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This year's Wear it Purple theme is "Celebrate". In the lead up to the WIP Day, we are highlighting those in the rainbow community who provide happiness, demonstrate the diversity, help bring together the community, work to raise awareness and ensure there are good times for the rainbow community. One ...

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This year's Wear it Purple theme is "Celebrate". In the lead up to the WIP Day, we are highlighting those in the rainbow community who provide happiness, demonstrate the diversity, help bring together the community, work to raise awareness and ensure there are good times for the rainbow community. One ...

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IDAHOBIT May 17

International Day Against Homophobia, Biphobia, Intersexism and Transphobia
-  Wear Rainbow and make a gold coin donation to raise money to support LGBTIQ youth
-  Organise an event (BBQ, Concert, Bake Sale) - proceeds go to supporting LGBTIQ youth

Wear It Purple Day August 31st

-Wear purple to celebrate LGBTIQ and raise money for LGBTIQ organisations

-Teachers can use this day as an opportunity to run workshops for staff/students on LGBTIQ

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1. Go Rainbow

Whether it's with your school, workplace or by yourself, go rainbow to signal your stance against LGBTQIA+ discrimination.

2. Host an Activity

Get together and host an event for LGBTQIA+ inclusion. Big or small, your event will make a difference.

3. Build Inclusion

Build LGBTQIA+ inclusion all year round with a guest speaker or inclusion training session and hear directly from those with lived-experience.

4. Change the World

Make a difference to the life of someone in need. Fundraise or partner with us to improve the lives of LGBTQIA+ youth across Australia all year round.

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Whether it's with your school, workplace or by yourself, go rainbow to signal your stance against LGBTQIA+ discrimination. Get together and host an event for LGBTQIA+ inclusion. Big or small, your event will make a difference. Build LGBTQIA+ inclusion all year round with a guest speaker or inclusion training session and hear directly from those with lived-experience.

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All students feel safer when schools adopt inclusive policies across all school curricula, not just sexuality education (Snapp, McQuire, Sinclair, Garion & Russell, 2014). It is of utmost importance to situate LGBTIQ+ inclusivity appropriately as;

"LGBTQ youth should not be seen as a problem in need of a solution. The real “problem” that should be addressed is a societal and school culture that condones homophobic and heterosexist behaviours and attitudes" (Wells & Tsutumi, 2005).

With this in mind, below are suggested strategies that practitioners can implement to:
1) create an inclusive environment;
2) take action towards better LGBTIQ+ inclusive practice.

1. Create an Inclusive Environment
-  Use inclusive language - avoid use of gendered pronouns, use they/them.  Avoid use of ‘guys’, instead say ‘class, folks, Year 8s’
-  Avoid heteronormative language/examples e.g. in English classroom, when discussing scenarios avoid using gendered
romantic examples such as ‘boy meets girl’ etc.
-  Display Posters in school that celebrate diversity and inclusion of LGBTIQ (see right)
- Embed positive examples of LGBTQI+ people and relationships and discuss relevant LGBT rights and equality (Hall, 2015)

-  Avoid promoting stereotypes that all LGBT people have certain types of sex, relationships and cultures. A suggested way to
do this is to focus on the similarities and differences there might be across all different types of relationships (Hall, 2015).

-  Call all students what they want to be called (Leong, 2016) regardless of sexuality or gender.

-  Collect feedback from parents and carers, involve them in the process (Stonewall, 2016)

2. What you can do
-  Minus 18, Australia’s Youth Driven Network for LGBTIQ Youth offers professional development for Teachers.
-  They have also designed a unit of work with lesson plans ‘All Of Us empowers Australian teachers to easily discuss gender   diversity, sexual diversity and intersex topics in the classroom.  Building empathy through real life experiences of LGBTI young people through lesson plans and short videos that are aligned to the Year 7/8 Health and Physical Education learning area of the Australian Curriculum’ (Minus 18, 2018)

-  Utilise the Universal Design for Learning (UDL) principles. Planning lessons and learning environments in this manner
changes the emphasis from helping a minority to removing barriers to learning for all.

- In looking for ways to check that lessons and learning environments are designed for LGBTQI+ inclusivity envisage/ask what the lessons and learning environment is like for your students, i.e.; am I visible? Is my family visible? Can I access the learning? Is it about me? Does it meet my needs? (Stonewall, 2016)

3. Other ways to take action
-  Start a Queer-Straight Alliance
-  Update school policies
-  Implement inclusive Sex Education
-  LGBTI Representative Library Books
- Speak to the school's teacher librarian about making Young Adult texts are available that represent LGBTIQ experiences
-  Gender neutral toilets

(Minus 18, 2018, pp. 52-53)

Supporting Students

Minus18 suggests providing a list of groups and organisations where students can seek support from:
https://www.minus18.org.au/images/ALL_OF_US.pdf

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Although not without its critics, the Safe Schools Program overall has shown positive impacts on schooling environments since it was enacted (Ollis, 2017) . Students report that school programs such as the Safe Schools Program are “the most trusted” (Ollis, 2017) sources for information. 77% of girls and 74% of boys cite these programs as the most used source of information regarding sexuality and relationships (Johnson et. al., 2016) . 77% of both boys and girls reflected that ‘respect in relationships’ is the most taught facet of these programs (Johnson et. al., 2016). This is a significant finding as students of both genders in a high proportion identify that they need more information regarding LGBTQI issues.  Schools overwhelmingly then have an imperative to ensure that the information which they are disseminating to students is relevant, encompasses significant/relevant areas and is accessible to all students.

However, the Safe Schools Program is not without its omissions, with students identifying that “issues such as gender diversity, staying safe online, and building safer relationships” are primary concerns which are not addressed by the Safe Schools Program. Additionally, as the Safe Schools Program is not a mandatory part of the curriculum, it might not be implemented to its utmost efficacy in some schools, and faith-based schools are not mandated to teach the program as it “may not be suitable” at schools where “a negative religious belief about homosexuality may never change” (Rhodes, 2016).

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The Safe Schools Program was established in 2010 “to ensure schools are safe places for all students, including lesbian, gay, bisexual, transgender and intersex (LGBTI) students, and are free of discrimination” (Victorian State Government, 2018). It arose due to a diagnosed need within schools for greater support for LGBTQI students and seeks to develop schools as safe environments which are inclusive and supportive of LGBTQI students.

At its core, the Safe Schools Program’s founding principle is that all students have a right to be safe from bullying and harassment and feel included at school, because students who do not feel safe cannot reach their full potential, and in extreme cases these circumstances can lead to self-harm and suicide in young people. LGBTQI students are disproportionately represented as at-risk, with;

- 61% of LGBTI young people report experiencing verbal homophobic abuse

- 18% report physical homophobic abuse

- 69% report other types of discrimination, including exclusion and rumours

- 80% of respondents experienced the reported abuse at school.
(Hillier et. al., 2010).

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Baams, L., Dubas, J., & Aken, M. (2017). Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School. Journal of Youth & Adolescence, 46(5), 931-942.

Beyond Blue Official (2015). Why should I be made to feel like crap just for being who I am? [video]. Available from https://www.youtube.com/watch?time_continue=17&v=5kCVLQrGAps

Charter of Human Rights and Responsibilities Act (2006).  Retrieved from www.legislation.vic.gov.au

Coulter, R. & Miller, E. (2018). Professional Development and Research to Improve School Practices and LGBTQ Health in US Schools. AJPH, 108(4), 443-444.

Equal Opportunity Act (2010). Retrieved from www.legislation.vic.gov.au

Face the facts: Lesbian, Gay, Bisexual, Trans and Intersex People (2014). Retrieved from https://www.humanrights.gov.au/education

Hall, F. (2015). Top tips on LGBT-inclusive sex education. Schools Week. Retrieved from: https://schoolsweek.co.uk/top-tips-on-lgbt-inclusive-sex-educationStonewall. (2016). /

Hillier, L., Jones, T., Monagle, M., Overton, N., Gahan, L., Blackman, J., & Mitchell, A. (2010). Writing Themselves In 3. Australian Research Centre in Sex, Health and Society, La Trobe University. Retrieved from https://www.glhv.org.au/sites/default/files/wti3_web_sml.pdf.

Johnson, B., Harrison, L., Ollis, D., Flentje, J., Arnold, P., & Bartholomaeus, C. (2016). ‘It is not all about sex’: Young people’s views about sexuality and relationships education. Retrieved from http://www.youthsexuality.com.au/files/9814/5801/5069/It_is_not_all_about_sex_Research_Report_16.3.16.pdf

Kang, M. (2017) We have marriage equality, now we need LGTBQI inclusive sexuality education in schools. The Conversation. Retrieved from: http://theconversation.com/we-have-marriage-equality-now-we-need-lgbtqi-inclusive-sexuality-education-in-schools-87501

Leong, K. (2016). Five simple ways to create an LGBTQ-Inclusive classroom. Teaching Channel. Retrieved from: https://www.teachingchannel.org/blog/2016/10/19/lgbtq-inclusive-classroom/

LGBTQI Glossary (2015). Retrieved from https://www.amnestyusa.org/pdfs/AIUSA_Pride2015Glossary.pdf

LGBTQI+ Communities: Glossary of Common Terms (2017). Retrieved from https://aifs.gov.au/cfca/publications/lgbtiq-communities

Melbourne Declaration on the Educational Goals of Young People (2008, December). Retrieved from www.curriculum.edu.au

Ollis, D. (2017, March 18). Safe Schools Program: New research evidence highlights how much it is needed in our schools. Retrieved 2018, from https://www.aare.edu.au/blog/?p=1480

Otero, G., Farrar, M., & West-Burnham, J. (2007). The Moral Purpose of Education. In Schools and Communities (pp. 39–52). Sydney, Australia: Bloomsbury Publishing.

Rhodes, D. (2016). Safe Schools review findings: Experts respond. Retrieved October 12, 2018, from http://www.swinburne.edu.au/news/latest-news/2016/03/safe-schools-review-findings-experts-respond.php

Schunk, D. (2008) Learning Theories: An Educational Perspective. Upper Saddle River, New Jersey: Pearson, Merrill Prentice Hall.

Snapp, S. D., McQuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015) LGBTQ-Inclusive curriculua: Why supportive curricula matter. Sex education: Sexuality, society and learning. 15 (6) pp.580-596

Steck, A., & Perry, D. (2018) Challenging Heteronormativity: Creating a Safe and Inclusive Environment for LGBTQ Students. Journal of School Violence, 17(2), 227-243.

Stonewall. (2016) Stonewall ecudation for all conference 2016. Presented at: Stonewal education for all conference 2016, London, Friday 8th July 2016, n.p, Retrieved from: https://www.stonewall.org.uk/sites/default/files/inclusive_sex_and_relationship_education.pdf

The statistics at a glance: the mental health of lesbian, gay, bisexual, transgender, queer and intersex people in Australia (2016). Retrieved from www.lgbtihealth.org.au

Wells, K. & Tsutumi, M. L. (2005). Creating safe, caring and inclusive schools for LGBTQ students. Alberta, Canada: The society for safe and caring schools and communities

Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th edition). Melbourne, Victoria: Pearson.

Victorian State Government. (2018). Safe Schools. Retrieved from https://www.education.vic.gov.au/about/programs/Pages/safeschools.aspx?Redirect=2

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Why should I be made to feel like crap just for being who I am?

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What we say and do does matter. Share this video to make a difference using #StopThinkRespect. For more information visit https://lefthand.org.au Because of the things people say and do, LGBTI people are far more likely to experience depression and anxiety. If you feel like crap and need to talk about it, beyondblue can help.

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There is policy in place that points to the necessity of including our LGBTQI youth. The Melbourne Declaration on Educational Goals for Young Australians (2008) suggests that high quality schooling should support the equity of all students and allow them an education free of discrimination founded on their sexual orientation. The document affirms that schools play a vital role in the emotional and moral development of students, suggesting that teachers must create an environment where this growth can occur unhindered by exclusion and discrimination.

The Charter of Human Rights and Responsibilities Act (2006) sets out four essential human rights principles:

·      Freedom

·      Respect

·      Equality

·      Dignity

The Act (2006) affirms that all are born equal in dignity and have the right not to be discriminated against and to have freedom of thought, conscience and belief. These ideals are supported by the Victorian Equal Opportunity Act (2010) which cites that individuals should not face discrimination based on their sexuality.

Thus, both research and policy point to the importance of including the LGBTQI community in our classrooms. We can also look to teaching theory to support the pertinence of this issue. Erikson’s psychosocial theory places teenagers in the category of “identity vs role confusion” meaning they must form identities in key facets of their life during this period (Woolfolks & Margeret, 2016). If they experience large amounts of doubt in this time, Erikson suggests this will affect their confidence as adults (Woolfolks & Margeret, 2016).

This links to constructivist theory as conceptualised by Vgotsky, which stresses that the interpersonal and social environment of students is crucial to their learning (Schunk, 2008). The social environment of the classroom thus becomes an essential part of the development of teenage identity. And it is our job as teachers to make sure this space is safe, supportive and inclusive for all LGBTQI students.

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It has been articulated by leading educational theorists that schools should assist students in both fostering their own identities and respecting the identities of others (Otero, Farrar & West-Burnham, 2007). Being secure in their relationships and able to nurture personal values are also pertinent parts of student education (Otero, Farrar & West-Burnham, 2007).

As teachers, therefore, we must be equipped to support students as they develop these ideals. We need to know how to facilitate the growth of their values and identities and ensure the classroom is a respectful environment for this to occur within.

Unfortunately, we have a way to go before this can occur. Steck & Perry (2018) discovered students were afraid to report abuse they received for their sexual identities because they consistently witnessed adults failing to address homophobic incidents in their various school contexts. The reality is, this is still a common narrative in schools around the world. And to support this 11% of the student population, teachers need to know and do better regarding the LGBTQI community.

If we can succeed in addressing incidents of LGBTQI exclusion, it has been shown that these students will have better educational and health outcomes (Coulter & Miller, 2018). If both curriculum and practice show sensitivity to LGBTQI matters, then there will be an increase in students and teachers intervening when they are witness to discriminatory occurrences (Baams, Dubas & Aken, 2017).

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This resource will cover the inclusion of lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI for short) students in schools.

This means ensuring LGBTQI students can learn in a safe and supportive environment. They should feel included by peers, teachers and the school. Considering that at least 11% of Australians have a diverse sexual identity (“Face the Facts”, 2014), it is essential that this part of the student population is supported.

First, some definitions:

Sexuality: a person’s sexual orientation or preference

Lesbian: A female-identifying person attracted to other female-identifying individuals

Gay: A male-identifying person attracted to other male-identifying people

Bisexual: An individual attracted to multiple genders.

Queer: An umbrella term for sex and gender minorities who are not heterosexual or cisgender.

Intersex: Someone who is born with a reproductive or sexual anatomy that does not fit the typical definition of male or female, or that possesses characteristics of both.

For a more comprehensive look at definitions and common terms regarding sexuality and the LGBTQI community, see:

https://aifs.gov.au/cfca/publications/lgbtiq-communities

https://www.amnestyusa.org/pdfs/AIUSA_Pride2015Glossary.pdf