Tackling homophobic, biphobic and transphobic bullying in your school. Vicky Constance, Group Manager, Stonewall @VickySarahC Mat Richards Cockermouth School Cockermouth School

Large, 1400 student 11-18 mixed Comprehensive Rural West Cumbria Very Monocultural – 95% White British Very little ethnic or religious diversity within Cumbria High achieving school Lots of existing work in PD curriculum on LGBTI

Convincing management in a nutshell 1. Presenting HBT-phobic language and bullying within the broader context of prejudice and discrimination – racism, sexism, ableism etc 2. Letting management know that ‘that’s so gay’ is actually homophobic 3. Presenting ‘the solution’ (always a winner when dealing with management!) – stonewall training…. 4. Drip-feeding them all the genuine staff comments on the next slide, that I had heard during my five years at the school…. Establishing that this was institutional prejudice, not just the students… providing rationale for WHOLE SCHOOL APPROACH

Convincing management • ‘Although, they do make it more difficult for themselves by being 'really' gay – you know, showing it off' • 'Ah, but that's because they're drama queens, isn't it?' • 'Oh but they're just words aren't they? They call themselves Queer‘ • 'Sexism is far worse though, and you can't choose your sex' • 'If I pulled up every kid for calling someone gay I'd have no time left for anything else' • 'Yes but we don't have many minorities so it doesn't really happen here...' • 'yes but he's not black so it doesn't really count' • 'Ah, but you can tell which ones are going to turn out gay' • 'I'm not doing that with them, it'll make things worse' • 'Ah, but when they say it they don't mean GAY, they mean 'rubbish' • 'Oh they're far too young to talk about it'

Staff Training - Over two years

Countering ‘Political Correctness gone mad’ Survey and misperceptions by staff Showing impact on students IN SCHOOL Verbal strategies and behaviour systems Education on LGBTQI awareness Empathy work Support training to pastoral CONCLUSION: Homophobia Over 70% of our students hear these terms every week. Never Only 20% of staff do. A couple of times a year Once again, a huge amount of

Every month homophobic language is being used –

Every week just clearly not within earshot of staff….. Most days Which would seem to indicate that 0% 20% 40% 60% Most students DO KNOW that these terms are unacceptable Empathy – ‘’The Language of Sex

1. What do you think caused your heterosexuality? 2. When did you first tell your family you were heterosexual? 3. Do you think being straight is simply a phase you might grow out of? 4. Isn’t it a bit weird just fancying one gender? 5. When did you first decide you were a boy or a girl? 6. So, do you fancy ALL people of the opposite sex?

Rochlin, M (1995) ‘The Language of Sex: The Heterosexual Questionnaire’, in Gender in the 1900s: Images, Realities, and Issues, ed. Nelson, E.D. and Robinson, B. W. Nelson Canada: Toronto. Pp. 38-39. Questions turned upside down, usually asked to people who are LGBT…..

1.What do you think caused your homosexuality? 2.When did you first tell your family you were gay? 3.Do you think being gay is simply a phase you might grow out of? 4.Isn’t it a bit weird fancying both genders? 5.When did you decide you were a boy/girl? 6.So, do you fancy EVERYBODY?

Impact?

• Worse first, better later • Educating then challenging • Provoked open debate among staff, students, parents and visitors • Increased challenging and reporting of incidents by staff and students • Increased voluntary pupil voice and action • Some reduction in use of words in school Stella Bell Chapel Fields Junior School CFJS Our Journey Staff training CFJS some examples from our policies

• Roles and responsibilities of Head Teacher  To be responsible for the implementation and day-to-day management of the policy and associated procedures.  To ensure that there is no disparity in the application of the policy on any grounds, particularly in relation to ethnicity, nationality, culture, religion, gender, disability or sexuality.  To support all members of staff in the effective implementation of the policy. • Roles and responsibilities of staff, including teachers, support staff and volunteers  To ensure that there is no disparity in the application of the policy on any grounds, particularly in relation to ethnicity, nationality, culture, religion, gender, disability or sexuality.

Respect  showing awareness of and consideration for diversity within different types of relationship and family groups  the right for children to have their opinions heard and for them to be able to amend or change opinions  quality RSE as an entitlement for all children  understanding of differing gender needs and a commitment to meet those needs

The CFJS pupil consultants speak for themselves. Example additions to the curriculum

Transgender Some people find that their gender identity does not match their biological sex. When this happens, the person may identify as transgender. https://www.youtube.com/watch?v=0x_u2cs8DpI

Read to pupils 10,000 Dresses Marcus Ewert What does the book help us to learn about gender identity?

https://www.youtube.com/watch?v=XjJQBjWYDTs Watch this video clip. After watching discuss using words to hurt people, insult people and why this is not acceptable. What type of language could this be? (homophobic) Gaining opinions from pupils and informing parents/carers what we will teach.

Agree Disagree Don’t know I make an effort to try to include others. I am different to other children in my class. I’m proud to be me. Boys should stick to football and girls should stick to make up and shopping.

It ok for boys to like the colour pink or be interested in fashion.

I don’t want to hang around with people who are different to me. Piece 4 People should hang around with friends of their race or religion. Different kinds of relationships within situations There’s no such thing as normal. such as work and family A family means a mum, dad and children. Relationships that involve physical attraction, including good and bad relationships. It’s ok to make fun of people who are different to me. Different types of families and relationships within Boys should only play with boys. them. Being gay is wrong. The Next Steps

Rainbow day. Silver award. Check all of our school policies. Have fun celebrating difference. Encouraging other schools to follow the same path. Pat Stalker, Samuel Ward Academy “Don’t be a Bystander! ” Identifyi ng the Issues SOME PEOPLE ARE GAY. GET OVER IT!

Kitty Genovese

DON’T

BE AIT TAKES COURAGE NOT TO BE A BYSTANBYSTANDER DER Further down the Line…. Don’t be a Bystander

“Don’t be a Bystander!” The School’s Pledge Questions?