2020 Volume 15 Issue 2 Pages 143-152
[Objective] The aim of this study was to examine the experiences of sexual minority participants during their schooling years from primary through to high school or university and identify gaps in sexual education at school.
[Method] Ten sexual minority participants aged 20 and over (in 2011) were interviewed using the semi-structured interview method. The interview data were analyzed using the Step for Coding and Theorization (SCAT) method.
[Findings] Lesbians experienced loneliness as they were unable to reveal their true self at school. They had feelings of guilt and shame about their homosexuality, and regarded it as a kind of illness that should be eradicated. Gay males pretended to be heterosexual in a school environment since they were unable to open their sexuality. Participants with gender dysphoria felt isolated due to lack of information and support at school resulting in truancy or self-destructive behavior.
[Conclusions] Research evidence indicates heterosexual-oriented education at school had a large negative impact on various sexual minoritychildren. The situation was shared by lesbians and gender dysphoric people. People with gender dysphoria were forced to reveal their true sexuality in their home and school environment due to sheer necessity. Providing comprehensive sexuality education at appropriate timing, the distress in sexual minority students at school could have been reduced. Therefore, delayed delivery of sexuality knowledge accounts for the serious consequence.
