible for teaching sex education, including gay and lesbian issues. The religious approach encompassed ideas relating to religious morals; religious rights; and separation of church, family, and state. Reasons relating to lifestyle, choice, and maturity were grouped under the societal and lifestyle approach.

One group of participants defined the issue as follows:

Gay and lesbian couples are a [reality] in American society. "Coming out of the closet" puts a lot of pressure and social criticism on individuals and their family members. Some consider [homosexuality and bisexuality] to be a physical problem (i.e., an imbalance in body chemicals); others perceive it as a lifestyle choice. Whatever the underlying cause, gay and lesbian lifestyles are often considered to be morally wrong. However, many states legally allow homosexual marriages. Gay and lesbian issues cross social, legal, moral, and religious boundaries and mores. Should issues regarding gays and lesbians be discussed in the elementary school?

A focused discussion was planned, and adequate time for discussion and reflection was provided, in order for participants to consider other perspectives. To facilitate discussion, the groups abided by the guidelines established by the National Issues Forums Institute (1999):

* Everyone is encouraged to participate; therefore, no one person should dominate the discussion

* Listening is as important as talking

* Participants should speak to each other, not to the moderator 

* The moderator can intervene occasionally, to keep the conversation on track

* Participants must stick with the issue or approach under discussion

* Participants must fairly consider each approach

* Diverse views must be voiced and listened to.

The ensuing two-hour discussion focused on evaluating the pros and cons of each approach.

The teachers were amazed at the varied and distinct perspectives that emerged as they discussed their opinions and concerns. The following brief summaries indicate the teachers' range of reasons, concerns, and values:

Biological Approach: Proponents of the biological approach who favored introducing sexuality issues in elementary school firmly felt that schools have the responsibility to provide accurate information, and to clarify misunderstandings. These educators believe that children should know all aspects of what exists in the world. Schools might be the only opportunity children will have to hear these topics discussed objectively, and children need to be able to form their own opinions. Schools can help children understand and/or appropriately relate to issues regarding gay and lesbian lifestyles. Many teachers believe that the topic should be addressed by the guidance counselor, as children may need help dealing with these very issues themselves.

Those who believe that homosexuality is a biological issue and that schools should not teach about gay and lesbians claim that the matter should be discussed at home, rather than at school and with parents rather than with teachers. They feel that discussion of gay and lesbian issues is the responsibility of the family. Sexual issues have no place in the schools, they say, especially this issue, with so many conflicting views of right and wrong. Homosexuality often is considered to be a moral issue, and teachers' beliefs could have undue influence on children's beliefs.

Religious Approach: Proponents of teaching about homosexuality that follow a religious approach claim that schools have the responsibility of providing exposure to all beliefs, as well as broadening awareness that some people have different lifestyles. Although being gay and lesbian is not considered to be the norm, children should be taught to respect all people. Children need to be taught compassion toward everyone, and they need to know that it is good to love and care for one another.

Those opposing this view state that the gay and lesbian lifestyles run counter to many religious beliefs; as a religious issue, therefore, it has no place in the schools. Homosexuality is morally wrong and discussing it in school would infringe upon religious rights, as well as being an inappropriate subject for school curriculum.

Societal and Lifestyle Approach: Those who use a lifestyle approach to support inclusion of homosexuality issues in school assert that gay and lesbian issues cannot be ignored in society today, especially since children already are exposed to them in the media. These educators say that all types of lifestyles and personalities should be respected and not discriminated against, and that they have a responsibility to foster understanding of homosexuality. Children should be taught to respect different lifestyles and family groupings, even those that are not part of the mainstream of society, and they also should be taught how to disagree with others without resorting to rudeness or violence. Schools should foster an atmosphere conducive to discussing social issues and keep them from becoming taboo, so as not to alienate students who have homosexual parents, nor to cause deep emotional harm to a student who is wondering about his or her own sexual orientation.

Those who believe it is a societal and lifestyle issue, but that it should not be discussed in schools, claim that children are too young to understand gay and lesbian lifestyles. Elementary children, they say, should remain innocent and not be exposed to sexual issues; they are too immature to discuss family life issues and issues of sexuality.

The teachers did not come to any consensus. However, they were surprised that they could engage in extended, polite discussion about such a controversial topic. They became aware of other views, and they listened respectfully to those who disagreed with their own beliefs and concerns. The participating teachers became more tolerant towards others' opinions and values.

Teachers need to take the lead in preparing children to be effective citizens in a diverse society. Learning about, and interacting with, others different from oneself is one way to learn to work with others and understand their perspectives. Part of facilitating understandings of diverse lifestyles is providing a safe, respectful, learning environment for all children. Schools are obliged to prevent the spread of stereotypes and prejudices, and to ensure that all families are validated. It is appropriate for schools to teach the values of love, compassion, and justice, and ensure that all members of society are treated with respect. However, validating and promoting acceptance of gay and lesbian families will continue to prove difficult for many teachers and parents.

References and Resources

Amnesty International Members for Lesbian and Gay Concerns. (1999). Gay and lesbian rights. Chicago: Amnesty International USA.

Chasnoff, D., & Cohen, H. (1997). It's elementary: Talking about gay issues in school. San Francisco: Women's Educational Media.

National Issues Forums Institute. (1999). Framing issues: Building a structure for public discussions. Dayton, OH: Author.

The purpose of this column is to stimulate debate of timely issues affecting children, youth, and families. The opinions expressed are those of the author and do not necessarily represent the position of Childhood Education or the Association for Childhood Education International.

Permission to reproduce this column intact is not required.