Transcript Sample Title - Gay and Lesbian Equality Network

Creating and sustaining a brighter future:
Supporting lesbian, gay, bisexual and
transgender students
Sandra Irwin-Gowran
Director of Education Policy
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What we know about LGBT
students?
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Straight Talk: An Investigation of Attitudes and Experiences of Homophobic
Bullying in Second-Level Schools (Norman et al, 2006)
“An Exploratory Survey of the Experiences of Homophobic Bullying Among
Lesbian, Gay, Bisexual and Transgendered Young People in Ireland”
(Minton, et al 2008)
A Needs Analysis of the LGBT Population in Galway, Mayo & Roscommon
(Gleeson & McCallion, 2008)
Valuing Visibility: An Exploration of How Sexual Orientation Issues Arise and
Are Addressed in Post-Primary Schools: Summary Report (Lodge, et al
2008)
Supporting LGBT Lives: A Study of the Mental Health and Well-being of
Lesbian, Gay, Bisexual and Transgender People (Mayock, et al 2009)
Who and how many?
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5-7% of any given population are LGB
On average at least one or two LGB students in every class
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Who and how many?
5-7% of any given population are LGB
On average at least one or two LGB students in every class
Assume there are
LGBT people in
every class
grouping
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‘Coming Out’
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‘Coming Out’ is a term used to describe the process of realising
one’s LGBT identity and the decision to disclose this to others
such as family, friends and colleagues.
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‘Coming Out’ is a process, not an event
Stages: Discovery – Disclosure - Living Openly
Coming out is an important stage in the personal development
and growth of LGBT people
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‘Coming Out’
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The majority come out to a friend or other trusted individual prior
to family
The period prior to coming out to others is particularly stressful
because of fear of rejection and isolation
This fear of rejection is one of three common stresses
experienced by LGBT people: (negative school experiences;
experiences of harassment and victimisation)
Coming Out
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Discovery – most common age was 12 (average 14 years)
Disclosing – most common age was 17 (average 21 years)
On average a seven year period between discovery and
disclosure
This period coincided with school-going years and negotiation of
early adulthood – a time of critical social and emotional
development – and emerged as a time of particular vulnerability
School Experiences
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Over half had been called abusive names while at
school
40% had been verbally threatened
A quarter had been physically threatened by peers
A third heard their teachers and other staff members
make homophobic comments.
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Educational Impacts
20% missed school because they felt threatened or
were afraid of getting hurt at school
5% left school early because of homophobic bullying
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Staff Awareness
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Majority of teachers (79%) were aware of verbal
homophobic bullying
16% were aware of instances of physical bullying
90% of schools anti-bullying policies did not include any
reference to lesbian and gay related bullying.
Norman et al. 2006
Adult Education
Only 9% took part in adult education programmes
Of those that had not relevant to content of the courses
But prohibited them from fully engaging in social and
group dimension.
A few cases where didn’t complete due to unchallenged
homophobic comments
Significant number spoke of negative experiences of
being an LGBT person at 2nd level
(Gleeson & McCallion, 2008)
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Adult Education
The low take-up of adult education services by
LGBT population indicates the need for initiatives to
encourage LGBT people to engage in adult learning
(Gleeson & McCallion, 2008)
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Risks to Mental Health
27% had self-harmed and 85% of these more than once
40% of females and 20% of males had self-harmed
18% had attempted suicide
24% of females and 15% of males attempted suicide at least once
Over a third of under 25s had thought seriously about suicide in past
year
Over 50% of those who had self-harmed had sought no form of help
(in/formal)
A significant sub-group of LGBT young people are at risk of suicidality
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Timeline of Events for LGBT Young People during Secondary
School Years
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Factors linked to self-harm
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Verbally or physically threatened or physically hurt
Alone and socially isolated particularly at school
Fear of rejection or non-acceptance by significant others (family
and friends) when considering coming out
Experiencing a lack of support and acceptance from family and
parents in particular after coming out
Experiences linked to cessation
of self-harm
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Positive turnabout or life event, such as transition out of
school
LGBT people’s own positive efforts to manage their
psychological distress in a more affirming way
Factors linked to Suicidality
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Younger age
Victimisation experiences
Fear of rejection (or actual rejection) by family and
friends
Homophobic bullying in school
Higher alcohol consumption
LGBT Suicidality
Those with no history of suicidality:
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Higher self-esteem
Higher happiness
Higher life satisfaction
What helps?
Social Sources of Resilience
Personal Sources of Resilience
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Supportive friends
Accepting family
Belonging to LGBT community group
or organisation
Positive school or work experiences
Forming a positive LGBT identity
Good self-esteem
Positive turning points
Developing positive coping
strategies
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Well-being
Given adequate support most LGBT people develop resilience
to the stress caused by stigmatisation, harassment and
discrimination, and live happy and satisfying lives
Support of family (esp. parents) and friends as well as positive
experiences in communities, schools or workplaces are critical
for LGBT people’s well-being and mental health
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New Guidance for School
Leaders
Guidance Plan:
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Resources & Supports
Key individuals
Coming out
Advising other staff
Other policies
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Guidance for formal & nonformal settings
The Resource addresses:
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Policies
Procedures
Programmes
Physical Environments
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What can Guidance Counsellors
do?
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Broaden your knowledge/understanding base e.g. DES
Guidance
Demonstrate openness to LGBT issues e.g. posters, stickers
Show acceptance and open-mindedness
Provide unbiased and sensitive support
Take the student and his/her issues seriously
Provide constructive and meaningful support e.g. information
What can Guidance Counsellors
do?
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Do not assume everyone is heterosexual or that everyone’s parents
and family members are heterosexual
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Acknowledge different sexual orientations – straight, gay, lesbian and
bisexual
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Don’t define someone solely by their sexual orientation
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Most LGB people prefer to be referred to as lesbian, gay or bisexual
- therefore avoid referring to someone as homosexual
Challenge homophobic comments, beliefs and behaviours
What is not helpful?
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Presumption of heterosexuality
Lack of understanding of LGBT issues
Stereotyping, stigmatising, pathologising, denigrating
Minimising importance of LGBT concerns; not empathising
A lack of willingness or ability on the part of the practitioner to engage
with or respond to LGBT people’s specific concerns or needs
Trying to change the young person
In the Counselling situation
Relevant information relating to:
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Messages received about homo- or bisexuality
Sexual identity (sexuality; gender role)
Level of acceptance of LGB feelings
Social network (including other LGB people)
Experience of discrimination and/or victimisation
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Schools that are doing well
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Recognise seriousness of homophobic bullying and its impacts
Proactively address homophobic bullying/harassment as a
means of promoting a culture of respect for everyone
Strong and positive leadership – good support to staff
Use existing skills and resources – additional if required
Build a small team
Provide positive visual images and messages
Resources
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Upcoming
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RTE 1 two part series ‘Growing Up Gay’ (circa. 12th April)
LGBT Awareness week www.belongto.org – To be piloted in 8
schools
17th May International Day Against Homophobia
www.idahomophobia.org
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Supports
Policy, Planning & Implementation
Support and Advocacy for Young
People & Training. Groups:
Dublin, Galway, Cork, Tipperary,
Waterford, Donegal, Dundalk &
Limerick
Transgender Support
Support for Parents of LGBT
people
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www.glen.ie
www.belongto.org
www.teni.ie
www.lovingouroutkids.org
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