The representation of gender in England's sexuality education policy

Abstract A good representation of gender issues in sexuality education not only enriches the contents of sexuality education but makes it more effective. To unravel if and how gender is represented in England's policy on sexuality education, two important policy documents: Sex and Relationship Education (SRE) Guidance 2000 and Guidance for Relationships Education , Relationships and Sex Education (RSE) and Health Education 2019 were thematically analyzed. The results indicate that gender is presented as a characteristic to be respected, as a diverse reality to be included, as a social reality laced with stereotypes and needs. These representations indicate that England's policy on sexuality education is gender‐sensitive and seeks to be gender‐transformative. There are also indications that policy has evolved to include diverse gender understandings.