Education and Employment

Contents
1 Our Education Campaign
2 Schools and Nurseries
2.1 Is your son or daughter having problems at school?
2.2 Homophobic and transphobic bullying in school
3 Sixth Forms, FE and HE
3.1 Sixth Forms and Colleges of Further Education
3.2 Universities and Colleges of Higher Education
4 Employment
5 Resources for parents
6 Resources for teachers
6.1 Advice for teachers and governors
6.2 Teaching resources
7 References

Our Education Campaign

Our aim is for nurseries, schools, colleges and universities to be places where:

all young people learn about tolerance, diversity, fairness and friendship

all young people, including those who do not conform to gender stereotypes and LGBT young people, can feel welcome, included, safe and happy

lesbian, gay, bisexual, transgender and gender issues are presented, taught and discussed respectfully and positively at an age-appropriate level

all parents, including LGBT parents and straight parents of LGBT sons and daughters, can feel safe to discuss their children's needs

'It will never work to answer hate with hate. To educate children to embrace diversity will enable all of them to enjoy life and contribute towards a world with more justice, peace and humanity'
Archbishop Desmond Tutu

Young lesbian, gay, bisexual and transgender people need an education system that not only informs them about sexuality, but also acknowledges, respects and legitimises their identity.

Our sons and daughters belong to a vulnerable group and some of them are at risk. There is now evidence that LGBT young people are more likely to:

be bullied at school

take time off school

leave school at 16, despite having the qualifications to stay on

become involved in substance abuse

self-harm

experience mental health problems

consider or attempt suicide

Those most vulnerable are those young people who have gender identity issues.

Like all parents, we parents of LGBT young people recognise our obligations and responsibilities towards our children. We want them to be safe, we want them to make lasting friendships and we want them to learn and succeed.

However, helping them can be an uphill struggle without the information and support we need to help us make the right choices for our children

We need:

every school, sixth form college, college of FE and university to describe, in its prospectus, the work that it does to support LGBT students

every school, sixth form college, college of FE and university to publish its policy on homophobic and transphobic bullying.

Ofsted to report on the work that schools and sixth forms do to support LGBT students.

Stonewall (2006) The School Report: the experiences of young gay people in Britain's schools. London: Stonewall.

Department of Health (2007) Reducing Health Inequalities for Lesbian, Gay, Bisexual and Trans People (Briefing Paper 3: Young lesbian, gay and bisexual [LGB] people). London:Department of Health

To see our list of Rarely Asked Questions, click here.

Schools and Nurseries

Why include nurseries? Many young children have family members who are LGBT, and some will have parents who are same-sex couples. These children arrive at nursery with a better understanding of same-sex relationships than other children, and are likley to be using words like: 'lesbian' and 'gay'. Nurseries need to be developing polices and practices that are inclusive of all families. They also need to be continuing to develop their skills in including young people who exhibit unusual gender expression.

'It's time to teach young people that in diversity there is beauty and there is strength'.

Maya Angelou (1976)

Is your son or daughter having problems at school?

Schools are not always easy places for young people with gender identity or sexuality issues. Homophobic or transphobic bullying can be a problem, but even if young people are not bullied, they can still experience social difficulties or behaviour difficulties, and those who are isolated are more prone to being bullied. Many will have time off school. Schoolwork sometimes suffers, although some young people turn to their schoolwork as a form of escape and work almost obsessively.

'I knew I was gay from the age of 10. The only reason I knew I wasn’t the only one was graffiti in loos'

Rabbi Lionel Blue, The Guardian (2009)

Homophobic and transphobic bullying in school

Sometimes parents feel that their child may be being bullied at school, but their son or daughter will not talk about it. This is particularly true if the bullying is homophobic ot transphobic. Young people are sometimes very anxious to keep the reason for the bullying a secret and therefore cannot tell you about it.

Noticing a problem

Even if your son or daughter tells you nothing, it is important not to ignore important signs of trouble, such as changes in social life, not going out at all, avoiding certain places or trying to avoid going to school or other places where young people go, like youth clubs.

Look out for signs of stress, anxiety or depression such as persistent headaches, self-harming or difficulties with eating.

Taking action to find out more

Ask a range of indirect questions. Rather than asking: 'Are you being bullied?' you could try more casual questions, like: 'Who do you talk to these days?' 'Are things OK with your friends?' 'I've noticed you're not going out so much – is there a reason?' and so on. Some questions are hard to ask because you dread the answer, but keep trying – it may not be as bad as you think.

Ask the parents of your child's friends to check out if their sons or daughters know anything about what is going on.

Check for things like graffiti on schoolbooks and follow up on things getting 'lost' in case they are being stolen or 'borrowed'.

Finally, don't jump to the conclusion that the problem is caused by direct bullying unless your son or daughter tells you of specific incidents. The problem may be one of social isolation, or it may be that your son or daughter is deeply worried about something.

Deciding what you can do for your son or daughter

It is tempting to get angry if you think your son or daughter is being bullied, and the desire to 'do something' can be very strong. However, it is only too easy to make a situation worse and some calm reflection might help. If you become fixated on the idea that 'someone' should be punished, this won't necessarily help your son or daughter.

If your son or daughter's world has become less friendly, then it is important to make home a safe haven, not a place where you are angry, frightened and unpredictable.

Concentrate on reassuring your son or daughter that you love them. Enjoy family times. Focus on positive things – arrange family events or encourage your son or daughter to take up activities outside school.

Deciding when you might need to refer on to others

Persistent headaches, signs of depression or anxiety, any signs of self-harming or difficulties with eating should be referred to your GP.

If necessary, your GP may refer your son or daughter on to the Child and Adolescent Mental Health Service. You can also access this service through your child's school.

Deciding what to take up with the school

Once you have decided that you need to contact your child's school, then it is important to make a plan.

First of all, decide who you want to talk to. This is most likely to be Head of Year or a Senior Teacher if it is a secondary school.

List all the things you think the school should know; the things you have found out, the things your son or daughter has told you, and the things you'd like to find out from the school. You could put these in a letter and write in asking for an appointment. The advantage of doing this is that it gives the school time to find out more before you meet. Alternatively, you can arrange an appointment and take the list with you. You may also want to take another person with you to support you.

At the end of your meeting, it will be important to have decided:

What the school is going to do to keep your child safe, especially in the places where problems have occurred before (eg changing rooms, the playground, corridors, certain lessons).
What the school is going to do to help your child at the times of day when difficulties have arisen before (eg lunchtimes, travelling home).
Where isolation has been a problem, what the school is going to do to support your child in developing friendships. This is an important part of any young person's development, but it is also a part of helping your child to stay safe. Pupils who are isolated are more vulnerable to bullying.

We know that being the victim of homophobic bullying does not necessarily mean that a young person is lesbian or gay. Conversely, there are many young lesbians and gay young men who never experience homophobic bullying at school.

But we know as well that some of the young people who experience homophobic bullying are also going through the process of realising that they are different from others and may be trying to hide their worries and fears. See our section on: How Parents Can Help.

To see our list of Rarely Asked Questions, click here.

Is your son or daughter's school providing enough help?

Schools have a responsibility to ensure that all young people are protected from homophobic and transphobic bullying, but if you have a lesbian daughter, a gay son or a trans child then you will be expecting more of the school than simply keeping your child safe. Schools need to be helping you in supporting your child's developing identity and providing them with appropriate information.

If you know that your school-age son or daughter is lesbian or gay, then there are many issues to think about.

You may know of your child's sexuality, but the school does not. If you are concerned about your child's safety and well-being, you may want to think about whether to tell the school. There may be good reasons to tell a trusted senior member of staff or Head of Year in confidence. Many parents still worry that the secret will 'get out' or that school staff will not treat this information with respect. In this case, you might consider speaking in confidence to your son or daughter's headteacher. It is the headteacher who has the responsibility for ensuring that your son or daughter is safe in school and who has the status to make the necessary changes in school policy. You can always take someone with you if you don't feel very confident.

Some parents learn about their child's sexuality because he or she has come out at school or because there have been incidents of bullying. In this instance, your child's safety is paramount, and it will be important to discuss with the school what they are doing to keep your child safe. If you think your son or daughter may be more vulnerable to bullying because they are isolated, then make it clear that you expect the school to help your child with relationships.

So how can you check if a school is doing the right things to help your son or daughter? Sources of information could include:

The most recent Ofsted report on your child's school, which should provide information on the school's overall effectiveness in levels of care, guidance and support
The school website
The school prospectus
Speaking to a member of staff

To see our list of Rarely Asked Questions, click here.

Discussion with a member of staff in the school

These are some of the things you might ask about:

It is important to find out whether the school includes gender identity and sexuality issues in its PSHE programme and as part of sex education. This in itself should be a good thing, but much depends on how the issues are presented and how the reactions of other students are managed. A school which is taking its responsibilities seriously in this area will be covering issues of gender identity and sexuality in a positive way (not as a 'problem') in a number of subjects and taking opportunities to challenge gender stereotyping and homophobic views.
Ask if the school has provided training on gender identity and sexuality issues to its staff: that is, teaching and non-teaching staff.
Ask if the school has links with external agencies with expertise on LGBT issues, such as a local LGBT Youth Club. Some schools arrange regular visits from staff to talk to all the students about LGBT issues.

To see our list of Rarely Asked Questions, click here.

What can a parent do if the school isn't doing enough?

If you are not happy with the response you get when you speak to your child's school, there are a number of places you can try.

First of all there is the local authority. There may also be an adviser who takes the lead on supporting schools with their policies on homophobic and transphobic bullying. Talk to them about your concerns.

Another route for help is your local LGBT (Lesbian, Gay, Bisexual and Transgender) Youth Group, which not only offers support for young lesbians and gays, but may also offer services direct to schools.

You can also contact the Department of Education helpline (or, in the case of Sixth Forms or Colleges of Further Education, the Learning Skills Council) and ask for advice.

'The child ...shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood...'

UN Declaration of the Rights of the Child, Principle 10 (1959)

Sixth Forms, FE and HE

Sixth Forms and Colleges of Further Education

The support offered to LGBT young people in Further Education (FE) Colleges and Sixth Forms is extremely variable. Although there is guidance, there are no sanctions if the guidance is not followed.

LGBT people and their parents have no access to information that would support an LGBT student’s choice of Sixth Form or FE College. It is possible to ask questions, but if the young person does not want to be outed, it is not possible to make a personal approach.

Responsible 16+ education settings provide positive images of LGBT people through posters, events, invited speakers, Pride noticeboards, etc. Young LGBT people are often uncertain as to what they can aspire to and need to see LGBT role models in a range of careers: gay doctors, lesbian police officers, transgender lawyers, etc.

Colleges and Sixth Forms should be providing information in a confidential setting (perhaps on their website or in a Careers area) so that students can access information on:

LGBT helplines
LGBT counselling services
age-appropriate LGBT websites
local LGBT youth groups
sexual health advice and availability of free condoms
helplines and organisations to support parents

Whilst still at school/college, all young people (regardless of their assumed sexuality) need to be told about what will be available to them in the way of LGBT support groups at universities and colleges and how to access that support.

Universities and Colleges of Higher Education

Colleges and Universities have LGBT groups. These are usually run by students. The National Union of students has an LGBT campaign. See www.nus.org.uk.

There are a number of issues that need to be addressed in the HE (Higher Education) sector. Research conducted by Valentine and Wood (2009) has found that:

On the whole, HE institutions are a positive space in the lives of young LGB people where, for perhaps the first time, they can explore their sexual identities away from school and family life.

However, nearly 50% of students reported significant levels of ill-treatment because of their sexuality. These included:

                i)   homophobic comments from staff

                ii) negative treatment leading to self-exclusion from
                   sports clubs, religious societies, halls of
                   residence or other housing

LGB students are more likely to take a year out of their HE courses than their straight counterparts.

HE institutions do not have strategies for providing safe spaces for LGB students within accommodation networks. Some LGB students feel excluded from communal spaces, such as Junior Common rooms.

There are emerging tensions on campuses between LGB and faith communities that need to be addressed.

Students who are formally or informally estranged from their parents because of their sexuality experience financial difficulties as a result. HE Institutions do not currently recognise this situation as grounds for providing hardship funds.

LGB students surveyed expressed frustration at the lack of LGB examples in coursework and available academic literature.

National data on sexual orientation is not being collected by UCAS and other HE (Higher Education) organisations, although data is routinely collected on other equality strands such as disability and race. (See Action for further discussion on monitoring of sexual orientation).

Stonewall's University guide - enables LGBT young people to choose the right university - www.gaybydegree.com

Valentine and Wood (2009) 'The experiences of lesbian, gay and bisexual staff and students in higher education', Equality and Human Rights Commision research summary 39 www.equalityhumanrights.com

Guidance on trans equality in post-school education - booklet fromwww.unison.org.uk

Employment

To learn more about issues faced in employment and the legislation in place to protect employees, click here.

Resources for parents

Anti-Bullying Alliance - www.anti-bullyingalliance.org

Beatbullying - www.beatbullying.org

www.besomeonetotell.org.uk - a branch of Parentline Plus - go to 'Why it happens', then 'Homophobic bullying'

Bullywatch - www.bullywatch.org

Department for Children, Schools and Families (helpline) - www.dcsf.gov.uk

www.gotateenager.org.uk - a branch of Parentline Plus - go to 'Supporting your gay child'

Parentline Plus - www.parentlineplus.org.uk

Resources for teachers

Advice for teachers and governors

Many teachers and school governors will be in accord with the values expressed on this website, but others will have difficulties in addressing issues of gender and sexuality because of their religious beliefs.

For those who feel anxious about this, here are some pointers:

We all have a right to our political, moral and religious beliefs.

Adults working in a school context have the right to express their political, moral and religious beliefs in school as long as this is done in a way that is appropriate to the educational context and takes account of the existing guidance on the delivery of religious education (RE) and sex and relationships education (SRE).

This involves showing proper respect for the content of the National Curriculum and for all identities, including gender, race, sexual orientation and religion.

Teachers, school governors and other adults who work in the school context are responsible for the welfare of all the children and young people in their charge. Around 5-7% of those young people will eventually come out as LGB or T (one or two in every class of thirty) and these young people have exactly the same rights as every other child to respect for their identity, whether or not they themselves have yet come to a realisation of their sexuality. There will also be young people who have family members who may be LGBT whose family life should be accepted as part of the diversity of families.

It would not be appropriate for any adult working in a school context to voice their political, moral or religious views in a way that might distress some of the young people in their charge.

Books

No Outsiders Project Team (2010) Undoing homophobia. Trentham Books - includes lesson plans for primary age.

Richards, G. and Armstrong, F. (2010) Teaching and Learning in Diverse and Inclusive Classrooms: Key issues. Routledge - This mainstream book has a chapter on inclusion for gender identity and sexual identity

DVDs

Treading on Eggshells (2010) - produced by young people themselves; includes trans issues - secondary age - Camden LGBT Forum - www.camdenlgbtforum.gov.uk

FIT (2010) - interactive DVD for schools with teaching materials. Can be shown as a single film or in sections to enable discussion. Secondary age. Stonewall - www.stonewall.org.uk

The Homophobia Project (2010) exploring a world where heterosexuality is viewed as a perversion - secondary age - Peer Productions - www.peerproductions.co.uk

Spell It Out: Tackling homophobia in our schools - secondary age -Stonewall - www.stonewall.org.uk

Teaching resources

For RE teachers: Tony Green, based at LGCM (Lesbian and Gay Christian Movement) is currently working on resources for Year 8 and would like the opportunity to try out the resource. A website will be launched in February 2011.

Contact : Tony Green 079 00 88 3910

Educational Action Challenging Homophobia (EACH) 0808 1000 143 - eachaction.org.uk

Exceeding Expectations: Ending Homophobia through Education - exceedingexpectations.org.uk

The Gender Identity Research and Education Society - for guidance on trans bullying - www.gires.org.uk

LGBT History Month - www.lgbthistorymonth.org.uk

The 'No Outsiders' project; resources for teachers - www.nooutsiders.sunderland.ac.uk

'Oh No, Not The Gay Thing!'; subject-specific help and ideas for secondary schools, produced by Stonewall -www.stonewall.org.uk

Out for Our Children has a Foundation Stage pack and books that reflect family diversity - www.outforourchildren.co.uk

Schools Out - provides toolkits, resources and examples of good practice - www.schools-out.org.uk

Training

Stoke Newington School in Hackney, London Stoke Newington School has just opened as a diversity training centre for teachers, offering 'Diversity' days. For information, contact Elly Barnes, Diversity Course Leader, at the school

The Chrysalis Team (offer training in: Lesbian, Gay, Bisexual and Transgender (LGBT) Awareness and Bullying in schools) - www.thechrysalisteam.co.uk

Guidance and policy

Department for Children, Schools and Families - www.dcsf.gov.uk

Department for Children, School and Families (2008) Safe to Learn: Embedding anti-bullying work in schools. London. DCSF -www.teachernet.gov.uk/publications

Department for Children, School and Families (2010) Safe to Learn: Embedding Anti-Bullying work in Schools: Guidance for schools on preventing and responding to sexist, sexual and transphobic bullying: London. DCSF - www.teachernet.gov.uk/publications

Every Child Matters - www.everychildmatters.gov.uk

General Teaching Council for England (GTCE) Code of conduct and Practice for Registered Teachers (included sexual orientation) - www.gtce.org.uk

Guidelines for an LGBTQ Inclusive Education - www.iglyo.com

Learning and Skills Council - www.lsc.gov.uk (go to Code of Conduct and Practice for Registered Teachers)

National Union of Teachers (NUT) Guidance for members on sexual orientation discrimination - www.teachers.org.uk (see advice and guidance)

Office for Standards in Education - www.ofsted.gov.uk

Sex Education Forum - up-to-date guidance on sex education - The National Childrens Bureau - www.ncb.org.uk

Teachernet - to view the government publications on homophobic bullying - www.teachernet.gov.uk

UK Youth Parliament - www.ukyouthparliament.org.uk

References

Department for Children, School and Families (2008) Safe to Learn: Embedding anti-bullying work in schools. London. DCSF. Also available online: see Teachernet.

Department for Education and Skills (2003) Every Child Matters. London. DfES.

Department for Education and Skills/Department of Health (2004) Stand up for us: Challenging Homophobia in Schools. London. DfES.

Ellis, V. with High, S. (2004) Something more to tell you: Gay, lesbian or bisexual young people's experiences of secondary schooling. British Educational Research Journal Vol. 30 (2) April pp.214-225.

Ofsted (2002) Sex and Relationships Education in School. London: Office for Standards in Education

Ofsted (2007) Time for Change? Personal, Social and Health Education. London: Office for Standards in Education

Rivers, I. (2000) Social Exclusion, Absenteeism and Sexual Minority Youth. Support for Learning Vol. 15 (1) pp. 13-18.

Stonewall (2006) The School Report: the experiences of young gay people in Britain's schools. London: Stonewall.

Stonewall (2008) Education for all: tackling homophobia in schools. London: Stonewall.

Warwick, I and Douglas, N. (2001) Safe for All: A best practice guide to prevent homophobic bullying in secondary schools. London. Citizenship 21 (a 21st Century project of Stonewall).

Subpages (1): Rarely Asked Questions

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