No Place for Bullying – tackling
homophobia, biphobia and
transphobia in educational
settings
Janet Palmer HMI, National Lead for PSHE
education
Queering ESOL: towards a cultural politics of
LGBT issues in the ESOL classroom
London Institute of Education
18 November 2013
Is it true that these days there is
little or no homophobia or
transphobia in schools and colleges
and it is no longer a priority?
National priority and an Ofsted priority
 ‘It’s utterly outrageous and medieval to think
that to use the word gay as an insult is
somehow acceptable’
 ‘The last thing you need to feel at school is
any sense that the difficulties with which
you’re wrestling or the path on which you wish
to embark are in any way a legitimate subject
for humour, ostracising or prejudice’

Michael Gove, at a conference on equality in education in June
2013:
Stonewall’s school report – five years on
 More than half of lesbian, gay and bisexual
pupils have experienced direct bullying.
 LGB pupils who are bullied are at a higher
risk of suicide, self-harm and depression.
 40% have attempted or thought about
taking their own life directly because of
bullying and the same number say that they
deliberately self-harm directly because of
bullying.
Stonewall’s school report – five years on

The use of homophobic language is endemic. 99% of gay
young people hear the phrases ‘that’s so gay’ or ‘you’re so
gay’ in school.

60% of LGB pupils who experience homophobic bullying say
that teachers never intervene.

Only half of LGB pupils report that their schools say
homophobic bullying is wrong, even fewer do in faith schools
(37%).

One third of LGB students change their future educational
plans because of bullying.

60% say it impacts directly on their school work.
2012 survey, ‘No place for bullying’


Inspectors visited 65 schools:

Schools were in the north,
midlands and south, including
London.

They included rural, semi-rural,
coastal and city schools.
Academies, selective and nonselective schools and faith schools,
and schools of different sizes were
all included.
The use of language

Students in all of the schools could give a
range of examples of disparaging language
that they heard in school. This was related to
perceived ability or lack of ability, race,
religion, sexuality, appearance or family
circumstances, and in secondary schools, to
sexual behaviour.

Homophobic language was frequently
mentioned, particularly ‘gay’ used as an insult
and ‘gay’ used to mean ‘rubbish’ .
No place for bullying: homophobia and transphobia | 7
The use of language
Students often indicated that responses
from staff to derogatory language was
inconsistent, for example:
 ‘dinner ladies don’t do anything
about it’
 ‘if Mr M hears you say ‘gay’ like
that he’ll really, really tell you, but
no-one else does really.’
The use of language
 Few schools had a clear stance on
the use of language or the
boundaries between banter and
behaviour that makes people feel
threatened or hurt.
the best schools…..
…. placed a strong emphasis on
helping pupils to develop positive
values, to understand difference
and diversity, to understand the
effects that bullying has on people,
and to protect themselves from
bullying. The curriculum specifically
focused on different aspects of
bullying, including homophobia …
the worse schools …
… were nervous about highlighting issues
of diversity because they saw them as
potentially contentious. This led to them
tackling issues only as they arose, rather
than building them into the curriculum or
the day-to-day life of the school.
Are some schools and colleges
exempt from tackling homophobia
and transphobia because they are
free schools, academies or faithbased institutions?
Are some educational settings exempt
from tackling prejudiced based
bullying?
No
Add presentation title to master slide | 13
The Public Sector Equality Duty (PSED)
All publicly funded schools and educational
bodies must:
 eliminate discrimination
 advance equality and foster good relations
between LGBT pupils and their peers
 publish information to demonstrate
compliance with this aspect of the equality
duty
No place for bullying: homophobia and transphobia | 14
Faith Settings
 5th July 2013 – the Archbishop of Canterbury
announced a campaign to eradicate
homophobia in C of E schools.
 The Catholic Church’s position on
homosexuality is clearly expressed in its
Catechism: ‘They (homosexuals) must be
accepted with respect, compassion and
sensitivity. Every sign of unjust discrimination
in their regard should be avoided.’
No place for bullying: homophobia and transphobia | 15
Is it too difficult to talk to students,
about homophobia, biphobia and
transphobia?
Listening to the student voice

How do schools and colleges know how inclusive
they really are?
Ask the students!

Students will only raise issues with staff if they are
confident they will be listened to, supported and not
judged

How do schools and colleges ensure all students feel
welcome and included?
Many young people will not report
homophobic, biphobic or transphobic
bullying because:


they are ashamed

they are yet to come to terms with their sexuality or
gender identity

they are not ready ‘come out’ to their family and don’t
want the school or college to force the issue

they are in fear of their life or liberty
they are neither LGB or T and do not want to be
associated with these terms
If we don’t improve how
schools prevent and tackle
homophobia…..
A result of homophobia:
Helpful resources and organisations


Ofsted report – No Place for Bullying Ref 110179

www.stonewall.org.uk/educationforall (School Report and LGB
resources including videos and posters)


www.schools-out.org.uk (support materials for schools)

www.gires.org.uk (gender identity research and education
society)
Ofsted PSHE website www.ofsted.gov.uk/inspectionreports/our-expert-knoeledge/personal-social-and-healtheducation-pshe (examples of good practice in LGBT inclusion in
schools)
www.mermaidsuk.org.uk (support for transgendered children
and their families)