Promoting Tolerance Challenging Homophobia & Transphobia April 2015

Looking at… 1.Why this matters 2.Homophobia, transphobia and Ofsted 3.Promoting tolerance and challenging prejudice 4.Transgender 5.Some resources and strategies

What does it matter?

School Report LGB pupils who are bullied are at a higher risk of suicide, self-harm & depression. 23% have considered or attempted suicide; 56% self harm because of bullying. 3/5 LGB pupils who experience homophobic bullying say teachers don’t intervene. Only half of LGB pupils report their schools say homophobic bullying is wrong. 1/3 LGB pupils change their future educational plans because of it and 3/5 say it impacts directly on their school work.

Teachers’ Report 45% primary teachers say pupils have experienced homophobic bullying; 70% primary teachers hear pupils use phrases like ‘that’s so gay’; 8% primary teachers have received training; 39% primary teachers say they are confident they would have parental support in tackling homophobic bullying; 31% primary schools now have explicit policy statements about homophobic bullying. Source: The Teachers’ Report, 2014, Stonewall

Who experiences homophobic bullying?

What does it look like?

1.Young people grow up in different families. Over 19,000 brought up by same-sex parents % of the population is lesbian, gay or bisexual. It’s a reality in our world. 3.Some young people will begin to realise this at primary school. The atmosphere in primary school will help or hinder them come to terms with this 4.We flourish when we are free of fear & prejudice 5.And…it’s the law Five reasons

Homophobia, transphobia and Ofsted

During inspections Inspectors should explore with a range of staff, including teaching assistants, the training they have had about different aspects of bullying, including prejudice-based bullying; how confident they feel as result; how well supported they are by senior staff when they encounter bullying and how they promote an understanding of individual differences through the curriculum. In particular, inspectors should consider how pupils are taught about diversity in subjects such as personal, social and health education (PSHE) and citizenship. Where bullying is an issue and staff training and/or the curriculum is weak this should be reflected in the judgement on leadership and management.

Guidance for inspectors ask pupils about the types of language they hear around the school explore staff training on tackling different aspects of bullying consider how pupils are taught about diversity through the school’s programme for SMSC and in subjects such as PSHE education and citizenship Check incident logs/records

Inspectors triangulate evidence by: Listening to children Speaking with different staff Listening carefully around the school Reviewing incident logs Speaking with Community police officer Speaking with governors Reviewing policies and procedures (section 28 wording!) Reviewing the school website

Inspectors might ask secondary pupils whether… there is any homophobic bullying, anti-gay derogatory language or name calling in school or on social media sites if a gay pupil was ‘out’ in school, that pupil would feel safe they have learned about homophobic bullying and ways to stop it happening in school they learn in school about different types of families – whether anyone is, or would be, teased about having same- sex parents there is any homophobic bullying or derogatory language about staff (Secondary)

Questions to leaders might include Are you aware of any instances of homophobic or transphobic language in school: is it recorded? Do your equalities, anti-bullying and safeguarding policies address gender identity and sexuality? What training has been provided for staff in how to tackle homophobic and transphobic bullying and language? Has the school taken any action to ensure that provision meets the needs of LGBT pupils e.g. in sex and relationships education (SRE) and other aspects of PSHE including providing age-appropriate advice and guidance? Do displays around the school reflect the diversity of families and relationships?

Comments since Sep 2014 Pupils enjoy school and know that if they are upset, staff will help them. They know that bullying can take many forms and say that it is rare in school because staff sort it quickly. They know that it is wrong to call people names, like ‘gay’ for example, because, ’it is unkind and if you do there are consequences’. ‘Students say teachers will always react if they use derogatory language; for example the wrong use of the word ‘gay’ to describe something they do not like.’

Comments since Sep 2014 ‘Anti-bullying strategies are not high profile in the school and a few expressed a lack of confidence in the school’s systems to keep them free from harassment. There is considerable racial harmony in the school, but students’ awareness of some types bullying, such as the casual use of homophobic language is limited. ‘Students also understand the worth of different types of relationships and they are challenged if they use words like ‘gay’ in an inappropriate manner.’

Promoting tolerance and challenging prejudice

Homophobic language What is homophobic language? What have we heard in school? What should we do about it? Is this just harmless banter?

Homophobic language Words used that exclude, insult or put down gay and lesbian people… …even if it’s not directly aimed at them. ‘those shoes are just gay’ ‘you gay boy…’

Homophobic language Look at the article: Does language matter? Why is this serious? What feelings are involved? What action is appropriate?

Dealing with homophobic language Challenge it like you would a racist term It’s OK to explain words to pupils in an age- appropriate manner All staff should take a consistent approach to homophobic language Tell students why it’s wrong and how it can be hurtful Survey students to find out if homophobic language is an issue in school

Some possible responses We don’t insult people in this school…. Do you know what that means? You might not mean it like that’s … We’re all different – so don’t pick on one group of people It’s OK to explain words to pupils in an age-appropriate manner. Tell students why it’s wrong and how it can be hurtful

Good practice Have a system to record and tackle prejudice against staff. Survey pupils about homophobia and transphobia and then following up the survey to check things have improved. Refer to all types of bullying and derogatory language to governors.

Good practice Strengthen policies to include derogatory language, banter/jokes, homophobia, appearance-based teasing; gender teasing All staff to make clear that homophobia/ transphobia are wrong. Train all staff in how to recognise and tackle homophobia and transphobia.

Good practice Ensure compliance with equalities duties Check child protection and safeguarding training includes gender identity (staff and pupils) as well as sexuality. Develop curriculum to include references to all diversity including gender identity and LGB. Display positive messages and images of diversity and ensuring Make information available for LGBT pupils

Transgender

Facts and definitions Gender Identity: own sense of your gender Assigned identity: given at birth Acquired identity: taken on later Transition: process of changing to acquired gender identity (may involve medical, legal, social or combination) Gender reassignment surgery: physical/genital alteration (only a part of some people’s transition)

Transgender Trans Gender identity different from assigned Transgender Trans Gender identity different from assigned Transwoman (MTF) Intersex Person born with ambigous sex – visible or chromosome Intersex Person born with ambigous sex – visible or chromosome Transvestite Clothing or characteristics – temporary Transvestite Clothing or characteristics – temporary Transman (FTM) Nothing to do with sexual orientation

Health and Transgender 2012 survey of transgender people in England: 58% have a disability/chronic health condition 75% have feigned illness or played truant to avoid bullying and the majority leave school at 16 or become NEET 25% learners experience physical abuse 75% of trans young people have self-harmed; 84% have considered suicide and half have attempted suicide.

Being trans-friendly Train all staff Check policies, procedures, forms: inclusive of transgendered parents and children? Do behaviour, equality policies refer to transgender? Would an adult/transgendered child be safe? Policies in using birth v preferred names. Avoid gender stereotyping: boys=blue; girls=pink; boys v girls; making fun of ‘girly’. Include trans into behaviour policies and incident logs.

Tackling transphobic attitudes & behaviour Tackle language strongly - any use of such language, such as ‘trannie’, ‘acting like a girl’, ‘man up’ as a derogatory term, was recorded and followed up. Incidents were taken seriously and reported anonymously to protect the pupils. Develop the curriculum to meet the needs of Trans learners, review content, books, resources; ensure staff do not make assumptions about children’s families. Create a safe environment where children, adults and teachers feel safe in being ‘out’ or being themselves in the setting without fear of retribution.

Some resources and strategies

Resources and strategies

Stonewall secondary resources

Curriculum - transgender Clothing: - discuss ‘typical’ and gender-neutral clothing and challenge that it is not ok for genders to wear clothes perceived to the opposite gender e.g. skirt, kilt, sarong, kanga, Greek Mythology: Tiresias Roman emperor: Elagabalus World War 2 pilot: Roberta Cowell Norse Mythology: Alfhild The Hellsing: Alucard

Curriculum - transgender Hinduism: Mahabharata Art: Grayson Perry Citizenship: Jenny Bailey Facism: Valerie Arkall-Smith

Transgender – help and support Transkids: for teachers Mermaids: for parents Gender Identity Research and Education Society (GIRES) for teachers and professionals The angels for parents The Beaumont society for transpeople

Promoting Tolerance Challenging Homophobia & Transphobia March 2015