challenge 'traditional’ gender roles and actively encourage boys and girls to participate...

Challenge 'traditional’ gender roles and actively encourage boys and girls to participate equally in all activities across the whole age range

“They have aisles for boys and girls so they don’t get

mixed up and the boy get the wrong things.”

“Don’t you look

pretty?”

“Can I have two big strong

boys to help me

move this table...”

• “I’ve actually started quite deliberately saying things like can I have three ‘strong’ girls or ‘helpful’ boys when I want them to do things to try and counter some of the stereotypes that are reinforced elsewhere.”

Blue is for…

sky…

jeans…

and… ?

But not always for boys…

Pink is for…

candy floss…

flamingoes…

and…?

But not always for girls…

The Sissy Duckling Writing an informal persuasive letter

Using connectives and punctuation to improve my writing…

Equalities impact assessments...

Boys’ things or girls’ things…?

• Why are there so few women astronauts?They made the suits too big

• What % of the World’s assets are owned by women?1%

John James Brendan

•Teachers and other staff should consistently challenge homophobic attitudes and remarks

Homophobic behaviour – e.g...

• Bullying someone because they are - or because you think they are - gay

• Using words like ‘gay’ to bully someone for any other reason

• Using the word ‘gay’ to describe something or - someone - you don’t like

Challenging homophobic comments

• Remember to be consistent

• It’s unkind, unacceptable and will not be tolerated from anyone in the school

• We shouldn’t discriminate against people just because they are different from us


• It is wrong to insult or bully someone because of their ethnicity, faith or disability – and it is just as wrong to bully someone because they are different in any other way

• Also challenge homophobic language when it is used as a form of general abuse and regardless of who it is directed at


• Ask pupils to consider whether, even if they uncomfortable about someone else’s sexual orientation – or disagree with it – this gives them the right to exclude them


• “I talk to the year 6 boys about how, just because someone is different from you, that doesn’t give you the right to bully them”

Challenging homophobic comments• Questioning response

o ‘What makes you think that?’o ‘What do you mean by that?’o ‘Let’s talk about why people think like

that.• Personal response

o ‘I’m not happy with what you said.’o ‘I find that language really offensive.’o ‘What you’ve said really disturbs me.’

Adapted from: The Sexuality Project– Brighton and Hove and East Sussex PSHE Advisory Team, 2000

Challenging homophobic comments• Confronting response

o ‘Language like that is not acceptable.’o ‘A lot of people would find that

offensive.’• Dismissive response

o ‘I’m not going to listen to language like that

• Organisational responseo ‘The school doesn’t tolerate language

like that.’Adapted from: The Sexuality Project

– Brighton and Hove and East Sussex PSHE Advisory Team, 2000


Try to avoid saying...• Don’t say that it’s rude• We don’t say things like that• Of course she’s not a

lesbian...


• You invite a group of Year 6 children to choose a book that they would like you to read with them. Several vote for the ‘Charlie and the Chocolate Factory’ but you hear Chloe say “that book’s so gay”.

Questioning/exploring response:• “Why do you think the book is ‘gay’?”

• “Have you ever considered what it must be like for gay people to hear that kind of stuff? How do you think it’s going to make them feel if they keep hearing the word ‘gay’ used in a negative way?”

• “What do you mean by that? Do you mean it’s rubbish? Well, why can’t you use the word ‘rubbish’? Using the word ‘gay’ makes it sound like being gay is a bad thing which isn’t true.”

Confronting/challenging response:

• “Books can’t be gay. Are you saying that they’re attracted to books of the same sex?!”

• “You wouldn’t say that something you don’t like is ‘black’, would you? So it’s not acceptable to say that it’s ‘gay’ either.”

• “What do you mean it’s ‘gay’? Is that a compliment? I agree, it’s one of my favourite books too”

Personal response:

“I’m really disappointed to hear you talking in that way. I thought you would realise that using the word ‘gay’ in a negative way is offensive to gay people and would not use that kind of homophobic language.”

Organisational response:

• “That kind of language is homophobic and you know it’s against school policy to make homophobic remarks. Homophobia is as bad as racism and sexism.”


• You have organised a game of catch in the playground with your Year 2 class. Jamal, who generally likes to play quietly on his own, drops the ball. You hear the boy next to him say “You’re gay” and Jamal starts to cry.

Confronting/challenging response:

• “Jamal’s obviously upset. There’s nothing wrong with crying. It’s just as normal for boys to cry as it is for girls.”

• “‘Gay’ is a word we use to describe two men or two women who love each other, not a nasty word to use against people.”

Questioning/exploring response:

• “What do you mean by ‘gay’?”

• “How do you think the gay people in this school would feel if they heard you talking like that?”

Personal response:

• “I’m really sad to hear you talk like that. I hoped you knew it was important to be kind to everyone.”

• “It really upsets me to hear you use that kind of (homophobic) language.”

Organisational response:

• “In this school, we try to be kind to everyone.”

• “You know we don’t use a word like ‘gay’ to bully people in this school”

Consider the following questions• How does your school acknowledge a range of

different family units including families headed by same-sex couples?

• Do children ever talk about same sex relationships (e.g. having two mums or two dads)? Do they express surprise about this? How do you respond?

• Does your school have clear guidance on how staff should react to homophobic language (e.g. the inappropriate use of the word ‘gay’) whether used generally or directed at individuals? What language have you heard and how did you respond?

Talking about sexual orientation...

• What if they ask… o “Are the penguins gay,

miss?”o What’s a lesbian, sir?o How can two men have

a baby?

Out of the mouths...• 'Gay and lesbian and bisexual people shouldn't

be very afraid to say it.' Year 5 pupil

• ‘If someone says “oh, you’re a lesbian, that’s bad” that’s mean because they’ve found somebody they love.’

Year 5 pupil• 'Well, it doesn't matter if you've got 2 mams, or

just a mam with no dad, if you've got 2 dads or just one dad. It doesn’t matter – you’re just still a family.’

Year 3 pupil

challenge 'traditional’ gender roles and actively encourage boys and girls to participate...

Documents