No Outsiders ‘Everyone is an insider, there are no outsiders – whatever their beliefs, whatever their colour, gender or sexuality’ Archbishop Desmond Tutu 25 February 2004

Why talk to children about LGBT people? Children from families with LGBT members often find no reflection of their family life in most primary classrooms

“People will be like oh, how come you’ve got two mummies, you can only have one, and then I have to explain it all, but other people don’t really have to do that.” Briony, 6

Children with gay parents don’t like the way the word ‘gay’ is used as an insult in primary and secondary school. Some children said they try and stop people using the word in this way, but find it difficult Children say that teachers think the word ‘gay’ is a bit like a swear word and they don’t respond to anti-gay language in the same way they respond to racist language Stonewall – Different Families (2010)

Why talk to children about LGBT people? Children who will grow up to be LGBT receive no positive messages about their own emerging identities.

LGB young people are 4 times more likely to attempt suicide 6

C. 30% of secondary students could not be friends with a gay person Tacade

Language that discriminates against pupils with SEN or those who are, or are perceived to be, LGB is common. Staff are not always aware of the extent of its use, or they see it as banter, so did not challenge it. Ofsted, 2012

Allport's Scale of Prejudice and Discrimination

Extermination Physical Attack Discrimination Avoidance Antilocution

Extermination - genocide, suicide, murder Physical Attack - vandalize, or destroy property, violent attacks on individuals or groups. Physical bullying, graffitti Discrimination - denying opportunities and services. Avoidance - others actively avoid people in a minority group. Ignoring, excluding Antilocution - jokes, negative stereotypes, verbal abuse. Commonly seen as harmless by the majority

“Stereotypes stop you doing stuff...” ‘People seem to be very definite in their ideas of what a “proper” boy or a “proper” girl should do or be interested in. It takes very little deviation from these so called norms for a person to be singled out and picked on’ Primary Teacher

Gendered Intelligence Finn Greig Gendered Intelligence

What does the law require us to do?

Education and Inspections Act, 2006 Head teachers, with the advice and guidance of governors and the assistance of school staff, must identify and implement measures to promote good behaviour, respect for others, and self discipline amongst pupils, and to prevent all forms of bullying. This includes the prevention of homophobic bullying

Using words like ‘gay’ to bully someone for any other reason Homophobic bullying Bullying someone because they are - or because you think they are - gay Using words like ‘gay’ to bully someone for any other reason Using the word ‘gay’ to describe something or - someone - you don’t like

The public sector equality duty ... requires public authorities to Eliminate discrimination, harassment and victimisation Advance equality of opportunity Foster good relations between people who share a protected characteristic and people who do not share it

Protected characteristics for the schools provisions Disability Gender reassignment Pregnancy and maternity Race Religion or belief Sex Sexual orientation

Sexual Orientation ...the attraction a person feels towards one sex or another (or both), which determines who they form intimate relationships with or are attracted to Some people are only attracted to those of the same sex Some people are attracted to people of both sexes Some people are only attracted to the opposite sex

Gender reassignment … a personal process (rather than a medical process) which involves a person expressing their gender in a way that differs from or is inconsistent with the physical sex they were born with. This personal process may include undergoing medical procedures or, as is more likely for school pupils, it may simply include choosing to dress in a different way as part of the personal process of change.

Preventing and tackling bullying, DfE 2013 Bullying is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Successful schools openly discuss differences between people that could motivate bullying, such as religion, ethnicity, disability, gender or sexuality.

Ofsted School Inspection Handbook, 2013 Inspectors should consider types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment – this includes … prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability

Ofsted School Inspection Handbook, 2013 Inspectors should consider the effectiveness of the school’s actions to prevent and tackle discriminatory and derogatory language – this includes homophobic and racist language, and language that is derogatory about disabled people

Ofsted School Inspection Handbook, 2013 Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where pupils develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability

With primary pupils inspectors might explore whether pupils ever hear anyone use the word ‘gay’ when describing something, or whether they have been told by teachers that using the word ‘gay’, to mean something is rubbish, is wrong, scary or unpleasant and why it is wrong pupils ever get picked on by other children for not behaving like a ‘typical girl’ or a ‘typical boy’ Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying, Ofsted 2014

With primary pupils inspectors might explore whether pupils have had any lessons about different types of families (single parent, living with grandparents, having step-parents, having two mums or two dads) pupils think if there is someone born a girl who would rather be a boy, or born a boy who would like to be a girl, they would feel safe at school and be included. Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying, Ofsted 2014

They might also explore how instances of homophobic or transphobic language in school are recorded and acted upon whether the school’s bullying and safeguarding policies address gender identity and sexuality Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying, Ofsted 2014

They might also explore whether the school has taken any action to ensure that provision meets the needs of LGBT pupils, for example in SRE and other aspects of PSHE, including providing age-appropriate advice and guidance how the school seeks to support LGBT pupils and those from LGBT families Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying, Ofsted 2014

Employment equality (sexual orientation) regulations 2003 This legislation bans discrimination on the grounds of actual or perceived sexual orientation. It bans direct and indirect discrimination and harassment Staff who believe they have been discriminated against can submit a complaint to an employment tribunal An employer who fails to take steps to challenge a culture of homophobia (where, for example, homophobic remarks regularly go unchallenged) could find itself challenged by an employee even if that employee has not been in receipt of direct homophobic abuse

“Children can’t chose who works with them “Children can’t chose who works with them. They’re entitled to be accepted - whatever we think.”

All staff need to be able to challenge homophobia, transphobia and gender stereotypes explain why such behaviour is unacceptable answer young people’s questions about sexuality and gender honestly and talk about the subject of sexual orientation and gender identity without embarrassment. Circle time, drama, literacy, citizenship – diversity etc

© Mark Jennett 2014 mark.jennett@btinternet.com 07779 193711 http://projects.sunderland.ac.uk/archived/ell-nooutsiders/