Classroom Safety for Student Sex Workers: A Case Study at the University of Greenwich

Abstract

Student sex workers face compounded stigma that can challenge their ability to participate fully in academic environments (Simpson and Smith, 2021). This case study explores classroom safety for student sex workers at the University of Greenwich, focusing on seminars that address sex work-related topics. Using participant observation and role-play activities, the study examines how power dynamics, stigma and inclusivity emerge in four seminars. The findings highlight the persistence of institutional biases and societal prejudices despite efforts to foster supportive spaces within higher education learning environments. Recommendations include educator training, curriculum design informed by intersectionality and institutional collaborations with sex worker-led organisations to address these systemic issues.