‘BEING LGBT IN SCHOOL’

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2. BULLYING: DEFINITIONS All students need a stable, secure learning environment to achieve their maximum potential. Bullying behaviour, by its very nature, can undermine that environment. The existence and implementation of a school policy preventing and tackling bullying has been borne out internationally as crucial in countering bullying behaviour, particularly when developed and implemented across the school community. ⚫⚫ ⚫⚫ The Department of Education and Skills’ Anti-Bullying Procedures define bullying as unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons), and which is repeated over time. The definition includes relational bullying, cyberbullying and identity-based bullying (such as homophobic bullying, racist bullying and bullying of those with special educational needs). Placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people, is regarded as bullying behaviour ⚫⚫ in the context of the procedures. Cyberbullying is increasingly common, is continuously evolving and facilitates many forms of bullying. For example, a student may be sent homophobic text messages, or pictures may be posted with negative comments about a person’s sexuality, gender or appearance. A single incident of intentional negative behaviour does not fall within the definition of bullying but the procedures note that such an incident may constitute harassment, which is legally prohibited in schools under equality legislation. See the Equality Authority, Schools and the Equal Status Acts (2005) for more information. 2.1 IDENTITY- BASED BULLYING: HOMOPHOBIC AND TRANSPHOBIC BULLYING A significant proportion of bullying is rooted in a lack of respect for difference and in social inequality, both of which have their foundation in wider society. This understanding has led to a large body When schools specifically address sexual orientation and gender identity in policies, LGBT students are less likely to experience harassment at school; are far more likely to report incidents of harassment when they occur; and are twice as likely to have a teacher intervene in incidents of homophobic bullying (Kosciw et al, 2014; Hunt & Jensen, 2006). 10 ‘Being LGBT in School’
of international work on ‘prejudice-based bullying’ or ‘identity-based bullying’. The term ‘identity-based bullying’ takes into account the significant extent to which students may be more vulnerable to bullying because of prejudice, stereotyping and stigmatising people with particular identities. The Department of Education and Skills’ Anti-Bullying Procedures require that prevention must be an integral part of a school’s anti-bullying policy. The education and prevention strategies that the school implements must be documented in the anti-bullying policy and must explicitly deal with the issue of cyber-bullying and identitybased bullying, including in particular, homophobic and transphobic bullying. 2.2 WHY FOCUS ON HOMOPHOBIC AND TRANSPHOBIC BULLYING? Irish research consistently reveals that many young people who identify as LGBT have negative experiences of school, and the stress this causes puts them at greater risk of: ⚫⚫ ⚫⚫ ⚫⚫ ⚫⚫ ⚫⚫ While homophobic or transphobic bullying is most commonly experienced by young people who identify as lesbian, gay, bisexual or transgender, all learners are potential targets, particularly those who don’t conform to expected gender behaviour norms. Not achieving their full potential Developing poor self-esteem Leaving school early Experiencing mental health problems Becoming involved in self-harming behaviour (Mayock et al, 2009; Minton et al, 2008 and Norman & Galvin, 2006). Bullying that is based on actual or perceived sexual orientation is known as homophobic bullying; bullying that is based on gender identity is known as transphobic bullying. Both types can take many forms, including all those listed in the Department of Education and Skills Anti-Bullying Procedures (i.e., physical aggression, intimidation, isolation/exclusion and other relational bullying, cyber-bullying, namecalling, damage to property and extortion). While there are many commonalities between those who experience transphobic and homophobic bullying, transgender young people often have specific support needs (see Section 4). A Resource for Post-Primary Schools to Prevent Homophobic and Transphobic Bullying and Support LGBT Students 11
Page 1 and 2: ‘BEING LGBT IN SCHOOL’ A Resour
Page 3 and 4: CONTENTS ACKNOWLEDGEMENTS 4 GLOSSAR
Page 5 and 6: 5.5 THE ROLE OF COORDINATORS OF THE
Page 7 and 8: GLOSSARY Bisexual: A man or woman w
Page 9 and 10: 1. INTRODUCTION In recent years Ire
Page 11: 1.2 DEPARTMENT OF EDUCATION ANTI-BU
Page 15 and 16: Participation ⚫ ⚫ 72% felt that
Page 17 and 18: A ‘Buddy Bench’ initiative was
Page 19 and 20: 4. SPECIFIC GUIDANCE IN RELATION TO
Page 21 and 22: example, where a student who says s
Page 23 and 24: 4.4.3 Single-gender activities To t
Page 25 and 26: 4.4.6 Toilets and changing rooms Al
Page 27 and 28: Essential elements of a transition
Page 29 and 30: EXTRA-CURRICULAR ACTIVITIES & INTER
Page 31 and 32: ⚫⚫ ⚫⚫ ⚫⚫ The principal
Page 33 and 34: 5.1.3 Parents/guardians of other st
Page 35 and 36: Education and prevention strategies
Page 37 and 38: Statements such as ‘staff will no
Page 39 and 40: 5.2.4 How to encourage reporting am
Page 41 and 42: ⚫⚫ ⚫⚫ ⚫⚫ ⚫⚫ It allo
Page 43 and 44: 5.3 THE ROLE OF GUIDANCE COUNSELLOR
Page 45 and 46: ⚫⚫ ⚫⚫ Good Practice Suggest
Page 47 and 48: ⚫⚫ ⚫⚫ ⚫⚫ ⚫⚫ Reassur
Page 49 and 50: ⚫⚫ ⚫⚫ Put an LGBT related p
Page 51 and 52: Build staff capacity on LGBT issues
Page 53 and 54: THE NINE PROTECTED GROUNDS OF THE E
Page 55 and 56: Good practice: Mechanisms for repor
Page 57 and 58: Good Practice suggestions for schoo
Page 59 and 60: Sexuality education should be taugh
Page 61 and 62: Develop a ‘coming out’ response
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their community and within themselv
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Feidhmeannacht na Seirbhíse Sláin
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7.2.1 Social, Personal and Health E
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7.3 EXTRA- CURRICULAR INITIATIVES 7
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8. RESOURCES AND SUPPORTS 8.1 POLIC
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9. REFERENCES Association of Second
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National Educational Welfare Board
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‘BEING LGBT IN SCHOOL’

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