Robert Goddard - Stonewall - Challenging Homophobic Bullying


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Slides from the Promoting Respectful Relationships conference in Cardiff 12th November 2010 - See

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  • Split the delegates down in to 3 groups explaining they need to discuss the points on the slides making notes on the piece of flipchart paper you give them
    After about 15 minutes ask each group to report back on one of the points starting with ‘What is a whole school approach and why is it important?’, then ‘How would you implement a whole school approach in your school?’ and lastly ‘Who would you include?’. After each group has reported back on a question ask everyone else if they have anything to add and then go through the relevant slides.
    Invite any delegate to offer examples of best practice and learning from using a whole school approach and any other steps they would take
  • The most important step is to recognise that all sorts of bullying takes place in schools, even if some forms are not immediately visible.
    Ensure that your anti-bullying policy takes homophobic bullying into account. Take other appropriate action such as challenging use of the word ‘gay’ and ensuring fast removal of graffiti.
    The ethos of the entire school community, including all staff and parents/carers, should be to support all pupils, regardless of their differences and to ensure that they are happy and safe.
    Do not assume that only lesbian, gay and bisexual staff are able to deal with homophobic bullying, but ensure all staff are confident they know how to react to such situations.
    Make age-appropriate information about services and support available to all pupils.
  • Try to include teaching about bullying, including homophobic bullying, in the curriculum as a whole in an age-appropriate way and in accordance with National Curriculum subject frameworks and guidance so that pupils understand and appreciate diversity.
    People working in external agencies (such as lesbian and gay charities, youth workers or local telephone helplines) can offer support, both outside and inside the classroom, in addressing homophobic bullying.
    Openly gay staff, governors, parents/carers and/or pupils can all be strong role models for the school.
    Do not assume that all pupils in a class are, or will be, heterosexual. Do not assume that all staff in a school or college are heterosexual. And do not assume that all pupils experiencing homophobic bullying are gay.
    Make successes known, such as updating the school anti-bullying policy or reducing the incidence of bullying, through tutorial time, newsletters, notice-boards or websites etc.
  • Robert Goddard - Stonewall - Challenging Homophobic Bullying

    1. 1. Working Together Robert Goddard Youth and Education Officer Stonewall Cymru
    2. 2. What this session will cover: What is homophobia? Homophobic bullying What is a whole school approach? Where do we start? Who should we include? Next steps
    3. 3. What is homophobia? The irrational hatred, intolerance and fear of LGB people or those perceived to be LGB It exists at all levels of society: Employment Service delivery Culture Politics Tackling crime Education/training
    4. 4. Homophobic bullying Almost two thirds of young LGB people experience homophobic bullying in schools 75% of young LGB people in faith schools experience homophobic bullying and are less likely than pupils in other schools to report it 97% hear phrases such as “dyke” or “poof” used in school 98% hear “that’s so gay” or “you’re so gay” at school
    5. 5. Homophobic bullying Only a quarter of schools say that homophobic bullying is wrong in their school 30% of LGB pupils report that adults are responsible for homophobic incidents in their school Of those who have been bullied, 92% have experienced verbal homophobic bullying, 41% physical and 17% have received death threats
    6. 6. How schools respond Almost 3 in 5 LGB pupils who experience bullying never report it Half of teachers fail to respond to homophobic language when they hear it 3 in 5 pupils fail to intervene and become bystanders to bullying Just 7% of teachers are reported to respond every time they hear homophobic language LGB pupils are three times more likely to feel that their school is an accepting, tolerant school if it responds to incidents
    7. 7. The consequences 7 out of 10 LGB pupils who experience homophobic bullying state it has an impact on their school work Half of those who have experienced homophobic bullying have skipped school at some point because of it 7 in 10 LGB pupils have never been taught about about LGB people or issues in class
    8. 8. The consequences Over 60% of young LGB people feel that there is neither an adult at home nor at school that they can talk to about being lesbian, gay or bisexual 4 in 5 young LGB people have no access in school to resources that can help them Only 15% attend a local LGB(T) youth group Only 3 in 10 young LGB people know of a teacher who is openly gay
    9. 9. The teachers’ perspective 90% of teachers say pupils in their school are bullied, harassed or called names for being – or perceived to be – lesbian, gay or bisexual Teachers say homophobic bullying is the second most frequent form of bullying 95% of teachers report hearing “you’re so gay” or “that’s so gay” in their schools 8 in 10 teachers report hearing other homophobic remarks such as “poof” or “dyke”
    10. 10. The teachers’ perspective Only 55% of teachers report being aware of verbal homophobic abuse Only 8% of teachers report being aware of physical homophobic bullying No teachers report being aware of LGB pupils receiving death threats or being sexually assaulted Half of teachers who are aware of homophobic bullying in their schools say the vast majority of incidents go unreported
    11. 11. The teachers’ perspective More than 2 in 5 teachers say children experience homophobic bullying 1 in 5 teachers say children experience verbal homophobic abuse in their schools 2 in 5 teachers hear children using homophobic language such as “poof” or “dyke” Three quarters of teachers hear children using expressions such as “that’s so gay” or “you’re so gay”
    12. 12. A whole school approach What is a whole school approach and why is it important? How would you implement a whole school approach in your school? Who would you include? Examples of best practice and learning from using a whole school approach What other steps would you take?
    13. 13. What is a whole school approach? A policy will only be effective if everybody in school has discussed and understood the problem of bullying, and agreed on good and bad practice. Respecting Others: Anti-Bullying Guidance, 2003, Department for Training and Education “
    14. 14. What is a whole school approach? Idea of the ‘school community’ Homophobic behaviour isn’t confined to the classroom or the playground Responsibility should not fall soley upon teaching staff – it’s everyone’s responsibility
    15. 15. What is a whole school approach? Mixed and inconsistent messaging makes it hard to enforce school policy Leadership from the top ensures staff feel supported Makes everyone feel valued and part of the school community Sends a positive message to the wider community
    16. 16. Where do we start? Co-ordinate responsibility Identify key partners Review existing guidance Develop a whole school strategy Share information and practice with other schools – and learn from them too
    17. 17. Who should we include? School Governors School Leaders Teaching Staff Support Staff All other support (including Teaching Assistants, Break/Lunch Supervisors, Community Focussed Schools Staff)
    18. 18. Who should we include? Wider community: Local Authority Anti-Bullying Team / Children’s Services / Safeguarding Children Board Local Youth Group(s) Local Youth Service / Careers Wales Local transport providers Local Police Schools Liaison Officer Lesbian and Gay Liaison Officer Local faith leaders Local (and national) support services
    19. 19. Next steps... Acknowledge and identify the problem of bullying Develop policies which recognise the existence of homophobic bullying Promote a positive social environment Address staff training needs Provide information and support for pupils
    20. 20. Next steps... Include addressing bullying, including homophobic bullying, in curriculum planning Feel able to use outside expertise Encourage role models Do not make assumptions Celebrate achievements
    21. 21. For more information... Youth and Education Officer Stonewall Cymru Transport House 1 Cathedral Road Cardiff CF11 9SB Phone: 029 2023 7744 E-mail: Web: