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

Although schools are compelled to have a non-discriminatory bullying policy and a
number of policies do cover issues of queerphobic bullying (Smith 2002; DfES, 2003;
DfES 2006a; DfES 2006b; DCSF, 2007a; DCSF, 2007b), in reality the young people in
my study felt teachers were unable to address queerphobic bullying. This problem is
perhaps less to do with the existence of well thought out policies and more to do with the
lack of understanding of the issues and training in how to deal with the issues. Indeed the
young people expressed awareness that policy in itself is not enough and Sue and Chris
agree; legislation and policies are crucial they both said, but more often than not teachers
do not know about it. Teachers need the knowledge of these policies, and resources and
understanding to back them up. Furthermore, within schools, if we are to successfully
change things for LGBT people, we need a:
…whole school ethos, so everybody within your whole school community has got to support this,
down to your dinner ladies and your caretakers you know to your PTA and your school governors’
board…leadership from the top…everybody has to embrace this, it shouldn’t be just the gay
teacher who is doing this, um, it shouldn’t just be the young person who’s being homophobically
bullied who is trying to deal with this, is should be the whole school community.
(Chris, Transcript 4: 14)
Sandra felt that she didn’t receive any specific training during her PGSE course on these
issues and that for somebody who is not gay this would probably leave them feeling
uncomfortable in situations where LGBT issues come up. She feels that as a gay teacher,
she has personal knowledge that can give her the tools to deal with issues in a way her
straight colleagues may not be able to. Although, as we have seen, on the flip side, her
own sexuality can also discourage her from addressing LGBT related problems.