Bi: The Hidden Culture, History, and Science of Bisexuality

by Julia Shaw

For example, a literature review of studies on how school influences adolescents’ identity development found that “messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms.”59 This means that it is the school ecosystem that sets the tone about sexuality. It’s how teachers talk about sexuality in the hallway, whether they include or exclude LGBT+ history and people from the curriculum, and the kinds of play between students that they facilitate or prevent. It’s in the between moments where kids learn what sexualities are acceptable; between lessons and lectures, between direct conversations with teachers and parents, between moments with peers. The whole educational ecosystem makes it clear what sexual identities are available, included, and valued. It’s when sex-ed allows schools and teachers to intentionally support the identity development of sexual minorities, where explorative learning is facilitated, that such inclusion can make a tremendous difference to adolescent identity. When situated in a supportive classroom environment, teachers can help students explore new identities, help them refine their identities, and come to understand their identities better.