Stand Up! Awareness Week on Homophobic Bullying 5 - 11 March 2012
“Homophobic Bullying is a Grave Violation of Human Rights and a Public Health Crisis”, UN Secretary General The UNESCO conference culminated in the drafting of the Rio Statement on Homophobic Bullying and Education for All. This says that every day, students around the world are routinely denied safety and equality in their education and put at risk of mental health difficulties and suicide, because of homophobic discrimination and bullying in schools. The Statement calls on governments to eliminate homophobic and transphobic bullying.
On 14th December 2011, UN Secretary General Ban Ki-moon declared that homophobic bullying was a “moral outrage, a grave violation of human rights and a public health crisis.” The Secretary General called on governments around the world to take steps to combat homophobic bullying. This statement was issued two days after the UN’s first ever international consultation on homophobic bullying in education, which took place in Rio de Janeiro. BeLonG To was pleased to be invited to the conference, which was hosted by UNESCO and which drew together experts from UN agencies, ministries of education and NGOs from 25 countries.
BeLonG To was honoured that our work to eliminate homophobic bullying in schools was specifically recognised as good practice at the UNESCO consultation in Rio de Janeiro. Photo: Delegates at UNESCO 1st International Consultation on Homophobic Bullying, Rio de Janeiro, December, 2011.
INSIDE Why Stand Up is needed, Aims, What is Homophobic Bullying? Whole School Approach to Equality Success Stories in addressing homophobic bullying. Educational Activities and Lesson Plans. You could use one, two, or all of the activities. See also our DVD and guide, and Posters in Irish and English.
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Principals’ Association Support Stand up!
Stand Up!
Dear Principals, The NAPD has been to the fore in drawing attention to the problem of homophobic bullying in schools, and in providing resources to principals on the issue. Because we are aware of the serious impact of homophobic bullying on students, we were very pleased that combating homophobic bullying was specifically mentioned in the Programme for Government. We would like to encourage principals and deputy principals to participate in Stand Up, the nationwide awareness week on homophobic bullying. Stand Up addresses homophobic bullying in a positive manner, and aims to encourage friendship among students. Stand Up is being led by BeLonG To, Ireland’s national LGBT youth organisation (which is funded by the Department for Children & Youth Affairs and the National Office for Suicide Prevention.) Stand Up will run from 5-11 March 2012. I would encourage schools to peruse this booklet, and choose the educational activities that are most suitable for their school, and to put up the Stand Up posters, which are now available in Irish as well as English. I hope that this initiative, which is becoming an important annual event, will prove of value for your school. Clive Byrne Director, National Association of Principals & Deputy Principals Clive Byrne, Director, National Association of Principals & Deputy Principals, meets young people at BeLonG To, 2011.
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“Indispensable” in tackling homophobic bullying. Thomas Hammarberg, Commissioner for Human Rights, Council of Europe (2011).
Why do we need Stand Up Awareness Week? Many LGBT young people develop their sexual and gender identities within supportive families and communities and lead happy lives. However, many other LGBT young people experience serious levels of prejudice and bullying.
This HSE-funded study, which was conducted by the Children’s Research Centre in Trinity College, documented the prevalence of homophobic bullying: 58% of LGBT people reported homophobic bullying in their schools, 40% had been verbally threatened by fellow students, and 34% had heard homophobic comments by teachers and other staff.
Homophobic and transphobic bullying urgently need to be eliminated because they are costing young people their lives.
Another groundbreaking study, a survey of teachers by DCU, showed that 79% of teachers were aware of homophobic bullying in their schools; 41% of teachers found it the most difficult type of bullying to tackle; and 90% of school policies did not specifically refer to homophobic bullying.
A recent study funded by the HSE found that 50% of LGBT people under 25 have seriously thought about ending their lives; 20% of LGBT people under 25 years have attempted suicide at least once; and 27% have self-harmed at least once. LGBT young people were found to be at risk, not because they are LGBT, but because of the homophobia and discrimination they face.
The Programme for Government calls for the elimination of homophobic bullying. This recognises that LGBT young people are part of all communities and areas, and that principals, teachers and youth workers are becoming more and more aware that they are ideally placed to lead this urgent work to create safety, equality, and a warm welcome for all young people.
This research found that 12 is the most common age for a young person to discover their LGBT identity, yet 17 is the most frequent age for them to tell someone. This five year period can be a very vulnerable time for an LGBT young person as they are often exposed to negative attitudes and negative language when they are also quite isolated. There is a huge risk of self harm and suicide during this time, which corresponds with most of the years of second level education.
References: HSE-funded, Trinity Study: Paula Mayock et al (2009) Supporting LGBT Lives, A Study of the Mental Health and Well-being of Lesbian, Gay, Bisexual & Transgender People. Dublin: www. belongto.org DCU survey: James Norman (2005) Survey of Teachers on Homophobic Bullying in Irish SecondLevel Schools. Dublin: DCU
Aims of Stand Up! • To create positive understanding of lesbian, gay, bisexual and transgender (LGBT) young people and their issues. • To offer schools and youth services across Ireland an opportunity to play a major role in addressing homophobia. 3
What is Homophobic Bullying?
Stand Up! Specifically recognised in 1st LGBT Report of UN Human Rights Council as “countering homophobia & transphobia in education” (2011).
This term is used to describe homophobia by, for example: Verbal abuse, such as name calling, jokes or teasing. Non-verbally, such as insulting gestures or mimicry. Anti-LGBT graffiti or images. Threatened or actual physical or sexual harassment, assault or abuse. Spreading rumours that someone is LGBT.
What is Homophobia?
Theft or damage to the property of someone who is LGBT or thought to be LGBT.
Homophobia is prejudice or discrimination against lesbian, gay, bisexual and transgender (LGBT) people, or people believed to be LGBT. Homophobia can happen in different ways, for example through failing to address young people’s vulnerability to homophobic bullying or by excluding LGBT young people’s needs from pastoral care or other services. A type of homophobia that many see as ‘harmless’ is the use of the word ‘gay’ in a negative way, for example a young person saying that a mobile phone or something else is ‘so gay’. Young people tell us that they find this very demeaning.
Cyber bullying, e.g. texts, chat messages, Facebook comments, or malicious phone calls. Transphobic bullying is targeted at trans people or people believed to be transgender. Biphobic bullying is targeted at bisexual people, or people believed to be bisexual.
Don’t Stand For Homophobic Bullying!
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Learning Activity One LGBT Terms Learning Outcomes: To offer young people the opportunity to learn respectful terms for lesbian, gay, bisexual and transgender people.
What to do: • Introduce the activity by mentioning that, unfortunately, we all hear negative terms about gay people – often they’re the only words we hear. This is a chance to learn the positive respectful words or terms. • Photocopy the list below. Cut out the terms and definitions and mix them all up and ask the students to work in pairs to rematch the terms with the correct definitions.
Materials Needed: Pens, paper, list of LGBT terms Time Needed: Approx one class period, 30-40 min Age Group: 12 years and older Terms. Ally:
Someone who supports a group of people who are trying to achieve equality.
Bisexual:
A person who is attracted to both women and men.
Coming Out:
Understanding yourself and telling other people you are LGBT.
Gay:
Someone who is attracted to people of the same gender. Gay usually refers to males as many women call themselves lesbian.
Gender Identity:
A person’s deeply-felt identification as female, male, or some other gender.
Gender Expression:
How we show our gender through how we dress, our hair, our voice, etc.
Heterosexual/Straight:
A person who is attracted to people of another gender.
Heterosexism:
The assumption that everyone is heterosexual and that heterosexuality is superior to other sexual orientations.
Homophobia:
Prejudice or discrimination towards someone who is, or who is seen to be, LGBT – often used to include biphobia (discrimination against people who are, or seen to be, bisexual) and transphobia (discrimination against people who are trans or seen to be trans).
Homophobic bullying:
Bullying based on prejudice or discrimination towards LGBT people, or people seen to be LGBT.
Lesbian:
A woman who is attracted to other women.
LGBT:
Lesbian, Gay, Bisexual, and Transgender people.
Pride:
Annual celebration of LGBT communities held around the world. In Ireland, most Pride events are in the summer and often include a parade with people dressed in colourful costumes and lots of Rainbow flags.
Questioning:
Someone who is exploring their sexual orientation or gender identity.
Rainbow:
The rainbow has represented LGBT people since 1978. It symbolises diversity and inclusion within LGBT communities. The LGBT Rainbow flag has 6 colours: red, orange, yellow, green, blue and purple.
Sexual Orientation:
The attraction we feel towards people of a particular gender(s).
Transgender, or Trans:
An umbrella for people whose gender identity or gender expression differs from the one they were given at birth. They may identify as male or female, or may use another term to describe themselves.
Transsexual:
A person whose gender identity is ‘opposite’ to the sex assigned to them at birth. Transsexual people may or may not take hormones and may or may not have surgery.
Offer young people the opportunity to learn respectful terms for lesbian, gay, bisexual and transgender people. 5
Learning Activity Two DVD Viewing Guide Stand Up! Don’t Stand for Homophobic Bullying, 4.24 minutes (BeLonG To, 2011)
What to Do: • Show the enclosed DVD: 4:24 minutes.
The enclosed Stand Up! DVD features a short video about homophobic bullying. The video focuses on friendship, support and solidarity as a way of combating homophobic bullying. It is also possible to access the video on BeLonG To’s YouTube channel where it has received over 800,000 views.
• Think: Ask students to think for a moment about the clip and write a short reflection about it in their copy/workbook.
Learning Outcomes: • Students will strengthen their understanding of the importance of respecting and supporting their peers. • Students will build their sense of empathy with other young people. • Students will be given an opportunity to discuss the issues within the video clip and develop other possible solutions to the problem of bullying.
• Pair: Ask students to discuss in pairs the issues within the clip. You may want to help them along by asking them if the DVD gave them a good understanding of the various personalities and characters at play within the clip, for example, the bullies, the bullied characters, the supporters who stand up to the bullies. • Share: Facilitate a class discussion on the DVD and invite responses from each pair of students.
Materials Needed: TV & DVD Player or Laptop & Projector Time Needed: Approximately one lesson period, 30-40 minutes. Age Group: 12 years and older
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Learning Activity Three Civic Education - Create A Poster In December 2011, UNESCO convened the United Nations’ first ever international consultation on homophobic bullying in education. At the time of this event, the UN Secretary General Ban Ki-moon issued a ground breaking statement calling on governments globally to combat homophobic bullying. He stated that this bullying represents a ‘grave violation of human rights’. This exercise is designed to develop ideas on Human Rights in relation to the problem of homophobic bullying in schools and other places.
What to Do: • Begin by briefly reviewing students’ understanding of the term ‘human rights violation’. • Display the Stand Up poster which accompanies this pack and ask students to describe the messages in the Stand Up poster (which is in both Irish and English). • What other types of messages and images could effectively be used to end homophobic bullying?
Learning Outcomes: • Students will explore ideas of human rights in relation to their own environment. • Students will analyse and discuss the Stand Up poster and the UN statement mentioned above. • Students will create their own posters on this topic.
• Ask students to work in pairs and create their own poster aimed at eliminating homophobic bullying: Their poster could complement the Stand Up poster. Or, they might like to use their poster to draw attention to how homophobic bullying violates human rights. Or they might like to draw attention to the fact that the UN Secretary General has made this statement.
Materials Needed: Paper, markers, paints, cuttings, scissors, glue etc. Time Needed: 1-2 lessons Age Group: 12 years and older
• Completed posters could be displayed or exhibited, to encourage further discussion of the topic.
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Legislation and Homophobic Bullying
Success Story
The Equal Status Acts prohibit schools from discriminating (with certain exemptions) on nine grounds, including gender (which may include transgender) and sexual orientation (including someone’s perceived sexual orientation). Harassment on the basis of sexual orientation and gender grounds is prohibited and sexual harassment is prohibited. These prohibitions apply to all aspects of school life: in class rooms and hallways, during extra-curricular activities, on school trips, on the sports field, and so on.
”Sean”, Guidance Counsellor, Cavan
A person who is responsible for the operation of a school must not permit a student of the school (or anybody else who has the right to be at the school, such as visiting students) to be harassed because of their sexual orientation or gender or to be sexually harassed. This responsible person will be liable for the harassment or sexual harassment unless they took reasonably practicable steps to prevent it. Schools are liable for discrimination or harassment committed by an employee in the course of their work, whether or not it was done with the school’s knowledge or approval. A school has a defence against being liable for the discriminatory actions or harassment of an employee if it can prove that it took such steps as were reasonably practical to prevent the employee from committing the actions. The Education (Welfare) Act requires schools to prepare a code of behaviour that specifies the standard of behaviour to be observed by students. The code of behaviour should explicitly name harassment on the nine equality grounds, including gender and sexual orientation, and sexual harassment. The code should require behaviour that respects diversity across the nine grounds. It should prohibit harassment and sexual harassment, and set out the steps that will be taken if either of them does occur. The National Educational Welfare Board has issued legal statutory guidelines that govern school codes of behaviour. These are available at www. newb.ie. 8
Personally I find BeLonG To to be a great support to LGBT students. It allows them a chance to express themselves fully in a safe and supporting environment and it gives them a chance to meet up with other LGBT students in their locality.
Success Story “Brian”, Student, Rural School My guidance counsellor has been a help with some of the students bullying me, it was a bit of a problem and I didn’t know how to say things to them. My Guidance Counsellor helped me to tackle the problem. I feel much better in school now; most people are more accepting of me.
A Whole School Approach to Equality Along with participating in Stand Up! Awareness Week on Homophobic Bullying, there are many other ways to ensure that equality is an explicit priority in your school, so that all students and staff benefit equally from a greater sense of safety and acceptance.
Success Story “Sarah” Teacher, Midlands Last year, my school had the Stand Up! posters up. I thought they were excellent. The school had a very positive approach. Students were very aware of a zero tolerance attitude to homophobic bullying. I have heard from some students there that homophobic bullying does go on in the minority but that the older boys in the school stand up to anyone they see doing it. There is also an openly gay guy
and he gets no hassle. There was a school wide approach and all students and teachers were aware of the policy.
The Mission & Ethos of your school can show your commitment to equality through, for example, access and admission policies, visual images displayed throughout the school and by cultivating a culture of equality within the school. Curriculum is also a priority area where the school’s policy on equality can be emphasised. Teaching methods and materials can include respect for equality and diversity, and specific topics like homophobic bullying, equality legislation and LGBT history. Care & Management of Students is an area where equality can address the safety and inclusion of all students, for example through Pastoral Care, the Code of Behaviour, and policies regarding harassment and bullying. Staff Organisation & Development is also a key area where the school’s stance on safety and equality for all may be demonstrated, for example in relation to recruitment and professional development, and by keeping equality on the agenda of meetings. Adapted from, Guidelines for Second Level Schools on Embedding Equality in School Development Planning. School Development Planning Initiative & Equality Authority (2010). 9
Patrick, age 19 I was bullied at school. It was disheartening to be bullied in front of teachers who didn’t do anything about it. I realise it wasn’t because they didn’t care, but because they didn’t have any training on how to deal with the situation. I challenged my school at the top level, but the bullying continued, and I eventually left school early. It was BeLonG To that finally helped me. Today, I’m planning to return to college.
Seán - age 20 “I was terrified when I first came in. But the youth workers here at BeLonG To let me open up when I was ready. The friends that I’ve made and the way I have grown as a person have given me confidence.”
Ruth - age 19 “I had a really tough time in school. I was on the verge of being expelled because I had come out to my friends but was so down I didn’t want to go to school. I finally told my mom I had something to tell her. She said, ‘you’re gay?’ She had already known, but was just waiting for me to say it. It was hard for her at first but she has come to terms with it. Today, both she and my dad just want me to be happy.”
Toni, age 20 I was the only out LGBT person in a mixed school of a thousand in rural Ireland. I was 15 when I came out. Once I’d told my family and close friends, the news spread through the school like wild fire. People would say my name in the corridors just to see if I was “The Lesbian”. I had an amazing group of friends who saw me for who I am and not my sexual orientation. Also, my Guidance Counsellor, she helped me work through my low self esteem problems and insecurities with my sexuality. With my friends behind me I felt like I was invincible, and I quickly learned who was worth my time and who wasn’t. After I came out, a handful of students began approaching me, coming out to me and asking my advice. I wondered to myself why I was ever nervous, as the vast majority of my year were extremely supportive and made me feel as if my sexuality was the norm. By the time I left school, there were three other openly LGB people in my year. I’d have to say that my success in coming out in school was due to the people in my year, to my amazing friends who stood by me no matter what, and to my great Guidance Counsellor.
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Coming Out ‘Coming out’ is the term used to describe a twostep process, of self-discovery and then telling others. The first step is when someone slowly figures out who they are and develops an understanding of their own sexual orientation or gender identity (see definitions in LGBT Terms Learning Activity). This can be a confusing and anxious time for a young person, but it is also an exciting start to a new and positive chapter in their lives. The young person begins to realise that they are Lesbian, Gay, Bisexual and/ or Transgender (LGBT). They may not feel ready to tell anyone else right away.
information reflects a high level of trust in that parent. A positive response from the adult is incredibly beneficial to the young person. It can be very helpful for parents to reassure the child that the parents will always love and support them, no matter what.
The second stage of ‘coming out’ is when a young person begins to tell others that they realise they are LGBT. Deciding to come out to others is a very personal choice. Each young person needs to make their own decision about when would be the right time to tell different people in their lives. There is no right or wrong way to come out to someone. What’s important is that the young person does it in a way that suits them.
It can be helpful to remind parents that they are not alone, as there are lots of other parents who are going through similar experiences all across Ireland. Getting in touch with other parents can help reassure parents that there is nothing wrong with their child and that the fact that their child is LGBT does not mean that there was something wrong with the way they brought up their child.
Some parents feel good when their child confides in them that they are LGBT. Other parents may have mixed emotions and many questions they need answered. Parents may need to give themselves time to get used to this new knowledge.
LOOK (Loving Our Out Kids) is an Irish organisation of the parents of LGBT people (formerly called Parents Support). For more information, see www.lovingouroutkids.org
If a young person confides in you that they are LGBT, it’s very helpful to respond with an open, positive attitude. Young people who are coming out also really appreciate the chance to meet peers who are going through similar experiences. There are now many LGBT youth services around Ireland. For more information, see the map of the National Network of LGBT youth services in this Guide, or www.belongto.org
Supporting Parents Parents may look for advice from principals, teachers or youth workers because their child has recently told them that they are LGBT. The fact that a young person has shared this
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BeLonG To National Network of LGBT Youth Services
Cork: Unite Gay/Bisexual young men’s group (15-23) info@gayyouthcork.com Tel 021 427 8470.
Limerick: MYLGBT Young Adults Group (13-25) mylgbrss@gmail.com Tel 061 310 101 / 085 285 0107.
Phoenix Youth Group (15-23) young LBT Women info@linc.ie Tel 021 480 8600.
Louth: AIM LGBT Youth Group (14-17) AIM Young Adults Group (18-25) youth@outcomers.org Tel 086 162 5030.
Up Cork (15-23) mixed LGBT young people’s group info@gayyouthcork.com
Mayo: LGBT Youth Group Mayo (14-23) smilynwys@gmail.com Tel 087 180 2672.
Donegal: Breakout LGBT Youth Group (16-23) lgbt@donegalyouthservice.ie Tel 085 741 1607.
Sligo: LGBT Youth Group Sligo (14-23) smilynwys@gmail.com Tel 087 180 2672.
Dublin – City Centre: BeLonG To Sunday (14-23), The LadyBirds Young LBT Women (14-23), IndividualiTy Trans Youth Group (14-23), Youth Drop-In (14-23), Over 18’s Group. www.belongto.org info@belongto.org Tel 01 670 6223.
Tipperary: LGBT Youth Group (14-17) outipp@gmail.com Tel 087 910 0727. Tralee: LGBT Youth Group (15-18) nualacarey@kdys.ie Tel 066 712 1674.
Dublin - Tallaght: LGBT Youth Group (15-18) bronagh.connolly@foroige.ie Tel 086 286 5801.
Waterford: Chill-Out LGBT Youth Group (14-23) chilloutwaterford@gmail.com Tel 086 858 9865.
Galway: shOUT LGBT Youth Group (14-23) lgbtyouthgalway@gmail.com Tel 087 773 8529.
Wexford: LGBT Youth Group (12-22) Contact through glenn@belongto.org Tel 087 276 8375.
Kilkenny: LGBT Youth Group (14-18) melissa.faulkner@foroige.ie Tel 086 773 6970.
New groups are in development in other areas, please see details on www.belongto.org. 12
Supporting Parents If a parent thinks their child might be Gay, Lesbian, Bisexual or Transgender, or if a child has come out to their parents, a wonderful resource for them is LOOK (Loving Our Out Kids). Formerly called Parents Support, LOOK is a parent-run group. Contact: Tel 087 253 7699 www.lovingouroutkids.org
Second Level Students The Irish Second-Level Students Union (ISSU) proudly supports Stand Up! Awareness Week against Homophobic Bullying
Stand Up! helps to eliminate homophobic & transphobic bullying by creating positive understanding of Lesbian, Gay, Bisexual and Transgender (LGBT) young people.
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Who are BeLonG To?
Any Questions or Feedback? Please feel free to contact us if you have any questions: info@belongto.org.
BeLonG To is the national organisation for Lesbian, Gay, Bisexual and Transgender (LGBT) young people. We support LGBT young people by providing a National Network of services that offer a safe space in which they can meet like minded friends and see that their identities and selves are valuable and important.
And, we’d really like to hear your feedback on Stand Up! Thank You! Carol-Anne O’Brien, Advocacy Coordinator Michael Barron, Executive Director, BeLonG To Youth Services
BeLonG To also provides an advocacy and campaigning voice so that society respects LGBT young people as full and valued members. Our vision is for an Ireland where LGBT young people are empowered to embrace their development and growth confidently and to participate as agents of positive social change.
BeLonG To Youth Services Parliament House, 13 Parliament Street, Dublin 2 Ireland Ph: 01 670 6223 Fax: 01 670 6219
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