Pearse Doherty (Donegal, Sinn Fein)
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190. To ask the Minister for Education and Skills if a compulsory LGBT module will be added to the SPHE and-or CSPE courses in post-primary schools as part of the LGBT youth strategy; and if he will make a statement on the matter. [36262/16]

Richard Bruton (Dublin Bay North, Fine Gael)
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The Programme for Government includes a commitment to develop an LGBT Youth Strategy. Work on this commitment will be progressed by the Minister for Children and Youth Affairs, and my Department will actively contribute to the work as it progresses. In that context, I expect that discussion on LGBT issues in the school curriculum will take place. In the meantime, the current SPHE curriculum, the Relationships and Sexuality Education (RSE) programme, and the Action Plan on Bullying provide a framework within which schools and teachers can respond to specific issues relating to LGBT.

All schools are required to develop and implement an RSE programme at junior cycle and senior cycle in post-primary schools. RSE includes the acquisition of knowledge and understanding, and the development of attitudes, beliefs and values about relationships, sexual identity and intimacy.

As students progress through an SPHE/RSE programme, they will encounter a wide range of issues that are addressed in an age-appropriate manner. The emphasis is on building a foundation of skills, values, attitudes and understanding relevant to all these issues, with specific information and focus on particular topics provided where and when it is deemed necessary by the teacher.

RSE provides the context within which young people can learn about important moral, physical, social and emotional issues around relationships, sex and sexuality. Post-primary schools are required to teach all aspects of the RSE programme, as set out in the curricular documents that have been provided, within the ethos and value system of the school. Such a programme provides opportunity to explore with students the topic of sexual orientation. The manner in which such issues are explored is contingent on the students' needs and the age-appropriateness of the content. This includes supporting students to know where to get reliable information from trusted sources.

The Action Plan on Bullying, which was published in 2013, sets out my Department’s approach to tackling bullying in schools. As part of the implementation of the Action Plan, new National Anti-Bullying Procedures for schools, which include a specific reference to homophobic and transphobic bullying, were published in September 2013. The Procedures place an emphasis on generating a positive school culture and climate that is welcoming of difference and diversity, and is based on inclusivity and respect. The procedures offer advice to schools on steps that can be taken to generate a positive school climate and culture.

It is noted that the general school climate and culture will promote positive attitudes and dispositions towards the whole-school community, outside of the teaching of specific subject areas such as SPHE and RSE. A number of anti-homophobic and transphobic bullying initiatives, including BeLonG To’s Stand Up! campaign, and the development of resources for schools to support LGBT students are also being supported through the implementation of the Action Plan on Bullying.