2. Say NO to Homophobic Language at Moorfield Primary School

3. Let us challenge and respond to homophobia in creating an inclusive, safer and happier school for all.
The past five years have seen significant progress in tackling
homophobic bullying in Britain’s schools. Research by the University
of Cambridge for Stonewall in The School Report 2012, a survey of
1,600 lesbian, gay and bisexual young people, found that while
levels of homophobic bullying remain high they have fallen by 15
per cent over the past five years. The number of schools explicitly
saying that homophobic bullying is wrong has more than doubled
and gay young people are now almost twice as likely to feel able to
speak out about homophobic bullying.
However, The School Report also revealed that little progress has
been made in tackling the use of homophobic language across
Britain’s schools, which remains endemic. 99 per cent of gay young
people say that they hear phrases such as ‘that’s so gay’ and ‘you’re
so gay’ in school and 96 per cent hear homophobic remarks such as
‘poof’ and ‘lezza’. The use of homophobic language often goes
unchallenged by teachers and other school staff and at the same
time is fuelled by celebrities using homophobic language in the
public eye.
These pupil experiences are mirrored in The Teachers’ Report 2009,
YouGov polling of 2,000 primary and secondary school teachers.
95 per cent of secondary school teachers and 75 per cent of
primary school teachers hear phrases such as ‘that’s so gay’ and
‘you’re so gay’. Yet two thirds of secondary school staff and two in
five primary school staff admit that they do not always intervene
when they hear this language being used. Teachers tell us there are
a number of reasons they don’t always respond to homophobic
language but most often it is because they lack the support and
confidence to do so.

4. I wonder what the impact of homophobic language can be on others.

5. I wonder how I should respond if I hear homophobic language?

6. How can I help to prevent homophobic language in my school?

7. Stereotypes
As a group tell me names, phrases, stereotypes and labels that are associated with each group
Lesbian
Gay Man

8. It can’t harm them can it
It can’t harm them can it? It’s only a name and I get called names all of the time.

9. Did you know…? Young people who identify as LGBT are –
At least 2.5 times more likely to self harm..
5 times more likely to need medication for depression..
At least 3 times more likely to attempt suicide
20 times more likely to suffer from an eating disorder
Information taken by the “Shout Report 2003”
Homophobia both internalised and societal

10. The Statistics
99 per cent of lesbian, gay and bisexual young people hear phrases such as ‘that’s so gay’ or ‘you’re so gay’ in school
84 per cent of gay young people are distressed when they hear the word ‘gay’ used as an insult
68 per cent of parents don’t know if their children’s school tackle homophobic language

11. Is this acceptable?
NoHomophobes.com looks at the use of homophobic language on Twitter and found that:
So gay: used on average over 10,000 times daily No homo: used on average over 10,000 times daily Faggot: used on average over 45,000 times daily Dyke: used on average over 4,000 times daily

12. There must be something can we do
There are many different ways to go about tackling homophobic language, but the most important thing is that we do challenge it.
ESAGS – Ethos
Anti bullying policy
Safeguarding Policy
Safe use of internet etc

13. Why should we challenge homophobic language?

14. It is our shared responsibility to make all children feel safe in our school. By not responding to homophobic language pupils’ confidence and self-esteem will be affected, as well as their attainment at school.

15. How should you respond if you hear homophobic language?

16. “That is sooooo GAY!” Rarely referring to sexual orientation Remember;
- that it’s a negative thing;
- that it’s hurtful to people who are gay and to young people whose parents and carers, family members, or friends are gay.

17. Responses
Question them
Challenge them
Give ‘I’ messages

18. “The school anti-bullying/behaviour policy is clear that homophobic language will not be tolerated.”
“This school does not tolerate language like that.”

19. Question “What do you mean by that?” “What makes you think that?”
“Do you mean that as a compliment or an insult?”
“Do you realise that what you said is homophobic?”
“Would you feel happy if someone was talking like that about your sister / brother?”
“Can you explain what you mean by calling that (object) gay?”

20. Challenge “Language like that is not acceptable.”
“You might not think that remark is offensive, but many would.”

21. ‘I’ Messages “I am not happy with what you said.”
“I am really surprised to hear you using that type of homophobic language.”

22. Mark is new to the school and is in your Year 5 group
Mark is new to the school and is in your Year 5 group. As the class come into the room you hear Louise say, “Mark, those trainers you are wearing are really gay.”

23. “That kind of language is homophobic and you know you are not allowed to use homophobic remarks. Homophobia is as bad as racism and sexism.”
“What do you mean they are gay? Is that a compliment? You are right; Abdul’s trainers are very nice!”

24. “Have you ever considered what it must be like for gay people to hear that kind of stuff? How do you think it is going to make them feel if they keep hearing the word gay used in a negative way?”
“I am really disappointed to hear you talking in that way. I hoped you would welcome new students and make them feel supported. I also thought you would realise that using the word gay in a negative way is offensive to gay people and therefore would not use that kind of homophobic language.”

25. You over hear a group of girls talking about a girl in the year group who has same sex parents. Amy says, “ I bet Julie’s a lezzer too.” The group are laughing loudly at this.

26. “Amy, in this school, we do not use homophobic language like that
“Amy, in this school, we do not use homophobic language like that. There is nothing wrong with being a lesbian.”
“How do you think Julie feels hearing you talk about her mum like that? How do you think her mum would feel? Would you like it if someone said nasty things about your mum?”

27. “It does not matter whether someone has two mums or two dads
“It does not matter whether someone has two mums or two dads. The important thing is that they love and look after each other and that they love and look after their children.”
“I am really disappointed to hear you talk like that Amy. I hoped you had realise that it is important to be kind to everyone.”

28. Top 3
What we CAN do

29. ALL OF US MUST CHALLENGE HOMOPHOBIC LANGUAGE EVERY TIME THEY HEAR IT1
ALL OF US MUST CHALLENGE HOMOPHOBIC LANGUAGE EVERY TIME THEY HEAR IT
Language such as ‘lezzer’ and ‘gay boy’, as well as ‘gay’ as a term
of disapproval of someone or something, must be challenged in
each and every instance to send the message that homophobic
language is unacceptable.

30. MAKE SURE THAT YOU UNDERSTAND WHY HOMOPHOBIC LANGUAGE IS OFFENSIVE2
MAKE SURE THAT YOU UNDERSTAND WHY HOMOPHOBIC LANGUAGE IS OFFENSIVE
Pupils will be less
likely to use homophobic language when, like racist language,
they understand the implications of what they say.

31. INVOLVE PARENTS IF PUPILS PERSIST3
INVOLVE PARENTS IF PUPILS PERSIST
Teachers are able to challenge
homophobic language more effectively when it is included in
school policies.

32. Signposting
It is important for a young person to know about the support organisations which exist in Northern Ireland. These organisations are best-placed to answer any in-depth questions a young person may have, they can provide support and advice in a professional and affirming way. HERE NI Lesbian Line The Rainbow Project – Gay Helpline – Cara-Friend – Youth Action – GLYNI – Belfast Education and Library Board – Gillian Cuthbert CREDIT: