Subtheme 1: Puberty Education

The desired method of puberty education, specifically meaning teaching related to women‘s experiences of puberty, varied hugely across participants. Indeed, this topic created the largest divide and levels of disagreement amongst the focus group members. Whilst several participants felt that girls should be offered separate tuition, others insisted that this was wrong and counterproductive. The two arguments developed as follows.

4.5.1.1 In Favour of Separate Puberty Lessons

Three particular participants emerged with arguments in favour of separating the sexes, at least initially, whilst learning about puberty. The main arguments appeared to be centred on embarrassment and vulnerability. Sam suggested that learning was difficult during joint lessons and that boys give you ‗funky looks’ (Sam, line 378). She additionally said:

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‘Definitely um it’s quite hard in a PSHE to not start laughing your head off cause you’re feeling embarrassed’ (Sam, lines 365-6)

Laura additionally argued that gender separation may be beneficial in order to avoid the awkwardness that may arise during these situations. However, they did express that it continued to be important to learn about both sexes:

‘And I also think though, they should at least separate them whilst they teach, they can still teach that subject but not with them together. Cause then when you look over it’s like...’(Laura, lines 375-77)

Of course, it may not be coincidental that these views represent the youngest members of the group. During the sessions, the link teacher (LT) explicitly addressed this in saying that feeling more comfortable with joint puberty lessons ‗comes with age’ (LT, line 695). However, it is also pertinent to note that with a male majority population often there will be only a single female in any given class. This may increase the feelings of vulnerability and embarrassment at being the only example of female development. Indeed, one of the oldest participants also made the following contribution:

‘I must say that at a very young age when we do learn about our own bodies and who we are let’s say, call it sex, well it’s quite awkward for y’know having another person there with different parts who might make us feel quite vulnerable if we’re already exploring ourselves.’

(Amber, lines 396-9)

Those participants in favour of separate puberty lessons also provided a possible alternative, in the girls being given the option of leaving: ‘...there

could be like an option, so the girls get asked do you wanna go out?’ (Laura,

line 417). However, another participant noted that pupils are permitted to leave class at any point when they are feeling uncomfortable:

‘Those classes anyway you are always told that if you feel awkward you’re allowed to leave at literally any moment, so I feel like it would be unnecessary to split them up because you have a choice there anyway.’ (Kara, lines 420-3)

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Thus some participants continued to argue for entirely separate lessons, for instance with the following set up:

‘I think if they separate people to start off with, girls learn about the girls and boys learn about the boys and then like mix it up. So like, boys learn about girls and vice versa. And then I think, then they could like mix them into a class so there’s different stages.’ (Sam, lines 388-

91)

4.5.1.2. Against Separate Puberty Lessons

On the opposing side, several participants argued strongly against the notion of ‗gender segregation‘. Their argument suggested that learning together was necessary to ensure that girls can become comfortable and confident in having to discuss feminine matters with the other sex. For example, Kara argued the following:

‘...when everyone’s together it’s ok but when you split them up it makes you feel like they need to be split up because it’s inappropriate to discuss with the opposite gender, which then causes all kinds of problems like not being able to talk to people.’ (Kara, lines 400-3)

Another participant agreed, suggesting that a time delay would not help people become more prepared, but may in fact slow down any progress in feeling more comfortable:

‘It creates issues further on, because if you can’t talk about it in a group of guys then you’re not going to be able to do it in 3 years.’

(Sarah, lines 595-6)

Additionally, one participant argued that it was unnecessary and sets a dangerous precedent in terms of gender segregation:

‘It’s not necessarily important to split them up and have them not know cause that’s what causes, oh you’re a girl, oh you’re a boy. You know? Gender segregation, not good.’ (Sarah, lines 424-6)

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The same person also argued that separation of the genders would cause them to feel deeply uncomfortable as this would mean separation from their closest friends:

I don’t like the separating idea. I’m totally, really friends with guys and having a, you’re separated, absolutely horrible. (Sarah, lines384-5)

It is perhaps important to note that those against the notion of gender separation were the same participants who explained that many of their friends were male. As in the quote above, having an established friendship with those you are learning with most likely supports in feeling more secure during any puberty based discussions.