Abstract
ABSTRACT This paper critically evaluates societal reactions to integrating LGBTQ+ content into the Relationship and Sex Education (RSE) curriculum in England and Wales. Utilising Stanley Cohen’s theory of moral panics, it examines the roles of media, moral entrepreneurs, authorities, and the public in shaping debates around educational reforms. The paper highlights the complexities of balancing traditional values and inclusivity in education, emphasising the necessity of a considerate and comprehensive RSE approach. The study employs mixed methods, combining qualitative and quantitative analyses, to explore the multifaceted nature of this societal issue and its wider implications.
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