The Politics of Relationships and Sex Education

Relationships and Sex Education (RSE) has been a contested battleground in many countries. While in the past issues such as abstinence, teenage pregnancy and the sexually transmitted infections (STIs) were the focus of the debate, in recent years controversies regarding gender identity and sexual orientation have come to the fore. Given the potential of RSE to educate young people about healthy relationships, equipping everyone with the tools to address gender-based violence (GBV), as well as to improve the well-being and mental health of students – especially LGBTI pupils - it is crucial to understand the barriers that prevent evidence-informed RSE programmes from being offered in schools. To this end, this thesis intends to explore how LGBTI issues are being used in the societal and political conversation regarding the development of RSE, answering to the following research question: How have LGBTI issues been employed in the political discourse on Relationships and Sex Education? The research focuses on three case studies, analysing this question in the United Kingdom (UK), Belgium and Italy under the lens of the moral panic theory. The analysis of parliamentary debates demonstrates the relevance of LGBTI issues, often portrayed in a negative light and misrepresented in the context of anti-gender post-truth politics. Moreover, different types of moral panics on LGBTI issues unfold in the three countries. Their comprehension is crucial for the future success of RSE.