The pressures of compulsory heterosexuality are within the primary school as a key cultural area for identities. Boys and girls want to be ‘normal’ (Renold). Teachers have no desire to promote any kind of sexuality, or family structure, over another (Chitty, 2000). Parents certainly would not want their young children to be taught or engage in “non-traditional” role play to make sense of them so that they would grow up with warm feelings about trans-gendered people. If a child is ‘different’ the school system is not the place to exhibit the misfortune. Bullying is not necessarily the consequence of a sexual role. Children tend to prey on others who have learning disabilities, impairments, or any different feature other than their own. A school’s disciplinary practice is responsible for the overall breakdown of the continued harassment of a child (King, 2003).In conclusion, to support Section 28, as well as the findings of heterosexuality being encouraged in primary schools, Epstein would be the researcher to further investigate the support of exemplifying heterosexuality and properly teaching it. Her concerns delve into deeper roots of the growth of sexuality and how it is developed. The promotion of characteristics above and beyond the norm of sexuality and its common role are an encouragement to cause yet deeper complex social threats such as HIV/AIDS. Society accepts male roles as manly. Female roles are to be feminine. However, they should be carried out by the sex of the portrayer. It can be reasoned that pressure of compulsory heterosexuality in children may indeed be exposed but is encouraged within the school system through customary examples (Epstein).