Transcript Sample Title - Gay and Lesbian Equality Network

Supporting lesbian, gay, bisexual
and transgender students in postprimary schools
Sandra Irwin-Gowran
Director of Education Policy
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What we know about LGBT
students in Irish schools?
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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)
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)
The Supporting LGBT Lives
Study
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Most significant and comprehensive study
Special emphasis on young people
Over 1,100 participants
Funded by HSE’s NOSP
Conducted by Trinity College Dublin and University College
Dublin
Key findings presented by BeLonG To and GLEN
Who and how many?
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
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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
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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’
‘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.
‘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
The majority come out to a friend or other trusted individual prior
to family
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‘Coming Out’
The period prior to coming out to others is particularly stressful
because of fear of rejection and isolation
The fear of rejection prior to coming out 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 12 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
‘Coming Out’
“Coming Out is probably one of the most extreme and difficult
things you can do. Before you come out you have to deal with it
all yourself and it took me six years to. And I couldn’t be myself
for those six years and it is, again, it’s called in the closet
because you are in the closet. No one can see you; they see this
door because no one’s ever opened up the closet to look inside”
(Gay, Male, 17)
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School Experiences
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 Concerns
“I’m concerned about it. In our school there have been instances
of graffiti being written on the walls saying ‘x is gay’. This kind of
thing can be as a way of ‘outing’ someone as gay or as a way of
putting them down. Either way the gay word is being used in a
bad way. The school management are very concerned about the
impact this kind of homophobia is having on gay students and
staff” (AP/Guidance Counsellor)
Lodge et al. 2008
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Staff Concerns
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“When homophobic language or bullying is not addressed I feel
our school, however unwittingly, is giving its approval of
homophobia. We are saying it’s okay to put someone down by
calling them gay and meaning it in a pejorative sense. We are
saying its okay to bully gay and lesbian students. We are saying
homophobia is okay. This has to change but I don’t know how
we go about making this change”. (Deputy Principal)
Lodge et al. 2008
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Staff Concerns
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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
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 (85% related it to being LGBT)
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
EXPERIENCES LINKED WITH N0 HISTORY OF
SUICIDALITY:
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Higher self-esteem
Higher happiness
Higher life satisfaction
What Helps? Social Sources of
Resilience
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Supportive friends
Accepting family
Belonging to LGBT community group or organisation
Positive school or work experiences
What helps? Personal Sources of
Resilience
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Forming a positive LGBT identity
Good self-esteem
Positive turning points
Developing positive coping strategies
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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LGBT Staff Members
Negative workplace experience
Current
Ever
Job
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14.7
3.2
Physically threatened by colleagues
6.7
1.3
Called hurtful names by colleagues
26.8
8.9
9.3
1.9
Verbally threatened by colleagues
Missed work to avoid any of the
above
Being Out in the Workplace
LGB teachers
“I think people don’t realise, they think your private life is
your private life, and that nobody shares their private life
really at work, and they really don’t realise how much
they do share” (Sheila, PP, denominational)
“…I think there would be very few schools that would
take on a headmaster who isn’t married….I think you
know if I was going for an interview and if the Board
knew that I was gay that would be a hurdle to get over.
(Tom, PP, denominational)
Gowran, 2004
LGB Teachers
“…because of the Employment Equality Act you’ve got no
protection against the principal using this [sexual
orientation] against you…. … (Paul, Primary,
denominational)
Gowran, 2004
What can schools do?
1.Develop Policy
2.Plan Ahead
3.Improve the
Classroom
4.Build Staff Capacity
5.Implement Policy
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Challenges for Schools
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Understanding the issues
Professional capacity
Dealing with concerns of parents
Clarity related to school ethos
Leadership from BoMs and Trustees
Lodge et al, 2008
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
What can School Chaplains 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 School Chaplains 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
Resources
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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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What young people say about what
teachers should do…
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Be sensitive to young people's feelings.
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They shouldn't make jokes.
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They should take young gay people seriously.
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They should have an open mind.
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They should not suggest that 'it's just a phase'!! Care should be taken with regard to religious
issues - religion can be used to promote bigotry and to excuse discrimination.
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'Gay-ness' should be shown in a positive light and not always as a problem.
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Sex education should include homosexuality at all levels.
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They need to be aware that gay slagging is the most common put-down among young people.
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Not pretend they don't hear these slags and instead they need to support young LGBT.
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'Coming - Out' is difficult and brave and should be treated as such.