So called Conversion Therapy – what is it and what do we need to be aware of?

So-called Conversion Therapy – what is it and what do we need to be aware of?

In recent years those in the children’s workforce have increased their knowledge and improved their safeguarding practice about the specific vulnerabilities of some groups of children. Work to eradicate child on child abuse has grown from more basic anti-bullying messages to being central to many settings’ safeguarding ethos. Equally work around extra-familial harms has become more prevalent. However, for one group of young people in particular, the same work to eradicate wider abuse in society hasn’t been as prominent.

For young people who identify as LGBTQIA+, despite our positive work in our settings, in society there is currently still a legal practice which causes emotional and sometimes physical harm to children. That is the practice of so-called “conversion therapy”.

What is it? 

“Conversion therapy” is commonly practiced and it aims to change, ‘cure’ or suppress a person’s sexual orientation or gender identity. Essentially someone is told that they do not fit into the society they live in by being their true self and must change. It can be called “reparative therapy” or “gay cure therapy” but many campaign groups, including MIND, are clear that it is not appropriate to use the word therapy at all as the practice is not therapeutic and indeed is harmful.  

It exists on a continuum, at the one end it is perhaps subtle meetings which might be named a “support group” for those who identify as LGBTQIA+, where the conversation is then turned to how being actively gay is a sin. It can be seen as counselling or prayer or just advice on how not to act on sexual thoughts. On the other end of the continuum it can involve physical violence, sexual violence or types of faith abuse such as exorcisms and food deprivation. No matter how it presents, it is abusive as it tells someone they are wrong, simply because they do not follow the majority in society.

This is emotionally very isolating and leads to mental health concerns and can lead to someone harming themselves, plus the fear of being harmed by others in some situations. Survivors have reported an increase in levels of depression, panic disorders, anxiety, suicidal ideation, increased suicide attempts, increased substance misuse and increased self-harm. Whilst it is abuse that may be practiced by any group in society, the majority of recorded cases are linked to a religious group. This covers many religions and the use of certain religious writings, often taken as a sentence out of context, are used to justify the acts.

Religious pressure is particularly difficult for a child to go against, as a child with a strong religious belief will have grown up with religious places of worship being seen as places of safety, and religious leaders being held in the highest of regard as trusted adults. The religious community is often involved – for example the laying of hands in prayer on a teen who has spoken out about having feelings for someone of the same sex is commonplace. 

Another complication is that some young people, not wishing to go against their belief and traditions they hold dear, may enter into this “therapy” voluntarily, believing it will work. For years they may be subjected to this subtle form of abuse, of being told they are not good enough as they are and being told that the God who created them thinks they are a sinner. 

So what can we do about it in our settings? 

The first thing we should do is to talk about it – as a form of homophobic abuse. Not accepting someone for who they are and leading them or forcing them to be subject to a process to aim to “cure” something that is not wrong is abuse. Put it in the curriculum. For older students, talk about the whole issue by name and give examples. For younger students build on work in the NSPCC Pants resource by talking about how not only are our bodies private and perfect as they are without anyone else forcing change on us, so are our feelings, our likes and dislikes.

People can disagree with your thoughts, but they shouldn’t force you to change. Empower young people to say no, to assess their own actions. For some young people it is pressure to conform that leads them into taking part in this “therapy”, so talk of peer pressure in its widest sense. We wouldn’t accept such pressure in a school environment, seeing it as child on child abuse – so why would a child, or a professional, accept it because the pressure to conform comes from adults in society, particularly from religious or social groups?   

Also – train your staff – so they understand why this is a type of emotional and possibly physical or sexual abuse. What language might they listen out for?  What conversations might they have with students? Remind them of their safeguarding obligations – safeguarding is everyone’s responsibility and that is an active responsibility which doesn’t wane when a religion is involved for example. 

What is happening nationally about this issue? 

Currently this is still a legal practice, despite the previous government having announced measures that would have banned some, but not all, types of this abuse. However, the King’s Speech in July 2024 outlined the vision of the incoming Labour Government, which has stated that it wants to ban what it calls “abusive” practices intended to change people’s sexual orientation or their gender identity.

This is great safeguarding news as previous plans had not covered those considering transitioning for example, and there was previous lack of clarity where someone had consented to the practice (although it is hard to see how this would be informed consent with the group pressure applied in any case).   

So we are currently waiting for the draft Conversion Practices Bill to be published, which will ban practices aimed at changing or suppressing someone’s gender identity or sexual orientation in England and Wales if it is then eventually passed by Parliament and given Royal Assent. 

Previous concerns have been that such a bill would make it difficult for those in the medical profession or educational professionals to continue to support those exploring their sexual orientation or gender identity, but it was made clear this would not be prevented. Again this is great news for pastoral and safeguarding leaders in schools. 

If this short blog has resonated with you and made you think about your Safeguarding in the Curriculum provision or you want any other safeguarding support, don’t hesitate to contact us at safeguarding@servicesforeducation.co.uk or look at our comprehensive offer via our website www.servicesforeducation.co.uk/safeguarding/ 

About the Author

Jo PerrinJo Perrin - Interim School Support Lead,  Adviser, Services For Education

Jo Perrin is a seasoned Education Adviser with a strong background in safeguarding. She has held key roles as a Designated Safeguarding Lead and pastoral lead in the education sector. Facilitating training to enhance the knowledge and skills of professionals working directly with children and young people is her passion.

With a wealth of experience in teaching PSHE and expertise in childhood trauma from her time as a foster carer, Jo is dedicated to supporting organisations that work with children and vulnerable adults on safeguarding issues. She is actively involved in professional safeguarding groups in the West Midlands and is currently collaborating on a research project with colleagues from the University of Birmingham and the NHS focusing on FGM awareness within communities. Jo’s has worked as a West Midlands' Adviser for national PSHE resources, presented at the Sex Education Forum National Members' Event and authored an advertorial for PSM magazine and an article for SEND magazine.

Jo's expertise extends to training on topics such as Safer Recruitment and Mental Health at Work. She is also a facilitator for the nationally recognised NPQSL qualification, supporting senior leaders in education. Her contributions to publications and development of resources for RSE provision have been well-received by schools nationally and internationally.

With her extensive experience and dedication to professional development, Jo Perrin is a highly respected figure in the field of education. Her guidance on safeguarding, mental health awareness, personal development, and relationships education is highly valued within the industry.

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