BBP 31

Gender identity and How to make your boarding school LGBT+friendly

March 2016 2nd Edition

Boarding Briefing Paper Number 31

by Elly Barnes CEO and Founder of Educate and Celebrate 1

Introduction TITLE PAGE Teachers, educators, leadership teams, governors Also in 2014 further research analyzing the 1. Introduction 1 and parents have opportunities everyday to ‘usualise’ detrimental effects of homophobia, biphobia and (Sanders 2010) LGBT people through formal and transhobia in our schools can be read in the 2. Useful vocabulary and definitions 2 informal settings as a method to eradicate School Report, Youth Chances, NUT discriminatory language, educate about LGBT+ Prevalence of Homophobia surveys along with a 3. Where to start 3 people in history and to eradicate bullying. But do we plethora of research outlining potential effective take those daily opportunities to make our learners methods for creating an LGBT+Inclusive environment 4. Key LGBT+ legislation 5 aware of the existence of LGBT+ people? (Marshall 2008), (DePalma, Atkinson 2009), (Szalachla 2008) and (Toomey et al 2012). 5. LGBT+Inclusive curriculum 8 Key dates for the school calendar NATCEN Social Research in 2014 found that: Resources for lessons • A whole school integrated approach ‘was regarded However, for us to achieve the recommended whole as working better than only using stand alone school approach there is still very little in the way of 6. How to create an inclusive environment 9 teaching on HBT bullying specifically’ accessible and effective LGBT+ resources for the Welcome message classroom. This briefing paper sets out guidance in • HBT bullying reduction ‘was seen as more Equality Pledge how to access training and free resources to make successful when teaching about LGBT people’ and School Code your boarding school LGBT+Friendly to give ‘was incorporated into teaching throughout the Display confidence to staff, students, parents and governors curriculum to go forward and create positive institutional 7. Community 10 • Having an approach to challenging HBT across the change. PRIDE Youth Networks schools activities and involving the whole school’ is 8. How to access LGBT+ training and resources 11 ‘seen as working’. • Being clear with faith leaders (who are hostile to 9. Conclusion 12 LGBT) that HBT bullying is about relationships and REFERENCES bullying and not about sex Appendices:

1. Support Services

2. Ofsted Best Practice Case studies Primary

Secondary

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Useful Vocabulary and Where to Start Schools often display welcome messages of how we • As soon as they identify and propose their gender Definitions in 2016 respect everyone in our school – but who exactly is is different from the sex they where assigned at What is Further commonly everyone ? birth they are protected • They do not have had to have any medical LGBT+? used vocabulary The Equality Act 2010 asks us to recognise different procedures groups of people called the ‘protected Lesbian – A woman who is emotionally, romantically Questioning – Someone who is questioning their characteristics’, which ensure by UK law that all of the and sexually attracted to other women sexual orientation or gender identity TO ENSURE A STUDENT IS GIVEN THIS PROTECTION following groups are treated ‘equally and fairly’: THE FOLLOWING SHOULD BE FOLLOWED: Attracted to people of the same sex A term used for people who are born with Gay – Intersex – • Age From the moment you are aware of the child’s external genitalia, chromosomes, or internal • Disabilities intention to transition you must use their correct Bisexual – Attracted to men and women reproductive systems that are not associated with • Gender gender in all matters including: either a “standard” male or female • Gender Identity Someone whose gender identity is different Trans – • Marriage • Wearing the uniform which reflects their gender from the one they were assigned at birth Asexual – not interested in or does not desire sexual • Pregnancy identity rather than their biological sex if this is activity, either within or outside of a relationship • Race what the child wants + – Is a global term for all gender identities and • Religion sexual orientations A term used by individuals who • Being addressed by their pronoun of choice (he, Genderqueer – • Sexual Orientation identify as neither entirely male nor entirely female she, they, zie) In our schools we ensure provision for students with • Being addressed by their chosen name Heterosexual – Used to describe men who are disabilities through our SENCO, we celebrate faith in attracted to women and women who are attracted to • Using the bathroom, which reflects their gender assemblies and through RE lessons, there is equal men identity rather than their biological sex if this is access to the curriculum for different genders, but what the child wants. Ideally you should have what are we doing to fulfill the needs of our LGBT+ Pansexual – Attracted to individuals; including men, some non-gendered toilets open to all as it would women and trans people students, teachers, parents and governors? be seen as not to make this adjustment Gender Identity – The individual identification of a Firstly, what matters is that you as a school believe a • Sleeping in the dormitory that reflects their gender person’s gender, as defined by that person student when they talk to you about their sexual orientation or gender identity. Sexual orientation and identity rather than their biological sex, if this is Heteronormativity – A viewpoint that expresses gender identity can also be fluid and can change over what the child wants. You may want to have a non- heterosexuality as a given instead of expressing that time too. Both are OK. gendered room. It would be seen as discrimination there are many other possibilities e.g. assuming that not to make this adjustment a boy will grow up to marry a woman whereas a boy In terms of legislation all schools in England, Wales • Playing sport that reflects their gender identity could grow up to not marry anyone, marry a man, a and Scotland, irrespective of how they are funded or rather than their biological sex trans person etc… managed, have obligations under the Equality Act 2010 • Changing official paper work to their identified Cisgender – Referring to an individual who identifies Gender Identity/Reassignment is one of the name, pronoun and gender as the gender they were assigned at birth Protected Characteristics of the Equality Act 2010: • Giving the child a trained mentor

Homophobia, Biphobia and Transphobia – • A child has the protected characteristic of gender • Ensuring your school has an equality statement Negative attitudes and feelings towards LGBTQI reassignment as soon as they make their intention that includes all the protected characteristics of (Lesbian, Gay, Bisexual, Trans, Queer, Intersex) known to someone whether that is at school at the Equality Act 2010 people home or elsewhere

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Key LGBT + Legislation Remember that all children including Trans children Useful links: ‘Refusing to decouple politics from pedagogy means, 2010 – Equality Act 2010 have a right to privacy. Fortunately most parents are in part, that teaching in classrooms or in any other 2012 – Oftsed Criteria from ‘Behaviour and Safety’ supportive of their child’s gender identity. In cases Changing your name and title. A fact sheet for trans public sphere should not only simply honour the judgment where the parents are not you should remember and non-binary people experiences students bring to such sites, including that you are supporting the child. Confidential http://uktrans.info/namechange#4 the classroom, but should also connect their To achieve Outstanding: information does not have to be shared with parents experiences to specific problems that emanate from Schools must tackle all forms of bullying and unless you feel it’s a safeguarding issue or the child Gender Identity Online Training for staff. This could the material contexts of their everyday life’ (Giroux harassment including cyber-bullying and prejudice has requested your help in talking to their be used in a staff training session or request for staff 2004). based bullying related to SEN, Sexual Orientation, Sex, parents/guardians. to take the training at an allocated time: Race, Religion, Belief, Gender Reassignment and http://www.nlmscontent.nesc.nhs.uk/sabp/gv/ It is essential for boarding schools and for teaching Disability purposes that all members of the community are Notably a whole-school approach proves most aware of current legislation with regards to 2014 – Update to Ofsted briefing ‘ Exploring the effective in ‘getting the culture right’ (Tomlinson et al LGBT+Inclusion. school’s actions to prevent and tackle homophobic and 1999). When we recognise the thousands of transphobic bullying’ conversations that occur each day in a boarding 1967 – Legalisation of homosexuality school community, we realise that ‘our business is PRIMARY INSPECTORS ExPLORE WHETHER: 1973 – The American Psychiatric Association utterly about the people and the way we treat each declassified homosexuality as a mental disorder. The • Pupils ever hear anyone use the word ‘gay’ when other’ (Tomlinson et al 2009) ‘a common aspect to American Psychological Association Council of describing something, or whether they have been good practice schools is that all staff are involved Representatives followed in 1975 told by teachers that using the word ‘gay’, to mean with the training and the ethos, this is what make something is rubbish, is wrong, scary or 1990 – Decision to remove homosexuality from the these schools sustainable’ (Ofsted inspector, unpleasant and why it is wrong personal interview, May 2013) International Classification of Diseases of the World Health Organization (WHO) • Pupils ever get picked on by other children for not behaving like a ‘typical girl’ or a ‘typical boy’ By following the guidance we can inform and 2000 – Her Majesty’s Armed Forces removed its ban educate staff, students, parents and governors to be on LGBT individuals serving openly • Pupils have had any lessons about different types ‘less constrained by lack of knowledge’ (Carlile 2012) of families (single parent, living with grandparents, 2001 – The age of consent was equalised, regardless and understand that ‘sexual orientation’ and ‘gender having step-parents, having two mums or two of sexual orientation identity’ are to be brought in line with ‘race and dads) nationality’, ‘age’, ‘gender’, ‘religion and belief’ and 2003 – repealed by the Labour • Pupils think if there is someone born a girl who ‘disabilities’ according to the Equality Act 2010. Government would rather be a boy, or born a boy who would In 1988 an amendment stated that a local authority: like to be a girl, they would feel safe at school and ‘Shall not intentionally promote homosexuality or be included.5 publish material with the intention of promoting homosexuality” or “promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship’

2004 – Gender Recognition Act allowing trans people to change their legal gender. Came into effect 4th April 2005

4 5 SECONDARY INSPECTORS ExPLORE WHETHER: Legislation to update in Relevant boarding schools • There is any homophobic bullying, anti-gay derogatory language or name calling in school or your school national minimum standards on social media sites Ensure LGBT+ people and relationships are visible include: and represented within your school policies as listed • If a gay pupil was ‘out’ in school, that pupil would STANDARD 3 – HEALTH AND WELL-BEING STANDARD 16 – EQUAL OPPORTUNITIES below. Ensure through the policies that homophobic, feel safe from bullying • The accommodation is adequately staffed by • Boarders do not experience inappropriate biphobic and transphobic bullying are effectively appropriately qualified personnel, adequately discrimination because of differences arising out challenged and eradicated: • They have learned about homophobic/transphobic separated from other boarders and provides of gender, pregnancy or maternity, disability, race, bullying and ways to stop it happening in school • Equal Opportunities policy (Refer to Equality Act separate accommodation for male and female religion or belief, cultural background, linguistic • They learn in school about different types of 2010) boarders where this is necessary background, special educational need, sexual families – whether anyone is, or would be, teased orientation, gender reassignment or academic or • Sex and Relationships policy (using Ofsted about having same-sex parents. STANDARD 5 – BOARDING ACCOMMODATION sporting ability. These factors are taken into guidance ‘Not yet Good Enough/supplementary • 5.3 Toilet and washing facilities provide account in the care of boarders, so that care is SRE guidance 2014) • There is any homophobic bullying or derogatory appropriate privacy for boarders sensitive to different needs. language about staff http://www.ofsted.gov.uk/resources/not-yet- • Someone - pupil or teacher - who thought of STANDARD 11 – CHILD PROTECTION The full document can be downloaded here good-enough-personal-social-health-and- themselves as the opposite gender, feels safe and • The school ensures that arrangements are made https://www.gov.uk/government/uploads/system economic-education-schools free from bullying at school to safeguard and promote the welfare of pupils at /uploads/attachment_data/file/180948/DFE- https://www.pshe- the school; and such arrangements have regard to 00126-2012.pdf association.org.uk/uploads/media/17/7910.pdf The full document can be downloaded from any guidance issued by the Secretary of State6 http://www.educateandcelebrate.org/resources/ • Anti-bullying policy

• Behaviour policy STANDARD 12 – PROMOTING POSITIVE BEHAVIOUR

2014 – The Legislation to allow same-sex marriage in • Inclusion policy AND RELATIONSHIPS England and Wales was passed by the Parliament of • Uniform policy • 12.1 The school has and consistently implements a the United Kingdom in July 2013 and came into force written policy to promote good behaviour

on 13 March 2014, and the first same-sex marriages amongst pupils. This policy includes: took place on 29th March 2014

• measures to combat bullying and to promote positive behaviour;

• school rules;

• disciplinary sanctions; • when restraint is to be used; and

• arrangements for searching pupils and their

possessions

• 12.2 The policy complies with relevant legislation and guidance and is understood by staff and students

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LGBT + Inclusion in the How to Create an School Curriculum LGBT + Inclusion Schools are asked to demonstrate transparency for ‘Usualising’ makes our learners aware of the inspections, this could be presented through policies everyday existence of LGBT+ people by referencing Environment or display, however ‘it is widely agreed that the LGBT+ people in our lessons; this leads to Visibility is key to raising awareness and ensuring that technology of transparency embedded in audit is not ‘Actualising’ where having established a new all in our communities feel safe and confident to be a good procedure for understanding how language we can then make LGBT+ people real by, for who they are without fear of discrimination. Here are organisations really work’ (Strathern 2010). This example, having a discussion on LGBT+ rights. some examples of environmental ‘Best Practice’ from strongly suggests an embedded curriculum and schools across the UK. teacher-student conversations, formal and informal, are more productive and sustaining in the change Key Dates on the school Support to help you deliver process. Inspections can audit but ‘cannot get at the calendar where you can be LGBT+Inclusive lessons: • Welcome message Incorporating all the real’ productivity of the knowledge being generated Classroom resources can be downloaded for from LGBT+Inclusive: protected characteristics (Strathern 2010) the Educate & Celebrate website • November: Anti-Bullying week from the Equality Act http://www.educateandcelebrate.org/resources/ http://www.antibullyingweek.co.uk 2010 An LGBT+Inclusive curriculum takes a wider including: approach to creating whole school change by utilizing • February: LGBT History Month • PRIDE in Early Years Book Collection. A set of 12 all members of staff in their classrooms, encourages http://lgbthistorymonth.org.uk picture books about different families participation and moves away from ‘the most • May 17th: IDAHOT International Day against common ‘anti-bullying’ approach that is only • PRIDE in Primary Education Book Collection. A set Homophobia and Transphobia concerned with establishing a pre-emptive of 22 story and picture books about diversity to be http://dayagainsthomophobia.org intervention against violence’ (Szalacha 2003). As used in language and literacy and in the school educators we need to start at the route of library • Equality Pledge For all discrimination, which lies firmly in educating our • PRIDE Songbook. 25 original songs to accompany visitors to read and sign young people. To achieve this we need to equip our the books with lyrics, chord sheets and actions at reception teachers with the knowledge and skills to advocate inclusion, including ‘an accurate portrayal of the roles • PRIDE in Secondary Education Book Collection. A and contributions of gay, lesbian, bisexual (trans) set of 22 LGBT+Inclusive teen fiction books for use people throughout history, with an in the library and in English lessons acknowledgement of their sexual orientation’ (NEA • Lesson plans with accompanying PowerPoint’s and 1995, p.1) and gender identity. Our teachers must worksheets in all subject areas and in all key ‘change, and not simply mirror our society’ (Casper & stages Schultz 1999, p.15) • Assembly PowerPoint’s • Display in the corridors, library, The Schools White Paper ‘The Importance of • Policy and Guidance to help you update your reception and in other Teaching’ (DFE 2010) outlines how schools should be school policies key areas around the free to use their own professional judgement about school showcasing how they teach by stating that ‘The new national • Exemplar policies for primary and secondary students work from the curriculum curriculum will not specify the methods teachers use’ phase (DFE 2010). LGBT+Inclusion fits perfectly into this • PowerPoint’s to help you deliver staff meetings model by offering teachers the new pedagogy of ‘Usualising’ and ‘Actualising’ (Sanders 2010) 8 9 7 8

Engaging with Community and Pupil How to Access Training and Resources Even though government, school, Ofsted and • 1 day INSET Voice PRIDE Youth Networks boarding school policies advocate, judge and Any member of staff can attend a 1-day course in Engaging and empowering young people to monitor LGBT+Inclusion there is, as yet, no Birmingham, London or Durham. The course has challenge homophobia, biphobia and transphobia compulsory LGBT training as part of our QTS. Many been specifically designed to meet all education through a group or club to increase the visibility of universities, colleges and unions recognize this and criteria and focuses on how to create an different gender identities and sexual orientations. are including LGBT specific lectures as part of PGCE LGBT+Inclusive curriculum, environment and The group will need a supportive member of staff to courses to ensure our future teachers are equipped community. Register via the website. oversee and help with linking the group with other with the skills before they enter the classroom. staff members, school leaders and community Individual schools, colleges, universities and • Bespoke INHOUSE training groups. organizations are increasingly providing specific LGBT If you would like a trainer to come to you and CPD for their staff to fulfill all education policy deliver whole staff training, work with criteria. departments, students, trainee teachers, leadership teams or governors then you can book Educate & Celebrate is a national teacher-training a member of the Educate & Celebrate team. programme available to all educational establishments and workplaces. The approaches • Become a Best Practice Centre for used have been recognised by Ofsted as Best LGBT+Inclusion • A School Showcase Practice for taking a whole school approach to Elly Barnes CEO and founder of Educate & Oragnise an event open to the public to highlight tackling homophobic bullying and ingrained attitudes Celebrate will work with your staff, leadership your LGBT+Inclusive work in our schools ‘ This approach has been highly team, governors, parents and students over a 12- successful ’ Ofsted February 2012. The programme month period to implement the 5 point delivery was awarded Department for Education funding plan looking at 5 core areas of school life. Upon 2015/16 and continues to be devised and led by completion of the plan your school will be teachers for teachers. awarded LGBT+Friendly Best Practice status.

Help, guidance, advice, consultation and training • Attend the annual Educate & Celebrate from Educate & Celebrate can be accessed in the education conference each June following ways at The conference is designed to give delegates http://www.educateandcelebrate.org/training/ simple and effective resources and strategies to start using the very next day in school. You will see teachers and students in action through a range of workshops and Best Practice sessions to demonstrate tried and tested strategies from participating schools. Please see www.educateandcelebrate.org for details and to register.

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Conclusion ‘A challenging year 10 student was sent down to the In practical terms, the training gives teachers the Max, a Year 11 student explains: References: pastoral office due to a homophobic incident in a confidence to design and present the LGBT+ specific ‘To whoever reads this letter; please consider adding a Boarding Schools National Minimum Standards classroom. The student had called someone a ‘lesbian’. display, the policy informs the legalities of it, the class or assembly to the school curriculum and talk to (2013) Department of Education When I discussed this with her, I asked her why she had curriculum dictates the content and the community your students about difference. Don’t just ignore them used this term as an insult. I asked her to think about witnesses it. A teacher commented ‘We have when they use derogatory language and pretend you Bresser, P. (2002) The impact of a homophobia unit how it would make a gay person feel to hear this. After changed our welcome statement and our school can’t hear it. As teachers, you can make a huge on pre-service teachers. Unpublished doctoral she thought I explained to her how it made me feel code, both can be seen in reception and in difference because I KNOW , from experience, that if you dissertation, Walden University being gay myself. I have a very positive relationship with classrooms’. Another teacher notes, ‘We have a visual talk about LGBT and educate everyone in schools, you this student and she couldn’t respond to any more of the reminder of the work we do by having posters on Carlile, A (2012) ‘Critical bureaucracy’ in action: will help so many young teenagers across the UK feel conversation as she was quite taken aback. I expected display as well as creating an equality display, we Embedding student voice into school governance safer and more involved in their school community. after this, the whole group of year 10’s closely followed have ensured the environment reflects all people Pedagogy Culture and society January 2012-Autumn LGBT discrimination is an issue that needs to resolved by the school would know and I would at least hear a now, including LGBT+’. Interestingly, another teacher 2012 now’ few mutters or rumours, but after days, weeks, nothing. noted that current legislation acted as a means of In the weeks that followed I’d worked closely with a finding a ‘way in’ with leadership teams and Casper, V., & Schultz, S. (1999) Gay parents, straight group of 20 students from a variety of year groups that governors and could be used as a method ‘to change Appendices: schools; Building communication and trust New York: were being trained as LGBT peer mentors and part of archaic views amongst staff and use them to ensure Appendix 1: List of support services Teachers College Press the training was to discuss coming out and I told my LGBT+ students are safe regarding bullying and well- Appendix 2: Case Studies Department for Education (2010) ‘The importance of story. The kids asked questions and were brilliant – I being’ Teaching’ The Schools White Paper Chapter 2 even got a round of applause afterwards. Since the ‘Teaching and Leadership’ training I expected maybe a bit of rumour spreading or We cannot make institutional change overnight as at least one student to say something to me but there ‘Queering the educational system requires that the DePalma, R., & Atkinson, E. (2009). ‘No Outsiders’: has been no reaction of any kind – just the kids plodding curriculum, policies and practices of schools are moving beyond a discourse of tolerance to challenge about as usual’ inclusive of all individuals and their experiences’ heteronormativity in primary schools. British (Toomey et al 2012). We may well have our policies in Educational Research Journal , 35 (6), 837-855. This testimonial shows there is still a need for an place, our LGBT+Inclusive curriculum prepared, Equality Act (2010) Labour Government LGBT+Inclusive education . Even though we have however the real change takes place in hearts and legislation we really have only just begun the journey minds. Therefore, taking those daily opportunities to Giroux, H.A. (2004) The Terror of Neoliberalism: in schools and in the wider community. We must make our learners aware of the existence of LGBT+ Rethinking the significance of Cultural Politics . College continue to break down the negativity and fear people be it through informal conversations, lessons Literature, 2005 – muse.jhu.edu surrounding LGBT+ Inclusivity by increasing visibility or assemblies are saving and changing the lives of in all aspects of school life and provide a new ethos the students in our care. Marshall, D. (2008). Homophobic bullying and human of learning for this generation. rights: non-deficit approaches in queer youth wellbeing policy and practice. Activating human rights Further comments from our teachers help illustrate in education: exploration, innovation and the benefits of receiving LGBT+ training. transformation , 95-106.

12 13 Appendix 1: Support Services National Education Association (1995) Understanding Switchboard Gendered Intelligence Terence Higgins Trust gay, lesbian and bisexual students through diversity: Calm words when you need them most – Providing A community interest company, who deliver art A national charity who advocate for a world where Action sheet Washington, DC: NEA Human and Civil free & confidential support & information to lesbian, programmes and creative workshops to trans youth, people with HIV live healthy lives free from prejudice Rights gay, bisexual & transgendered communities facilitate workshops for all young people, offer CPD and discrimination and good sexual health is a right throughout the UK and trans awareness training and form partnerships and reality for all http://www.tht.org.uk Ofsted (2013) Not yet good enough: personal, social, and run projects that will benefit the trans health and economic education in schools Helpline 0300 330 0630 (Daily 10AM – 11PM) community. For information on supporting, The Albert Kennedy Trust Switchboard provides a helpline, instant messaging, volunteering, training and booking see A national charity supporting young LGBT 16-25 year Ofsted (2014) Exploring the school’s actions to prevent email service and a database of further services. http://genderedintelligence.co.uk olds who are made homeless or living in a hostile and tackle homophobic and transphobic bullying For more information see http://switchboard.lgbt environment. Offices in London, Manchester and briefing for section 5 inspection Stonewall Newcastle http://www.akt.org.uk GIRES – The gender identity research and A national campaigning and lobbying group focusing Sanders. S (2010) ‘Usualising’ and ‘Actualising’ education society on ‘Research and Policy’, ‘Parliamentary work’, http://the-classroom.org.uk Educate & Celebrate A charity offering a wide range of support for trans ‘Publications’ and ‘Events’. Information about A national training and resource programme for people and those who care for them. They ensure Stonewall’s ‘Education for all’ campaign against Strathern, M (2000b) ‘The Tyranny of Transparency’ schools, educational establishments and that legislation and practices meet the needs of trans homophobic bullying in schools can be found here British Educational Research Journal 26:3 309-321 organiasations. For LGBT+Inclusive curriculum people. For resources, consultation, surveys, http://www.stonewall.org.uk/at_school/ information, advice, guidance, training and resources research and legal matters see Szalacha, L.A. (2003) The Research Terrain, Journal of please contact [email protected] http://www.gires.org.uk Gay & Lesbian Issues in Education, 1:2, 77-87, DOI: Metro or see www.educateandcelebrate.org

10.1300/J367v01n02_10 A leading equality & diversity charity, providing Mindfull health, community & youth services across London & Szalacha, L. A. (2004) Education Teachers on LGBTQ A national programme that revolutionises the way the South East & national & in ternational projects. Issues, Journal of Gay & Lesbian Issues in Education, young people access information, advice and • METRO promotes health, wellbeing, equality & 1:4, 67-79 support around their wellbeing and mental health. participation through youth services, mental health & wellbeing services, sexual & reproductive Becoming a MindFull LGBT Youth Mentor offers Tomlinson et al, Living Headship: Voices, values, health & HIV services and community participation

young people a genuine volunteering opportunity to vision. Paul Chapman London Ltd 154-165 & involvement. provide support and guidance to other young people

while increasing their own understanding of LGBT • METRO works with anyone experiencing issues Toomey, R. B., McGuire, J. K., & Russell, S. T. (2012). wellbeing and mental health issues and improving related to gender, sexuality, diversity or identity. Heteronormativity, school climates, and perceived

their emotional resilience. https://www.metrocentreonline.org safety for gender nonconforming peers. Journal of

For further information www.mindfull.org adolescence , 35 (1), 187-196.

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Appendix 2: Best Practice School Case Studies Case study 1:

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Case study 2:

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22 23 Boarding Schools’ Association 4th Floor 134 Buckingham Palace Road London SW1W 9SA [email protected] www.boarding.org.uk