a re are we getting it right? schools, are we getting it right? other things being taught to our younger children appropriate or inappropriate? they put in the right context, are they framed properly? it is an exploration of what is happening with your children come up with you, maybe you are a teacher, kids at school. maybe you think it is all fine, maybe you have qualms or worries. is all fine, maybe you have qualms orworries. because is all fine, maybe you have qualms or worries. because we are expecting a report out tomorrow and new guidelines, of course, new government guidelines on what topics are appropriate for what age. and also, there are plans to ban any children being taught about gender identity as well. so should —— what should our kids be taught, what should our kids be taught, what should they be learning and at what age? all of that, wejust should they be learning and at what age? all of that, we just want to hearfrom you, call or age? all of that, we just want to hear from you, call or text. age? all of that, we just want to hearfrom you, call ortext. get age? all of that, we just want to hearfrom you, call or text. get the calls and the thoughts coming in. let's go with, who we got? kate in sheffield. sorry, catherine chester.

and doug in harpenden. let's share this with each other and the nation. kate, you are a primary school governor, are we getting it right? we are getting some things right. one of the first things i want to say is i am absolutely in support of children getting sex and relationships education, i think it is really, really important. and it is really, really important. and it is really, really important. and it is really important are fully involved in what their children are taught because then they can carry on the conversation they have at home. i used to be a teenage pregnancy coordinator about 20 years ago and that came out from the research, if parents know what is going on, that means they can carry on these important conversations, because they should notjust be one of conversations. and you can start a dialogue, and empowers the parent in what can sometimes be quite

challenging conversations. and the more you talk about this and normalise talking about sex, not necessarily explicitly, but it doesn't become this fearful factor. so i am in support of it. but having said that, there are issues i think the new proposed legislation will help with, and i think that what has happened with sex education, it has changed so dramatically over the last 20 years and obviously, we are in a different environment nowadays with a lot of pornography. but what i am hearing from teachers going through training is it has gone from, ok, we have taught you how to be safe, how to not get pregnant, to this kind of sex positivity. that absolutely anything goes, do what you want with anybody, as many people as you want at the same time.

who is teaching that? i don't understand what you are saying. well, i talked to somebody recently who has gone through their teacher training and this is the type of stuff that is being taught to trainee teachers, that when they teach rsc, and having seen a lot of the syllabuses and a lot of the things that have come through, they have this very sex positive attitude of do what you want, it is all fine and it is all cool.— and it is all cool. there is a difference _ and it is all cool. there is a difference between - and it is all cool. there is a difference between do - and it is all cool. there is a - difference between do whatever you want and be whatever you are, be yourself and who you are, they are different things.— different things. they are. that is talkinu different things. they are. that is talking about _ different things. they are. that is talking about having _ different things. they are. that is talking about having sex - different things. they are. that is talking about having sex and - different things. they are. that is talking about having sex and this| talking about having sex and this laissez faire attitude of literally do whatever you want, it is all cool do whatever you want, it is all cool. and then get onto the gender identity ideology. i am really

pleased that this is going to be not promoted in school in the way that it has been over the last few years, because i think we have seen the cass report and it shows an explosion in cases of people questioning their gender which is really quite scary. we questioning their gender which is really quite scary.— really quite scary. we discussed that here when _ really quite scary. we discussed that here when the _ really quite scary. we discussed that here when the report - really quite scary. we discussed that here when the report came j really quite scary. we discussed - that here when the report came out two or three weeks ago. we need to explore this. gender ideology as kate puts it and the government frames it, the word kate used, is it being promoted if you are a teacher, come on in and tell us? that is what this is about? kath, in chester. thank you for that. it is good to have you, what would you like to say? i have you, what would you like to sa ? , ., ., , have you, what would you like to say? i phoned in really because my 13-year-old — say? i phoned in really because my 13-year-old was —

say? i phoned in really because my 13-year-old was getting _ say? i phoned in really because my 13-year-old was getting ready - say? i phoned in really because my 13-year-old was getting ready for l 13—year—old was getting ready for schooh _ 13—year—old was getting ready for schooh so — 13—year—old was getting ready for school. so she saw on bbc breakfast this topic _ school. so she saw on bbc breakfast this topic. and she got quite cross and she _ this topic. and she got quite cross and she said, i completely agree with the — and she said, i completely agree with the fact that you should not be teaching _ with the fact that you should not be teaching sex education to children nine or— teaching sex education to children nine or under. because we have had a little chat— nine or under. because we have had a little chat about she was quite traumatised in year five when she was taught about sex, not taught about— was taught about sex, not taught about the — was taught about sex, not taught about the actual act, and it sounds like it— about the actual act, and it sounds like it was, — about the actual act, and it sounds like it was, i— about the actual act, and it sounds like it was, i had to have a chat with— like it was, i had to have a chat with the — like it was, i had to have a chat with the school. because she then wouldn't _ with the school. because she then wouldn't sit near any boys because she was_ wouldn't sit near any boys because she was frightened she would get pregnant. and she has always been somebody— pregnant. and she has always been somebody who plays with probably boys more than girls, actually, because — boys more than girls, actually, because they are a bit more simple! but she _

because they are a bit more simple! but she is_ because they are a bit more simple! but she isjust so because they are a bit more simple! but she is just so confused, absolutely confused. this but she isjust so confused, absolutely confused.- but she isjust so confused, absolutely confused. this is so interesting- — absolutely confused. this is so interesting. did _ absolutely confused. this is so interesting. did you _ absolutely confused. this is so interesting. did you get - absolutely confused. this is so interesting. did you get to - absolutely confused. this is so interesting. did you get to the | interesting. did you get to the bottom of what she was actually told and taught that put her in the state of confusion? i and taught that put her in the state of confusion?— of confusion? i spoke to the school and they said. _ of confusion? i spoke to the school and they said, well, _ of confusion? i spoke to the school and they said, well, we _ of confusion? i spoke to the school and they said, well, we just - of confusion? i spoke to the school and they said, well, we just talk. of confusion? i spoke to the school and they said, well, we just talk to j and they said, well, we just talk to them _ and they said, well, we just talk to them about— and they said, well, we just talk to them about how babies are made, but not actually _ them about how babies are made, but not actually the physical act. so for my— not actually the physical act. so for my eldest, she was just not actually the physical act. so for my eldest, she wasjust like, welcome — for my eldest, she wasjust like, welcome if— for my eldest, she wasjust like, welcome if they sit near a boy, i am going _ welcome if they sit near a boy, i am going to _ welcome if they sit near a boy, i am going to get — welcome if they sit near a boy, i am going to get pregnant. and that was her take _ going to get pregnant. and that was her take out. going to get pregnant. and that was hertake out. —— going to get pregnant. and that was her take out. —— well, going to get pregnant. and that was hertake out. —— well, if going to get pregnant. and that was her take out. —— well, if i sit near a box _ her take out. —— well, if i sit near a box so — her take out. —— well, if i sit near a box so i — her take out. —— well, if i sit near a boy. so i am _ her take out. —— well, if i sit near a boy. so i am very much in favour of schools — a boy. so i am very much in favour of schools having a sort of process to go _ of schools having a sort of process to go through because i think certainly— to go through because i think certainly age nine and above, they need _ certainly age nine and above, they need to— certainly age nine and above, they need to know about puberty. but the message _ need to know about puberty. but the message is— need to know about puberty. but the message is not lying particularly well with— message is not lying particularly well with my eldest and she got quite _ well with my eldest and she got quite cross this morning watching the breakfast news on bbc because

she just _ the breakfast news on bbc because she just said, itjust completely floored — she just said, itjust completely floored me. and also, iwill she just said, itjust completely floored me. and also, i will be back up floored me. and also, i will be back up your— floored me. and also, i will be back up your previous caller. there is a lot ofm _ up your previous caller. there is a lot ofm it — up your previous caller. there is a lot ofm it is— up your previous caller. there is a lot of... it is almost fashionable to say— lot of... it is almost fashionable to say that — lot of... it is almost fashionable to say that you can be anybody that you want _ to say that you can be anybody that you want to — to say that you can be anybody that you want to be, which is fine, but i think— you want to be, which is fine, but i think it _ you want to be, which is fine, but i think it is _ you want to be, which is fine, but i think it is kind of going a little bit over—the—top now. because it is a bit” _ bit over—the—top now. because it is a bit” well, — bit over—the—top now. because it is a bit” well, i— bit over—the—top now. because it is a bit,, well, lam identifying as a tree _ a bit,, well, lam identifying as a tree or— a bit,, well, lam identifying as a tree or something else. my daughter identitles— tree or something else. my daughter identifies as bisexual which, at 13, i am _ identifies as bisexual which, at 13, i am still— identifies as bisexual which, at 13, i am still trying to get my head around, — i am still trying to get my head around, but that is fine. but we start having _ around, but that is fine. but we start having sexual— around, but that is fine. but we start having sexual feelings, i around, but that is fine. but we | start having sexual feelings, you know? , ., , , start having sexual feelings, you know? , , i start having sexual feelings, you - know?_ i understand know? yes, absolutely. i understand our know? yes, absolutely. i understand your general— know? yes, absolutely. i understand your general point _ know? yes, absolutely. i understand your general point rhetorically, - know? yes, absolutely. i understand your general point rhetorically, but l your general point rhetorically, but

is it right to equate that with somebody saying, if anybody does say they identify as a tree, i'm not sure that is hugely helpful? well, i think it isiust _ sure that is hugely helpful? well, i think it is just the _ sure that is hugely helpful? well, i think it isjust the way, _ sure that is hugely helpful? well, i think it isjust the way, i _ sure that is hugely helpful? well, i think it isjust the way, i don't - think it isjust the way, i don't think— think it isjust the way, i don't think teachers are being given the film think teachers are being given the right tools — think teachers are being given the right tools and i don't think it is consistent _ right tools and i don't think it is consistent. sol right tools and i don't think it is consistent. so i think they need to be given— consistent. so i think they need to be given the right tools to think about— be given the right tools to think about what their pupils are saying to them — about what their pupils are saying to them. and give them a safe space, absolutely, _ to them. and give them a safe space, absolutely, to explore their feelings and their hormones. hormones will be rife at that point. but it— hormones will be rife at that point. but it was— hormones will be rife at that point. but it wasjust my hormones will be rife at that point. but it was just my daughter's reaction _ but it was just my daughter's reaction this morning. that particular— reaction this morning. that particular take _ reaction this morning. that particular take out - reaction this morning. that particular take out was - reaction this morning. trust particular take out was quite something from that lesson! but i think people are right when they say, and this is what the government is saying, there are concerns some

people are taking their own ideology and core beliefs and the way they see the world and teaching it as a fact to children and this applies in all sorts of areas. from politics, gender ideology, critical race theory as well. they might completely say it is valid and a proper analysis of our society, but it is contended. gender ideology is contended. it should be put across to the pupils, to the students, that a lot of people believe this, but a lot of people don't. it is what i have to do every day here, actually! dougin have to do every day here, actually! doug in harpenden and marrying in beverley, thank you, important to hear from as many as you can, text or call and i will get to the text messages soon. doug, what would you like to say? {lin messages soon. doug, what would you like to sa ? ., ., , like to say? on the gender ideology oints, i like to say? on the gender ideology points. i taught _ like to say? on the gender ideology points, i taught at _ like to say? on the gender ideology points, i taught at a _ like to say? on the gender ideology points, i taught at a school - like to say? on the gender ideology points, i taught at a school in - points, i taught at a school in welwyn garden city for a number of years and the school very much

supported and promoted the gender ideology to the students. to the extent that we had mainly girls who wanted to be boys and it was very much supported, they were allowed, we were expected to be calling them by he pronoun. also, there was one of these girls who wanted to be a boy who was allowed to give a full school assembly promoting gender ideology as fact to students, some of whom would be as young as 11. and teachers are not expert in this area. and i think the cass report has revealed the dangers of social transition. and it has revealed just how difficult an area this is. and i think teachers should stay away from it. i don't think it is a topic to

be taught by teachers in schools. we had the section 28 rout years and years and years ago and people against what you are saying, that schools were accused of promoting homosexuality and there was a right old moral panic and shouting at the time. in looking back, it was seen as discriminatory. people were to to you now that it is just about not stigmatising young people and allowing them to be who they are not discriminate against them and just not to be nasty to them about how they feel, that is the argument. i'm sure you agree with that, doug. i fully agree with that. the difference is how someone feels sexually, whether they are attracted to boys or girls, is very much a factor. whether it is possible to be

a male in a female's body or vice versa, is very much disputed. there are no facts around that. it is a matter of belief. so i understand people trying to draw a parallel between the two and absolutely right, you should not make people feel bad about how they feel and people should be supported. ijust don't think it should be taught. you shouldn't teach people as fact is something that is not fact. it's interesting, the weight of opinion on this, really interesting the calls that are coming in. teachers are not experts as well, which i think should be remembered. thea;r think should be remembered. they should lay the _ think should be remembered. they should lay the argument is out, 0k? should lay the argument is out, ok? they should say, some people believe this and some people believe that. my this and some people believe that. my history teacher at university was a trotskyist, but none of it rubbed off on me, i can assure you. thank you very much indeed, doug. caroline

in west london and cheryl in wassail and marion in beverley. caroline, or yours. i don't know what you are going to say, but we are talking about sex education. == going to say, but we are talking about sex education.— about sex education. -- it is all ours. about sex education. -- it is all yours hello. — about sex education. -- it is all yours. hello, sorry, _ about sex education. -- it is all yours. hello, sorry, i— about sex education. -- it is all yours. hello, sorry, i am - about sex education. -- it is all yours. hello, sorry, i am at- about sex education. -- it is all. yours. hello, sorry, i am at work. i yours. hello, sorry, iam at work. i sneaked— yours. hello, sorry, lam at work. i sneaked into — yours. hello, sorry, lam at work. i sneaked into the corridor to say i absolutely — sneaked into the corridor to say i absolutely welcome and support the government's new guidance. for example. — government's new guidance. for example, stonewall has said all of us have _ example, stonewall has said all of us have an — example, stonewall has said all of us have an innate identity which may be different— us have an innate identity which may be different to the biological sex. there _ be different to the biological sex. there is— be different to the biological sex. there is absolutely no science behind — there is absolutely no science behind this idea at all. we are biologically sexed and beyond it, we are free _ biologically sexed and beyond it, we are free to— biologically sexed and beyond it, we are free to develop our own personality as we wish. this idea of teaching _ personality as we wish. this idea of teaching children they have an inner gender— teaching children they have an inner gender identity is profoundly sexist — gender identity is profoundly sexist. how do you work out what it might— sexist. how do you work out what it might be? — sexist. how do you work out what it might be? mermaids in pink dresses,

if you _ might be? mermaids in pink dresses, if you are _ might be? mermaids in pink dresses, if you are a— might be? mermaids in pink dresses, if you are a little boy, you might be a _ if you are a little boy, you might be a girl— if you are a little boy, you might be a girl inside. a little girl who likes— be a girl inside. a little girl who likes football, running around, maybe — likes football, running around, maybe you are a boy. it has confused thousands _ maybe you are a boy. it has confused thousands of— maybe you are a boy. it has confused thousands of children. is maybe you are a boy. it has confused thousands of children. is it thousands of children. is it happening? _ thousands of children. is it happening? i— thousands of children. is it happening? i understand the argument you are putting forward. serra; happening? i understand the argument you are putting forward.— you are putting forward. sorry to interru -t you are putting forward. sorry to interrupt you- — you are putting forward. sorry to interrupt you. campaigners, - you are putting forward. sorry to interrupt you. campaigners, if. you are putting forward. sorry to i interrupt you. campaigners, if you follow _ interrupt you. campaigners, if you follow them on twitter, they showcase day after day terrible resources. teachers, pictures designed _ resources. teachers, pictures designed to appeal to children of a gingerbread man and saying you have your sex _ gingerbread man and saying you have your sex and you also have your inner _ your sex and you also have your inner gender identity and these might— inner gender identity and these might be — inner gender identity and these might be different. and the mermaids resource _ might be different. and the mermaids resource literally tends to barbie like women in pink dresses. to little _ like women in pink dresses. to little boys _ like women in pink dresses. to little boys. if you like this and are attracted to this... | are attracted to this... i understand the argument about gender stereotyping which is a paradox. but

last year, a lot of this impetus is political, some of the commentators say, because last year, 50 conservative mps wrote to the prime minister saying children were being indoctrinated with radical and un—evidenced ideology is about sex and gender. you seem to agree with that. let me ask you a straight question. do you think this aspect of the guidelines coming out tomorrow on gender ideology will strike a chord with the public? look at the women's _ strike a chord with the public? look at the women's rights _ strike a chord with the public? look at the women's rights network, thousands— at the women's rights network, thousands of women have, in a grassroots _ thousands of women have, in a grassroots way and looked around to say, how _ grassroots way and looked around to say, how can we get involved? so, yes, _ say, how can we get involved? so, yes, i_ say, how can we get involved? so, yes, i absolutely think it will strike — yes, i absolutely think it will strike a _ yes, i absolutely think it will strike a chord with the public. i think— strike a chord with the public. i think it — strike a chord with the public. i think it will be welcomed, yes. thank— think it will be welcomed, yes. thank you _ think it will be welcomed, yes. thank you and if you think otherwise, you have time to come on the show, i am here to listen. cheryl in walsall, good morning. good morning.— cheryl in walsall, good morning. good morning. children, let's get back to sex _ good morning. children, let's get back to sex education _ good morning. children, let's get back to sex education and - good morning. children, let's get i back to sex education and children. what would you like to say? well.

back to sex education and children. what would you like to say? well, i believe that — what would you like to say? well, i believe that children _ what would you like to say? well, i believe that children must - what would you like to say? well, i believe that children must be - what would you like to say? well, i believe that children must be given| believe that children must be given guidance in the primary schools. the level of sex education they should be exposed to is not the graphic things that they are being offered. they should be taught about their bodies, how to prepare for changes, puberty changes and for other things. when you go to the high school, you can take it a little bit more. but teach them a little bit more. but teach them a little bit more about their bodies and so on. but what we need also to teach the children is abstinence. because there seems to be a sort of loose idea of children being involved in sex and sex is not really for children and young people. or the age that they are promoting it, sex

is for adults to be engaged in. and that's why you find a lot of these children, they don't enjoy their childhoods. and by the time they get to adulthood, they are maladjusted because they tried to do adult things when they were young and then when they get older and take on responsibility, they want to revert back to their childhood. so also, we see teenage pregnancy on the rise and sta is and all of these things that come from involving in sex at an early age. because even though they teach them, they are not teaching them how to be responsible in these areas. and they don't even think about being responsible. they arejust think about being responsible. they are just excited about engaging. it's interesting because we heard from an expert early on that if children are taught, the earlier

they are taught, if it is age appropriate, the longer they will delay until actually having sex. i thought that was interesting. it may be surprising to some people. but to others, it would make a lot of sense as well. is it not right to teach very young children and there was a big row about this in birmingham where there are a lot of muslim and fundamentalist christian protesters outside the school, when they were teaching things like it is ok because families come in many different shapes and sizes. sometimes, there are two mothers and two fathers and that is just life in normal and it is good and ok and wonderful. there is nothing wrong with teaching young children that come is there?— come is there? yes, there is something — come is there? yes, there is something wrong _ come is there? yes, there is something wrong with - come is there? yes, there is i something wrong with teaching come is there? yes, there is - something wrong with teaching them that. no person can have two mothers. it takes opposites to attract. it takes an egg and a spurn to form a child. so telling somebody

he can have two mothers and two fathers is really misguided and that is teaching them misguidance to the children. , ., ~ is teaching them misguidance to the children. , ., ,, , ., is teaching them misguidance to the children. , . ~' , ., , children. cheryl, thank you very much indeed. _ children. cheryl, thank you very much indeed. hannah _ children. cheryl, thank you very much indeed. hannah in - children. cheryl, thank you very - much indeed. hannah in bournemouth. ruth. hi, ruth and hannah. iii. much indeed. hannah in bournemouth. ruth. hi, ruth and hannah.— ruth. hi, ruth and hannah. hi, how are ou? ruth. hi, ruth and hannah. hi, how are you? hannah, _ ruth. hi, ruth and hannah. hi, how are you? hannah, are _ ruth. hi, ruth and hannah. hi, how are you? hannah, are you _ ruth. hi, ruth and hannah. hi, how are you? hannah, are you all- ruth. hi, ruth and hannah. hi, how are you? hannah, are you all right? | are you? hannah, are you all right? yes, _ are you? hannah, are you all right? yes. very— are you? hannah, are you all right? yes, very welcome and thank you. how are ou? i yes, very welcome and thank you. how are you? i am — yes, very welcome and thank you. how are you? i am fine, _ yes, very welcome and thank you. how are you? i am fine, i _ yes, very welcome and thank you. firm? are you? i am fine, i am learning. i am trying to understand, so teach me what is going on. am trying to understand, so teach me what is going on— what is going on. yes, i work for a wonderful— what is going on. yes, i work for a wonderful charity _ what is going on. yes, i work for a wonderful charity called _ what is going on. yes, i work for a | wonderful charity called respected in bournemouth and we have an online programme _ in bournemouth and we have an online programme for any secondary school that can _ programme for any secondary school that can use — programme for any secondary school that can use our programme and we teach _ that can use our programme and we teach young — that can use our programme and we teach young people, it is all age—appropriate and we are passionate in empowering young people _ passionate in empowering young people to make healthy and informed

choices— people to make healthy and informed choices in_ people to make healthy and informed choices in the area of relationships and sex _ choices in the area of relationships and sex. from year seven up to year 11. we _ and sex. from year seven up to year 11. we have _ and sex. from year seven up to year 11. we have friendship and grooming and text— 11. we have friendship and grooming and text messaging, we have body image _ and text messaging, we have body image in_ and text messaging, we have body image in year eight. we have contraception, sti image in year eight. we have contraception, st! is and why somebody might want to wait to have sex in _ somebody might want to wait to have sex in year— somebody might want to wait to have sex in year nine. and year ten, we are looking— sex in year nine. and year ten, we are looking at consent and the impact — are looking at consent and the impact on _ are looking at consent and the impact on pornography —— of pornography on relationships. we are so passionate about it, our charity was funded — so passionate about it, our charity was funded by a gp called doctor louise _ was funded by a gp called doctor louise parkin. she works in the local— louise parkin. she works in the local area — louise parkin. she works in the local area and was seeing the fallout— local area and was seeing the fallout from young people making ill informed _ fallout from young people making ill informed decisions about sex and relationships. and she decided she wanted _ relationships. and she decided she wanted to— relationships. and she decided she wanted to do something about it. so she formed — wanted to do something about it. so she formed respected. so we go into local schools in bournemouth and our programme _ local schools in bournemouth and our programme is also online. and we are all about— programme is also online. and we are all aboutiust — programme is also online. and we are all aboutjust making, helping young people _ all aboutjust making, helping young people think. making decisions for

themselves. and we believe that each young _ themselves. and we believe that each young person can make healthy decisions — young person can make healthy decisions if they have the right to information. we are all about countering misinformation and teaching — countering misinformation and teaching them critical thinking skills. — teaching them critical thinking skills, and all of it is age appropriate and in line with the guidance, — appropriate and in line with the guidance, the 2020 guidance. so we will keep— guidance, the 2020 guidance. so we will keep an eye on what comes out today _ will keep an eye on what comes out today but — will keep an eye on what comes out today. but we are so passionate about _ today. but we are so passionate about young people having healthy and fulfilling relationships, regardless of whatever age or ability— regardless of whatever age or ability or— regardless of whatever age or ability or ethnicity or gender identity— ability or ethnicity or gender identity or belief system. yes. its identity or belief system. yes. as the identity or belief system. yes. is the government contends, our teachers propagandising and bringing their own views on what the government terms as gender ideology? other people would say it is not an ideology, it is who i am and what i am. but there are broad theoretical aspects on both sides of that particular debate which i don't particularly want to get into, but it is a necessary part of this.

teachers going in and telling kids to think? i teachers going in and telling kids to think? .., �* teachers going in and telling kids to think? �* ., teachers going in and telling kids tothink? �* ., ,. , to think? i can't save all schools, i used to be _ to think? i can't save all schools, i used to be a _ to think? i can't save all schools, i used to be a teacher _ to think? i can't save all schools, i used to be a teacher myself - to think? i can't save all schools, i used to be a teacher myself a l to think? i can't save all schools, i i used to be a teacher myself a long time ago _ i used to be a teacher myself a long time ago i— i used to be a teacher myself a long time ago. i know the teachers we work— time ago. i know the teachers we work with. — time ago. i know the teachers we work with. i— time ago. i know the teachers we work with, i don't think they are —— i work with, idon't think they are —— i cannot— work with, idon't think they are —— i cannot say— work with, i don't think they are —— i cannot say for all schools. our programme doesn't go into gender identity— programme doesn't go into gender identity at — programme doesn't go into gender identity at all. and we are really passionate about giving children information, giving young people information, giving young people information and making decisions. but i _ information and making decisions. but i think— information and making decisions. but i think in a world which isjust increasingly difficult for young people. — increasingly difficult for young people, i think it isjust really important that teachers have programmes that can be used that are lloii'i programmes that can be used that are going to _ programmes that can be used that are going to help children make decisions for themselves and eclipse them and _ decisions for themselves and eclipse them and help them navigate youth. because _ them and help them navigate youth. because it _ them and help them navigate youth. because it is becoming increasingly more _ because it is becoming increasingly more of— because it is becoming increasingly more of a _ because it is becoming increasingly more of a minefield for them. and we are passionate about helping

teachers. we know it is really tricky — teachers. we know it is really tricky and _ teachers. we know it is really tricky and we just want to take some of the _ tricky and we just want to take some of the legwork out of it. to give them _ of the legwork out of it. to give them a — of the legwork out of it. to give them a resource that they can play and help— them a resource that they can play and help young people to navigate the area _ and help young people to navigate the area of relationships and sex. the world — the area of relationships and sex. the world as it is. that is the key. thank you. dominique in east london, hello. ., ., ., ., | thank you. dominique in east london, hello-— i am i hello. hello. how old are you? i am 18. yours hello. hello. how old are you? i am 18- yours may _ hello. hello. how old are you? i am 18. yours may well _ hello. hello. how old are you? i am 18. yours may well be _ hello. hello. how old are you? i am 18. yours may well be the _ hello. hello. how old are you? i am 18. yours may well be the most - 18. yours may well be the most valuable opinion we have had so far. what would you like to say? i valuable opinion we have had so far. what would you like to say?- what would you like to say? i think sex education _ what would you like to say? i think sex education just _ what would you like to say? i think sex education just does _ what would you like to say? i think sex education just does need - sex education just does need modernising, i think that is specifically the word i want to use. because i think obviously, i have grown—up in education and have been through it very recently. so i can tell you from when i was in primary school, we got taught the basic stuff. periods, sex, protection. when we went to secondary school,

for me at least, it very much fizzled out and we lost sort of like learning about things. we learnt about protection and sex, but it felt like a repeat of primary school. and then when we get to secondary, people are starting to question their identity. i went to an all girls�* school as well and a lot of people when they beat trans or gay and because i had known about it when i was younger, i was like scared, almost. there was so much homophobia and transphobia in the school because of that and i do believe it is because it was not taught. so people were scared, they didn�*t understand. and ifeel like the simple fix and easy solution would just be to modernise it and recognise these people do exist regardless of whether people agree or not. and that would solve so many problems, in my opinion. yes. different children _ problems, in my opinion. yes. different children are - problems, in my opinion. yes. different children are different ages, it is incredibly complicated and challenging for teachers and

anyone who has to set out guidelines, isn't it?- anyone who has to set out guidelines, isn't it? yes, i do think it is— guidelines, isn't it? yes, i do think it is difficult, _ guidelines, isn't it? yes, i do think it is difficult, but - guidelines, isn't it? yes, i do think it is difficult, but i - guidelines, isn't it? yes, i do think it is difficult, but i think there is a way around it. also, people kind of pretend or act as if children are not able to take in information and it is too much for the mind of a child to understand. but i know when i was at school that evenif but i know when i was at school that even if we were not having those conversations in class, outside the classroom with our friend groups, we are having those conversations. you cannotjust pretend thatjust cannot just pretend that just because cannotjust pretend thatjust because you don�*t teach it in a classroom, it doesn�*t mean that conversation is not happening outside of it. i conversation is not happening outside of it.— conversation is not happening outside of it. ., ., outside of it. i am offering you on a little bit. _ outside of it. i am offering you on a little bit, but — outside of it. i am offering you on a little bit, but it _ outside of it. i am offering you on a little bit, but it is— outside of it. i am offering you on a little bit, but it is a _ outside of it. i am offering you on a little bit, but it is a brilliant - a little bit, but it is a brilliant call, as have they all been. —— hurrying you on. when the government say they want to clamp down on teaching gender identity as a fact, what do you think about that? i think it reminds me of section 28. genuinely, that scares me. i was not alive during that time so i thought that was in my past. then when i

hear people saying, oh, first of all calling it gender ideology does irritate me. i know this is not a personal view of mine, but it is real. it has been here for a long time, before section 28 and it will be here after section 28. and to say that it needs to be ignored basically is just like you are erasing an entire group of people, regardless of whether you believe in it or not, they exist, they are real and all you are doing is hurting people. you are hurting children as well because kids believe that about themselves. and you say you want to protect the children, but who are you protecting really, beside your own selfish interests? i you protecting really, beside your own selfish interests?— you protecting really, beside your own selfish interests? i don't know. thank ou own selfish interests? i don't know. thank you for— own selfish interests? i don't know. thank you for getting _ own selfish interests? i don't know. thank you for getting in _ own selfish interests? i don't know. thank you for getting in touch - own selfish interests? i don't know. thank you for getting in touch with l thank you for getting in touch with us. have a good day. leslie and warrington, good morning. hi, how are you? i am fine, i am engaged, which is always good. it is good we are hearing lots of different angles

and perspectives. we have a couple of minutes before we have to leave, what would you like to say? well. what would you like to say? well, “ust what would you like to say? well, just interesting, _ what would you like to say? well, just interesting, really. _ what would you like to say? well, just interesting, really. i - what would you like to say? well, just interesting, really. i am - what would you like to say? well, just interesting, really. i am on i what would you like to say? well, | just interesting, really. i am on my way into— just interesting, really. i am on my way into a — just interesting, really. i am on my way into a high school. i teach a behaviour— way into a high school. i teach a behaviour programme and i work across— behaviour programme and i work across the — behaviour programme and i work across the country delivering a well— being across the country delivering a well—being programme called well— being programme called strengthening well—being programme called strengthening mines. it isjust very interesting. i strengthening mines. it isjust very interesting. lam really strengthening mines. it isjust very interesting. i am really concerned at the _ interesting. i am really concerned at the moment about year seven and year eight _ at the moment about year seven and year eight and year nine pupils not receiving _ year eight and year nine pupils not receiving enough education about healthy— receiving enough education about healthy relationships. i am seeing a lot of— healthy relationships. i am seeing a lot of year— healthy relationships. i am seeing a lot of year nine pupils now engaging in sexual— lot of year nine pupils now engaging in sexual activity, unhealthy activity _ in sexual activity, unhealthy activity where we have boys pressuring girls into performing sexual— pressuring girls into performing sexual acts they are not comfortable with _ sexual acts they are not comfortable with and _ sexual acts they are not comfortable with. and vice versa. and i agree in terms _ with. and vice versa. and i agree in terms of— with. and vice versa. and i agree in terms of the — with. and vice versa. and i agree in terms of the primary education side of it with _ terms of the primary education side of it with education around body image _ of it with education around body image and puberty and all of those things. _ image and puberty and all of those things, but i think as soon as we -et things, but i think as soon as we get into— things, but i think as soon as we

get into secondary, it is so, so important _ get into secondary, it is so, so important now that we really invest some _ important now that we really invest some time — important now that we really invest some time in healthy relationships. what _ some time in healthy relationships. what does — some time in healthy relationships. what does a healthy relationship look like? and what is the need for these _ look like? and what is the need for these young people to be performing sex at _ these young people to be performing sex at such _ these young people to be performing sex at such a young age? because what — sex at such a young age? because what they— sex at such a young age? because what they are losing sight of very, very quickly is the purpose of a relationship. what i am seeing all the time — relationship. what i am seeing all the time is — relationship. what i am seeing all the time is the amount of control that is— the time is the amount of control that is taking place in these relationships with young people, it is affecting their schooling, it is affecting — is affecting their schooling, it is affecting their attendance, it is affecting their attendance, it is affecting their attendance, it is affecting their self esteem. i am seeing _ affecting their self esteem. i am seeing girls, the increase in self—harm as a result. i seeing girls, the increase in self-harm as a result.- seeing girls, the increase in self-harm as a result. i will get a bit more. — self-harm as a result. i will get a bit more. do _ self-harm as a result. i will get a bit more, do not _ self-harm as a result. i will get a bit more, do not go _ self-harm as a result. i will get a bit more, do not go anywhere. i self-harm as a result. i will get a l bit more, do not go anywhere. we have mps coming on to answer questions on the radio at ten o�*clock. we are leaving viewers on bbc news, so thank you for being here for the last half hour.

live from london. this is bbc news. protesters in georgia promise more demonstrations, after parliament passes a law barring what the government calls "foreign influence".

georgians are waking up to the first days since their country�*s lawmakers in the building behind me adopted this controversial law that people fear will stifle georgia�*s democracy. a huge manhunt continues in france to find an escaped prisoner, after two prison officers were killed when an armed gang ambushed their prison van. schools in england will be banned from teaching sex education to children under nine, under new government guidance. and coming up... ijust called to say i�*m ghanaian — stevie on the wonder of becoming a citizen of ghana. we start this hour in georgia. protesters there say they�*ll continue with demonstrations, after parliament passed a law

on tuesday barring what the government calls "foreign influence".