Homophobic bullying - EACH

42 Safe to Learn: Embedding anti-bullying work in schoolsHomophobic bullying is distinct from other forms ofbullying since additional barriers exist to admitting itis occurring. If a pupil is experiencing racist bullying,they may feel able to discuss this with their parentsor carers. Whilst it is desirable for a pupil who isexperiencing homophobic bullying to confide intheir parents/carers, evidence suggests that 75% ofyoung people feel that they are unable to do so asthey may be worried that parents or carers will eitherfind out that they are gay, or assume that they are,even if this is not the case (Source: The SchoolReport).“I’m not gay, but always been rubbish at sports at stuff.My dad already thinks I’m lame. If he found out theother boys call me a poof, it would just prove him rightI reckon.”14 year old boy, CardiffSchools need to develop robust confidentialitypolicies that pupils understand and be able to offerhelp to pupils who are unable to access support athome. In terms of confidentiality, it is important tobear in mind that “coming out” or a disclosure aboutconsensual sexual activity, is not in itself a reason tobreach confidentiality. However, an admission ofbehaviour, which places the young person, or otheryoung people at risk of significant harm, regardlessof their sexuality, may constitute a need to breachconfidence. School confidentiality policies should bein line with local child protection protocols whichreflect the principles of Working Together (2006).Pupils may also be reluctant to use pupil supportsystems for example, peer mentoring systems.All those involved in anti-bullying workshould understand the sensitivities aroundhomophobic bullying.It is important to involve pupils in developing thepolicies in place on homophobic bullying to improveyoung people’s confidence that the school will dealwith the bullying, and to demonstrate to all pupilsthat bullying of this nature will not be tolerated.B4.9 working with pupils who bullyRefer to DL9, DL25 and DL20 with this sectionIf pupils have not previously been taught thathomophobic bullying is wrong, it may take time tomake pupils understand that their behaviour isinappropriate. Although schools can develop andimplement immediate responses to homophobicbullying incidents, schools may also want to developa longer term strategy to help change attitudes.This work is achieved by making use of curriculumopportunities, working in partnership with pupilsto develop policies, and ensuring that pupilsunderstand what sanctions will be applied if theyfail to follow the rules. Discussions and ideas aboutsexual orientation are not shut down. Examiningsexual orientation in a positive, constructive way,rather than just as a response to bullying, helps tacklediscrimination and prejudice, and thus helps preventhomophobic bullying in the future.Some pupils may be reluctant to stop bullyingbecause they think their stance is justified. Thisposition can sometimes be supported by parents/carers. Schools need to be very clear thathomophobic bullying is not tolerated underany circumstances and that sanctions andconsequences apply.B4.10 Working with parents and carersRefer to DL10 with this sectionNo parent or carer wants their child to be bullied.Any young person, whether they are gay or not, canexperience homophobic bullying. Young peoplehowever often do not tell their parents/carers abouthomophobic bullying, because they do not wanttheir parents to think that they are gay.Schools will need to work with parents and carers tohelp prevent homophobic bullying. By working inpartnership, parents/carers will be more aware of theissues around homophobic bullying, and are more