Non-Normative Gender and Sexual Identities in Schools: - Schools Out

6. Many teachers cite ‘curriculum restrictions’ and ‘lack of training
and resources’ as reasons why homo/bi/transphobic bullying is often
not tackled – do you think these are legitimate reasons?
Prompts: why is it some schools make use of the resources and some
don’t? Presence of ‘out’ LGBT teachers a factor?
My view: I would say that this is not an excuse. The resources and
training is out there and can be sought and examples such as Stoke
Newington School show how not only can overt homo/bi/transphobic
bullying be tackled, but the whole school ethos can be challenged
and improved without disrupting the curriculum. I recognise that
each school has its own issues and homo/bi/transphobia is one of
many problems for modern British schools, but apathy and
ignorance is not an excuse – get the training and integrate equality
into your curriculum!
7. There are some very successful examples of schools changing their
ethos’ and challenging homo/bi/transphobic bullying:
a. Why do you feel these examples are so rare?
b. Why do you think the Government is not making such initiatives
a compulsorily part of the curriculum?
Prompts: Why are these successful? Involvement of non-LGBT
teachers and staff? Do they show that neither ‘curriculum restrictions’
or ‘lack of training or resources’ should prove a barrier to tackling
these issues within schools? Do they demonstrate easy incorporation
into the existing curriculum?
My view: I think the rarity of these examples has a lot to do with
apathy, lack of understanding and a fear of tackling issues which
are seen as taboo. A key problem is that they are seen as issues only
for LGBT people, which is something we really need break down,
much as issues of race are championed by those of all ‘colours’, issues
of gender and sexuality need to be addressed by all. The Government
seem unwilling to fully commit to policy regarding homo/bi/trans
phobia and whilst this continues, such examples of good practice will