As the world becomes more accepting and inclusive of different gender identities, it is important that our schools also reflect these values. However, recent comments made by some teachers about gender identity teaching have sparked outrage among educators and activists alike. The comments have been called “insensitive” and “harmful”, and have brought to light the need for greater understanding and acceptance of gender diversity within our education system. In this article, we will explore the issue of gender discrimination in schools, and why it is vital that we create safe and inclusive spaces for all students.
The recent comments made by the Catholic Primary School Management Association (CPSMA) regarding teaching gender identity in primary schools have been condemned by primary school teachers in Ireland. At the annual conference of the Irish National Teachers’ Organisation (INTO), delegates described the comments as “insensitive”. They have instructed the union to write to CPSMA advising them of their condemnation and to inform members of this communication. The comments by CPSMA stated that primary pupils should not be educated about “what it means to be transgender”. The general secretary of CPSMA, Seamus Mulconry, responded to comments made by Children’s Minister Roderic O’Gorman, who promoted the idea. CPSMA argued that teaching about transgenderism could create division in schools and that there was a lack of scientific consensus on the matter. They suggested it might add to “a growing psychological contagion” among children.
The curricula for social, personal and health education and relationships and sexuality education (SPHE/RSE) in primary schools to Leaving Cert are currently being overhauled, with a commitment that it will be age-appropriate and allow for differentiation in the treatment of sensitive topics at different stages of education. However, the CPSMA comments lay down a marker of their position on the SPHE curriculum for primary schools that is due to launch in September 2025, despite not having had any formal discussions or consultation yet.
The INTO conference today called for comprehensive training and guidance to create a classroom culture that is inclusive and empowering. Over the last 20 years, the curriculum has emphasized the importance of celebrating diversity. INTO General Secretary John Boyle said that a tolerant culture must be fostered in a modern education system. He added that there is no room for prejudice or insensitivity towards staff or students regarding their gender or any other equality ground.
The INTO has also stepped up its campaign for teachers to be allowed to take leave if they suffer psychological or emotional trauma at school. The rules around assault leave for teachers, which have been in place since 2012, only cover a physical injury from assault in the workplace. It is believed that a relatively small number of primary teachers have suffered a physical assault in the course of their work.
INTO deputy secretary, Deirdre O’Connor, stated that they want the definition of assault to be widened to include psychological trauma due to physical injury, which can be caused by a child hitting a teacher or a parent assaulting a teacher. Teacher unions have been engaging with the Department of Education on the issue of extending the assault leave scheme, but O’Connor stated they had yet to meet with any success. The INTO has now adopted a motion calling on the union to carry out research on the actual level of physical aggression to which teachers in primary and special schools are exposed. They are also seeking practical guidelines to be implemented when a primary teacher is subjected to physical aggression.
In addition, delegates at the INTO conference called for the promotion and support of inclusivity in schools. The issue was discussed during private sessions of the conference, including debates on the culture of tolerance, equity, respectful professional discourse, inclusiveness and cooperation. There were concerns around reactions to the issue from the far-right. However, comprehensive training and guidance to create an inclusive and empowering classroom culture for all students were called for, along with practical measures for teachers who have suffered physical or psychological trauma while at work.
In conclusion, the INTO has both condemned the recent CPSMA comments regarding teaching gender identity in primary schools and requested that practical guidelines be developed for teachers who are subjected to physical aggression at work. They have also urged the promotion and support of inclusive cultures in classrooms and the extension of leave for teachers who suffer psychological or emotional trauma at work.