VALUES EDUCATION

The so-called “harm reduction” approach to drugs education is counter-productive. Young people should not see decisions with regard to illegal drugs as mere personal risk assessment. The impact on family, employers, neighbours and state funded services take such decisions out of the realm of personal preference and firmly into the arena of moral responsibility. Conspiratorial “we’re here to help you stay safe when using drugs” style presentations should be banished from schools. Parental concern and the well-being of wider society should take precedence over the irresponsible amoral liberalism that currently underpins drugs education.

As well as information about alcohol, pupils should hear the case that drunkenness is inherently irresponsible and should not be socially acceptable, and the case for teetotalism. Having heard these points of view, they will be better able to form their own opinion.

The “harm reduction” approach to sex education is also harmful. Evidence-based sex and relationships education that includes the presentation of moral perspectives should be implemented instead. Young people need to be aware of the statistical correlations between multiple sexual partners, relational stability, marriage, cohabitation, various sexual practices, sex at a young age, and sexually transmitted diseases. The moral arguments and emotional consequences relating to abortion should also be discussed.

We oppose the Time for Inclusive Education programme that mandates the indoctrination of school children into a radical ideology of sexuality. Civility and tolerance should be shown to all, and bullying in school and criminal activity targeting LGBT people should be dealt with vigorously. However, promoting a certain philosophy of sex and relationships and denying alternative views is not necessary to combat bullying. From high schools onward, open discussion should be facilitated about the correlations between homosexual relationships and physical and mental health problems, and relational instability. Young people should be aware of these facts, to help them make informed decisions. Young people should be made aware of arguments from different perspectives.

The philosophy of gender and sexuality fluidity is dangerous to young people, leading to confusion and unhelpful experimentation. Parents should have a strong voice in determining how these issues are approached in schools. Indoctrination into the now fashionable philosophy of gender is not appropriate, and will lead more children down a difficult road that could seriously undermine their well-being for the rest of their lives.

The dangers of indebtedness should be elucidated clearly to school pupils. The assumption that personal consumer debt is routine and unavoidable should be challenged.