In this episode of Popular Podagogy, host Chris Carlton dives into the complex world of sex education with Dr. Jacob DesRochers, an expert in sex education. They explore how educators can thoughtfully address sexual health, identity, and religious diversity in classrooms. This conversation offers insights on how teachers can create safe, inclusive spaces for students to make sense of their experiences while bridging the gap between school curriculum and diverse home values.

• Let's Talk about Sex (and Faith): Teaching about sexuality and health across religious and political lines Jacob's 2019 article in EdCan

Jacob DesRochers (he/him), PhD is a researcher and educator focusing on the complex interplay between sexuality, gender, culture, and religion in education, particularly within K-12 settings. He is the Research Associate with the Queen’s-Weeneebayko Health Education Program in Queen’s Health Sciences, where his work supports community-grounded approaches to Indigenous health education and curriculum design. His doctoral research, supported by the Social Sciences and Humanities Research Council of Canada, examined how K-12 sexuality education curricula can intentionally engage religious diversity despite often seeking distance from religion. Jacob’s broader scholarship critically explores the political and moral panics shaping public debates and policies surrounding human rights protections, discrimination, and educational inclusion.

Jacob was the lead research assistant on Dr. Lee Airton’s project “Gender Expression” under Construction: How School Boards are Shaping Ontario’s Newest Human Rights Category (2018–2020) and later supported the launch of Gegi.ca, the first bilingual platform designed to help students and teachers in Ontario address discrimination based on gender identity and expression. Jacob collaborates with organizations, universities, and student groups to develop policies and educational initiatives that address gender and sexual violence prevention through trauma-informed and justice-oriented frameworks. He also serves on research ethics boards for Queen’s University and Canadian Blood Services. His scholarly commitments center on community-engaged research that interrogates how systems of power shape educational policy, practice, and everyday experience.