No Place for Bullying – tackling homophobia, biphobia and transphobia in educational settings

1. No Place for Bullying – tackling homophobia, biphobia and transphobia in educational settings Janet Palmer HMI, National Lead for PSHE education Queering ESOL: towards a cultural politics of LGBT issues in the ESOL classroom London Institute of Education 18 November 2013

2. Is it true that these days there is little or no homophobia or transphobia in schools and colleges and it is no longer a priority?

3. National priority and an Ofsted priority • ‘It’s utterly outrageous and medieval to think that to use the word gay as an insult is somehow acceptable’ • ‘The last thing you need to feel at school is any sense that the difficulties with which you’re wrestling or the path on which you wish to embark are in any way a legitimate subject for humour, ostracising or prejudice’ • Michael Gove, at a conference on equality in education in June 2013:

4. Stonewall’s school report – five years on • More than half of lesbian, gay and bisexual pupils have experienced direct bullying. • LGB pupils who are bullied are at a higher risk of suicide, self-harm and depression. • 40% have attempted or thought about taking their own life directly because of bullying and the same number say that they deliberately self-harm directly because of bullying.

5. Stonewall’s school report – five years on • The use of homophobic language is endemic. 99% of gay young people hear the phrases ‘that’s so gay’ or ‘you’re so gay’ in school. • 60% of LGB pupils who experience homophobic bullying say that teachers never intervene. • Only half of LGB pupils report that their schools say homophobic bullying is wrong, even fewer do in faith schools (37%). • One third of LGB students change their future educational plans because of bullying. • 60% say it impacts directly on their school work.

6. 2012 survey, ‘No place for bullying’ • Inspectors visited 65 schools: • Academies, selective and non-selective schools and faith schools, and schools of different sizes were all included. • Schools were in the north, midlands and south, including London. • They included rural, semi-rural, coastal and city schools.

7. The use of language • Students in all of the schools could give a range of examples of disparaging language that they heard in school. This was related to perceived ability or lack of ability, race, religion, sexuality, appearance or family circumstances, and in secondary schools, to sexual behaviour. • Homophobic language was frequently mentioned, particularly ‘gay’ used as an insult and ‘gay’ used to mean ‘rubbish’ . No place for bullying: homophobia and transphobia | 7

8. The use of language Students often indicated that responses from staff to derogatory language was inconsistent, for example: • ‘dinner ladies don’t do anything about it’ • ‘if Mr M hears you say ‘gay’ like that he’ll really, really tell you, but no-one else does really.’

9. The use of language • Few schools had a clear stance on the use of language or the boundaries between banter and behaviour that makes people feel threatened or hurt.

10. the best schools….. …. placed a strong emphasis on helping pupils to develop positive values, to understand difference and diversity, to understand the effects that bullying has on people, and to protect themselves from bullying. The curriculum specifically focused on different aspects of bullying, including homophobia …

11. the worse schools … … were nervous about highlighting issues of diversity because they saw them as potentially contentious. This led to them tackling issues only as they arose, rather than building them into the curriculum or the day-to-day life of the school.

12. Are some schools and colleges exempt from tackling homophobia and transphobia because they are free schools, academies or faith-based institutions?

13. Are some educational settings exempt from tackling prejudiced based bullying? • No Add presentation title to master slide | 13

14. The Public Sector Equality Duty (PSED) All publicly funded schools and educational bodies must: • eliminate discrimination • advance equality and foster good relations between LGBT pupils and their peers • publish information to demonstrate compliance with this aspect of the equality duty No place for bullying: homophobia and transphobia | 14

15. Faith Settings • 5th July 2013 – the Archbishop of Canterbury announced a campaign to eradicate homophobia in C of E schools. • The Catholic Church’s position on homosexuality is clearly expressed in its Catechism: ‘They (homosexuals) must be accepted with respect, compassion and sensitivity. Every sign of unjust discrimination in their regard should be avoided.’ No place for bullying: homophobia and transphobia | 15

16. Is it too difficult to talk to students, about homophobia, biphobia and transphobia?

17. Listening to the student voice • How do schools and colleges know how inclusive they really are? Ask the students! • Students will only raise issues with staff if they are confident they will be listened to, supported and not judged • How do schools and colleges ensure all students feel welcome and included?

18. Many young people will not report homophobic, biphobic or transphobic bullying because: • they are ashamed • they are neither LGB or T and do not want to be associated with these terms • they are yet to come to terms with their sexuality or gender identity • they are not ready ‘come out’ to their family and don’t want the school or college to force the issue • they are in fear of their life or liberty

19. If we don’t improve how schools prevent and tackle homophobia…..

20. A result of homophobia:

21. Helpful resources and organisations • Ofsted report – No Place for Bullying Ref 110179 • Ofsted PSHE website www.ofsted.gov.uk/inspection-reports/our-expert-knoeledge/personal-social-and-health-education-pshe (examples of good practice in LGBT inclusion in schools) • www.stonewall.org.uk/educationforall (School Report and LGB resources including videos and posters) • www.schools-out.org.uk (support materials for schools) • www.mermaidsuk.org.uk (support for transgendered children and their families) • www.gires.org.uk (gender identity research and education society)