1 Creating and sustaining a brighter future: Supporting lesbian, gay, bisexual and transgender students Sandra Irwin-Gowran Director of Education Policy

What we know about LGBT students? 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)

3 Who and how many? 5-7% of any given population are LGB On average at least one or two LGB students in every class

4 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

5 ‘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

‘Coming Out’ 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 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

8 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.

9 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

Staff Awareness 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

11 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 2 nd level (Gleeson & McCallion, 2008)

12 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)

13 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

Timeline of Events for LGBT Young People during Secondary School Years 14

Factors linked to self-harm 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 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 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: Higher self-esteem Higher happiness Higher life satisfaction

What helps? Social Sources of Resilience Supportive friends Accepting family Belonging to LGBT community group or organisation Positive school or work experiences Personal Sources of Resilience Forming a positive LGBT identity Good self-esteem Positive turning points Developing positive coping strategies 19

20 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

21 New Guidance for School Leaders Guidance Plan: Resources & Supports Key individuals Coming out Advising other staff Other policies

Guidance for formal & non- formal settings The Resource addresses: Policies Procedures Programmes Physical Environments 22

What can Guidance Counsellors do? 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? Do not assume everyone is heterosexual or that everyone’s parents and family members are heterosexual Acknowledge different sexual orientations – straight, gay, lesbian and bisexual Don’t define someone solely by their sexual orientation 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? 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: 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 26

Schools that are doing well 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

28 Resources

Upcoming RTE 1 two part series ‘Growing Up Gay’ (circa. 12 th April) LGBT Awareness week – To be piloted in 8 schoolswww.belongto.org 17 th May International Day Against Homophobia

30 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