Learn from schools that demonstrate good practice in handling prejudice and follow these teachers’ lead
Fergus McMillan, LGBT Scotland’s Chief Executive, started by quoting one anonymous Scottish headteacher. “I don’t think LGBT concerns are a big issue. We treat all young people the same.” Treating everyone the same, when the needs of some are different, may indeed be the root of the problem.
LGBT young people suffer bullying in many schools. 69 per cent have experienced direct homophobic bullying. 60 per cent of those who experience homophobic bullying say witnessing teachers never intervene. Only half of gay pupils report that their schools say homophobic bullying is wrong.
How Good Is Our School includes quality indicators to support equality measures but LGBT young people perceive few schools applying these. Policies seldom translate in practice and research shows schools as perceived as among the least supportive institutions in which LGBT young people operate.
Mr Biagi spelled out what he believed is necessary to improve this situation. “Every school needs to follow the examples of the best and take an active zero tolerance attitude towards homophobia, which can manifest even just in the all too common use of the word ‘gay’.
“In the Scottish Parliament we need to keep taking concrete steps – whether passing equal rights, funding anti-discrimination work or simply presenting an alternative built on hope – so that everyone’s sons and daughters, nieces and nephews can grow up in a Scotland that is genuinely open-minded, inclusive and accepting.”
Last year the Scottish Government and LGBT Youth Scotland published their Toolkit for Teachers, Dealing with Homophobia and Homophobic Bullying in Scottish School, a superb resource for curriculum development. Twelve Scottish secondaries and five primaries, are part of the Stonewall Scotland Schools Champions Programme, tackling bullying and prejudice up-front. It’s time for every school to utilise the Toolkit and emulate the best practice in these exemplary schools.
The above article was first published in the Times Educational Supplement Scotland on 8 March 2013