The JDD. You stated on Europe 1 on November 19 that the sexuality education program currently being developed made no reference to gender theory. The version recently consulted by the JDD, however, contains numerous allusions to this notion…
Anne Genetet. The program was already built when I arrived. I read it in detail and made my comments, which led to modifications. In accordance with the Education Code, this program integrates education in emotional, relational and sexual life, adapted to each age. From middle school, he addresses relationships with himself, others and society, including respect, consent and understanding of the notions of girl and boy. For the youngest, the emphasis is placed on emotional and relational life. With age, the themes broaden to include issues such as the prevention of sexually transmitted diseases. Relationship education also aims to combat the worrying consumption of pornographic images among young people.
Will any changes be made between now and December 5, the date of presentation of this program to the Higher Council of Education?
The CSE will be held in December. We have already consulted the trade union organizations who gave us an advisory opinion. We will continue the consultations. This process is deliberately long to allow for in-depth debate, in order to achieve the objective: offering young people the tools to understand social relationships, fight against violence against women and raise awareness of sexuality. For example, the question of the appropriate age for discussing subjects such as contraception remains up for debate, particularly in light of increasingly earlier puberty.
Will early childhood specialists also be consulted?
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Yes, psychologists, pediatricians and child psychiatrists were consulted. I personally ensured that the concepts were introduced appropriately, taking into account the children's comprehension abilities.
What place does this future program reserve for parents, recognized by the Civil Code as the first educators of their children?
The vast majority of parents, whatever their background, do not discuss these subjects with their children. As a doctor, I have often found that many young people completely lack information. In this context, the school must play an essential role. The program will be available on Éduscol, allowing parents to access it. It is also important to provide spaces for dialogue. I want content adapted to each age to be accessible directly in schools, allowing students to find answers to their questions at any time.
A recent investigation by the Family Union, noted by a bailiff, exposed inappropriate sex education content in school textbooks and sites approved by National Education. Will you take steps to remove this content?
I am not aware of this content and will find out.
The author of the death threats made against the principal of the Maurice Ravel high school was sentenced to a fine of 600 euros and a citizenship course. On Europe 1, you judged that it was “a blow to national education”. Are you considering requesting legislative reform to toughen penalties in cases of verbal violence or threats against educational staff?
I would first like to express my support for the principal and the entire educational community. Judges must understand that their decisions send an important message to society. Our teachers and school leaders deserve the support of the entire nation. However, I would like to remind you that the prosecutor had initially requested a harsher sentence of one year in prison and appealed the decision. Let the appeal take its course.
What concrete measures will you put in place to protect school heads and teachers faced with such threats?
First, in the event of a threat, aggression or attack, I encourage them to talk about it. From now on, they benefit from systematic functional protection which guarantees them legal and material assistance and, whenever necessary, they can benefit from police protection. Mobile teams can intervene to guarantee the security and protection of educational establishments. Furthermore, a teacher challenged in his teaching of secularism can call on a trained academic advisor to advise him, support him and, if necessary, attend his classes to support him in his missions.
What concrete measures will you put in place to help restore authority at school?
The authority of educational staff is a key issue affecting all establishments, including primary schools. My goal is to fully restore it. I am working with the educational community and researchers to propose a suitable action plan. This project also includes a reflection on school offenses: their definition, appropriate sanctions, and monitoring of students in the event of permanent exclusion, in order to avoid their marginalization.
The authority of educational staff is a key issue affecting all establishments, including primary schools. My goal is to fully restore it
Are you considering sanctions for “resigned parents” ?
Indeed, protests sometimes come from parents, and it is crucial to make them responsible, although it is complex. Let's take the example of the use of mobile phones: if the law prohibits the use of mobile phones at school during lessons and playtime, this approach must be supported by a clear message to parents so that they supervise this practice at home and contribute to respecting the law within school grounds. The school needs the involvement of all parents.
Where are we with this ban?
Some establishments apply it, but others struggle. To remedy this, it is essential to allocate more supervisors to remind people of the rules and impose sanctions if necessary. My instructions to school leaders are clear: do everything possible to ensure compliance with the ban on cell phones, already established in law since 2018.
How do you actually plan to secure educational establishments? Do you have the financial means?
An educational establishment must reconcile openness to the world and protection against intrusions. Some encounter very serious problems, such as rifle shots reported on their facades [le collège Malarmé à Marseille, NDLR]. To remedy this, 150 senior education advisor positions and 600 education assistant positions will be created in 2025. Last year, 500 establishments were identified as priorities. To date, 400 have been equipped with cameras, gates and anti-intrusion alarms. Thanks to a budget of more than 4 million euros, in collaboration with local authorities, I will secure an additional 600 in 2025, bringing the total of secure establishments to 1,000.
An educational establishment must reconcile openness to the world and protection against intrusions
The notion of secularism goes down badly with certain students and their parents. How do you plan to get out of this dialogue of the deaf?
Not all students question secularism. But it is true that some teachers, including in less expected disciplines such as mathematics or sport, feel the need for reinforced training and tools in the face of growing protests. We have set up a mandatory five-year training program, secularism referents in each academy, and dedicated trainers. I would also like this training to continue after this five-year cycle and to be offered in initial teacher training.
A 2023 Ifop survey reveals that this notion is also poorly perceived by some young teachers…
Schools must develop critical thinking and the art of debate, including among teachers, who are sometimes confronted with the Anglo-Saxon model, very different from our secularism. It is essential to offer them spaces to exchange ideas and obtain answers to their questions. Secularism representatives, true supporters, must be at their side.
Does the defense of secularism necessarily involve the caricature of religions?
It is important to distinguish two aspects. On the one hand, the issues of secularism, for which various educational tools can be used, including caricatures, without obligation. On the other hand, freedom of expression, which must also be taught and explained. In France, within the framework of our secularism, criticizing a religion is not a crime, and blasphemy is not condemned by law. It is crucial to make students understand this, because giving in on these principles would amount to letting obscurantism triumph.
What do you say to teachers' unions who believe that level groups are not very effective, stigmatize students in difficulty and require large resources?
Needs groups were set up at the start of the 6th and 5th grades. The evaluation of the organizations retained by the establishments will allow us to measure their effects. The first returns are promising. 30% of students at the end of secondary school do not master the fundamentals, there is an urgent need to intervene. Teachers adapt these groups according to their needs and observe better individual monitoring, and students benefit from increased attention. The objective is twofold: to support all students and to raise the general level. An evaluation mission for groups in 6th and 5th grade is underway; first results in March and reports in June are expected.
What measures will you take if the Council of State cancels the decree relating to needs groups?
The establishment of these groups requires an appropriate legal framework. If it was confirmed that the decree used was not the right vehicle, a decree would be published very soon to implement the measures announced for the fourth and third grades.
The middle school certificate, now compulsory for entry into second year, raises questions: where will the non-admitted students go? Are the places in CAP sufficient?
First of all, I would like to remind you that this measure aims to raise the level of all our students and I want to remind you of some figures: 120,000 students did not obtain their certificate last year. Instead, they will be able to choose a suitable path, for example in CAP, or join a second prep class, experienced in each department, with reduced numbers. These classes allow you to pass high school in four years rather than failing in three. The number of places in CAP will be adjusted according to the needs of students and sectors, in an evolving and concerted dynamic. CAPs, as professionalizing paths, are constantly adapted to the needs of different professional sectors. This work is done in collaboration with local authorities, regions, responsible for information on professions, and businesses, which express their needs.
