Abstract: In contemporary discourse, sexuality is being presented as something fluid, with research persisting in framing sexuality as flexible and negotiable to some extent. This way of examining sexuality is problematic because as one discovers how identity changes and evolves, a certain terminology, such as ‘trend’ or ‘phase’ becomes prominent giving the illusion that LGBT+ pupils with SEND are easily influenced and too immature to form LGBT+ identities because of their cognitive impairments. Educators viewing sexuality and gender identity as a phase or a trend can result in providing inadequate support, which can be limited due to the misconception that information about LGBT+ concepts is not important for this category of pupils or that one can simply stop being LGBT+. This paper discusses the views and experiences of SEN teachers involving their pupils' ways of exploring and expressing their LGBT+ identities and examines how this links to the misconception of their sexuality and gender as a phase or a trend due to their SENDs. Being inspired by the work of scholars exploring sexual and gender identity, the paper is framed by intersectionality which allows for a detailed analysis of how identities interact and inform when used as an analytic tool. The paper calls for more nuanced thinking of sexuality and gender in the lives of LGBT+ pupils with SEND, which will help to decrease inequality. 

Author of proposal: Klaudia Matasovska (email: kmata005@gold.ac.uk)

First choice network:  Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Second choice network: Gender and Education Network  

Keywords: childhood, youth, SEND, gender identity, sexuality, phase, intersectionality

General description:

This paper explores the opinions and experiences of SEN practitioners with work experience involving children and young people with SEND who also identify as LGBT+. This study asks the question: How do SEN practitioners’ views compare with wider society’s misconception of disabled LGBT+ pupils’ sexuality and gender as a phase or a trend due to being often viewed as too ‘immature’ to have LGBT+ identities? There is very limited information regarding the LGBT+/SEND intersection. In particular, research is very limited regarding the views of SEN teachers in relation to the LGBT+/SEND intersection and their views about the misconception that disabled pupils’ sexuality and gender identity is informed by their disability. This study is an attempt to fill in this gap in research and to talk about the intersections regarding gender, SEND and sexual orientation. Intersectionality is the chosen theoretical framework for this study as it is a suitable tool for highlighting social inequalities with regard to the protected characteristics of the Equality Act 2010, such as gender, sexual orientation, disability, age, etc. This framework is also used to highlight how individual intersections (disability, gender and sexual orientation in the case of this study) impact each other in terms of experiencing layered stigma. 

Methods/Methodology: This article includes data collected via one-to-one online interviews with eight participants, all of whom have teaching qualifications. Some of the participants have disabilities themselves and one identifies as a member of the LGBT+ community. The participants have worked with LGBT+ children and young people with autism, Pathological Demand Avoidance, dyslexia, communication difficulties and mental health needs. The data from the transcribed interviews were analysed thematically and via an intersectional lens. This method was appropriate to use as this study’s aim is to focus on the voices of SEN practitioners and to look for similarities as well as key differences in their responses to determine the key themes that were emerging from the data.

SEN practitioners working with pupils with SEND are often very inclusive in their practice and this covers the area of LGBT+ inclusion. They are aware of wider society’s misconceptions, such as transgender children with SEND having the concept of gender ‘pushed’ onto them and LGBT+ young disabled people being incapable of being LGBT+ because of their disability. All of the participants challenge these misconceptions. They also acknowledge that some school staff, especially older generations, are impacted by these misconceptions to some extent. This is evident in their ‘hesitant’ attitudes towards teaching LGBT+-related content or in their lack of initiative in relation to creating LGBT+ spaces for pupils with SEND. Some of these attitudes are based on SEN school staff’s fear of saying “the wrong thing” due to their lack of LGBT+ related training in addition to their lack of training in relation to less explored areas of SEND, such as PDA. In addition to these attitudes, the limited LGBT+ information provided by SEN school settings and the layered stigma experienced by LGBT+ pupils with SEND, including PDA pupils, can negatively impact their wellbeing and academic progress. The paper concludes with a call for more nuanced thinking of sexuality and gender in the lives of LGBT+ pupils with SEND, which will help to minimise inequality.

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