‘BEING LGBT IN SCHOOL’

4.3 HOW SHOULD THE SCHOOL RESPOND?
4.4 PRACTICAL ARRANGEMENTS 19
4.4.1 Terminology and language
4.4.2 School register and official documents
4.4.3 Single-gender activities
4.4.4 School uniforms
4.4.5 Physical Education and sport
4.4.6 Toilets and Changing rooms
4.5 SUPPORT ARRANGEMENTS 23
4.5.1 Staff training
4.5.2 Student education
4.5.3 Transition plan
4.5.4 Changing schools
4.5.5 Gender transition in a single-sex school
5. KEY ROLES IN SUPPORT OF LGBT STUDENTS 30
5.1 THE ROLE OF PRINCIPALS AND OTHER SCHOOL LEADERS 30
5.1.1 Working with parents/guardians
5.1.2 Parents/guardians of LGBT students
5.1.3 Parents/guardians of other students
5.1.4 Different family forms
5.1.5 Relationships between students
5.1.6 Staff members who are LGBT
5.2 THE ROLE OF THE ‘RELEVANT’ TEACHER 35
5.2.1 The role of the ‘relevant teacher’ in the anti-bullying policy
5.2.2 Responsibilities of the relevant teacher as outlined by the DES anti-bullying procedures
5.2.3 The relevant teacher and homophobic and transphobic bullying
5.2.4 How to encourage reporting amongst vulnerable students
5.2.5 Advantages of providing for anonymous reporting
5.2.6 Responding to reported incidents of homophobic and transphobic bullying
5.2.7 GLEN Sample form for students to report bullying behaviour
5.3 THE ROLE OF GUIDANCE COUNSELLORS 41
5.3.1 Working with individual students
5.3.2 General points for guidance counsellors in working with LGBT students
5.3.3 If a student comes out in a one-to-one situation
5.3.4 Working with students who are questioning their LGBT identity
5.4 THE ROLE OF CLASS TEACHERS 45
‘Being LGBT in School’