Sex and relationships education, sexual health, and lesbian, gay and bisexual sexual cultures: Views from young people

This article draws on three small-scale studies with young people in two cities in the UK, which sought to gather views on sex and relationships education (SRE) and sexual health, and included those who self-identified as lesbian, gay, or bisexual (LGB). Participants were involved in detailed self-completion surveys and/or in-depth interviews/focus groups. Each project elicited data about respondents’ views on SRE (at school) and how this included/excluded LGB young people. The article also looks at influences on sexual activity, conceptualisations/understandings of sexual health and ‘safe sex’, and expectations in relation to safer sex. This aids understanding about the existence of dominant ‘sexual cultures’ and their influence on young people’s attitudes towards sexual health, including views on/experiences of ‘risk behaviours’, and (unequal) access to services. The article concludes with recommendations for good practice, and future research, highlighting the importance of an equalities and human rights foundation for learning about sex and relationships, for both young and old, and people of all sexual identities/experience

Connected lesbian, gay, bisexual and trans communities? A scoping study to explore understandings and experiences of ‘community’ among LGBT people

This study examined understandings and experiences of LGBT communities, and assessed implications for health and wellbeing, employing a literature review, online survey and indepth interviews and discussion groups. LGBT communities are often understood as communities of ‘identity’ or ‘interest’. Study participants frequently used the term community to refer to groups of LGBT people (known to one another or not), whether physical, online or imagined through (shared) feelings of ‘belonging’. The study highlighted three key elements/foundations to LGBT communities: place/space, (shared) identity, and (to a lesser extent) politics. Participants and existing evidence highlights the importance of shared experiences of stigma/discrimination, and a resulting sense of ‘connection’. This does not negate the need to acknowledge/address diversity and inequality or exclusion. Safe spaces were identified as key to avoid ‘self-censorship’ regularly employed in wider society, though participants engaged with other LGBT people for a variety of reasons. Sensing/experiencing ‘community’ had clear links to reported wellbeing, including combating isolation, heightening confidence and self-esteem, and sometimes improving/maintaining physical health. However, potential ‘risks’ related to elements of community were also identified (e.g. alcohol/drug consumption). Caution is needed when the term ‘community’ is used in the singular and/or when it is assumed that LGBT people are more alike than not

#FreshersToFinals : From freshers’ week to finals: Understanding LGBT+ perspectives on, and experiences of, higher education

There is a lack of (UK) evidence exploring lesbian, gay, bisexual and trans (LGBT) perspectives within, and about, higher education. The #FreshersToFinals project was undertaken by Sheffield Hallam University to address this gap. The project consisted of two elements: a literature review, followed by a small consultation with LGBT+ students, young people and staff members working with them. Seven overarching themes were identified in the data, and are explored in the final report. The report was launched at a one-day conference entitled Supporting LGBTQ students at university at Sheffield Hallam University on Friday 24th July 2015

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’

Selfies evaluation : final report

Sheffield Hallam University (Eleanor Formby) and the University of Sunderland (Professor Catherine Donovan), working in collaboration, evaluated the Selfies project, run by Projects Galore (a community interest company based in Newcastle) Selfies was a two year arts-based project that worked with lesbian, gay, bisexual, trans and queer (LGBTQ) young people in the North East to celebrate strong peer relationships, and help them recognise and resist domestic violence, abuse and sexual exploitation Evaluation activities included: a ‘pre-Selfies’ self-completion survey of participants; a ‘pre-Selfies’ focus group with participants in one location; a survey of young people at Newcastle Pride in 2015; a ‘post-Selfies’ self-completion survey of participants; individual interviews with Selfies workers and associated staff; ‘post-Selfies’ interviews with project participants