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Creating and sustaining a brighter future: Supporting lesbian, gay, bisexual and transgender students

Sandra Irwin-GowranDirector of Education Policy

What we know about LGBT students? • Straight Talk: An Investigation of Attitudes and Experiences of Homophobic

Bullying in Second-Level Schools (Norman et al, 2006)

• “An Exploratory Survey of the Experiences of Homophobic Bullying Among Lesbian, Gay, Bisexual and Transgendered Young People in Ireland” (Minton, et al 2008)

• A Needs Analysis of the LGBT Population in Galway, Mayo & Roscommon (Gleeson & McCallion, 2008)

• Valuing Visibility: An Exploration of How Sexual Orientation Issues Arise and Are Addressed in Post-Primary Schools: Summary Report (Lodge, et al 2008)

• Supporting LGBT Lives: A Study of the Mental Health and Well-being of Lesbian, Gay, Bisexual and Transgender People (Mayock, et al 2009)

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Who and how many?

• 5-7% of any given population are LGB

• On average at least one or two LGB students in every class

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Who and how many?5-7% of any given population are LGB

On average at least one or two LGB students in every class

Assume there are LGBT

people in every class grouping

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‘Coming Out’

• ‘Coming Out’ is a term used to describe the process of realising one’s LGBT identity and the decision to disclose this to others such as family, friends and colleagues.

• ‘Coming Out’ is a process, not an event

• Stages: Discovery – Disclosure - Living Openly

• Coming out is an important stage in the personal development and growth of LGBT people

‘Coming Out’

• The majority come out to a friend or other trusted individual prior to family

• The period prior to coming out to others is particularly stressful because of fear of rejection and isolation

• This fear of rejection is one of three common stresses experienced by LGBT people: (negative school experiences; experiences of harassment and victimisation)

Coming Out

• Discovery – most common age was 12 (average 14 years)

• Disclosing – most common age was 17 (average 21 years)

• On average a seven year period between discovery and disclosure

• This period coincided with school-going years and negotiation of early adulthood – a time of critical social and emotional development – and emerged as a time of particular vulnerability

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School Experiences

• Over half had been called abusive names while at school

• 40% had been verbally threatened

• A quarter had been physically threatened by peers

• A third heard their teachers and other staff members make homophobic comments.

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Educational Impacts

20% missed school because they felt threatened or were afraid of getting hurt at school

5% left school early because of homophobic bullying

Staff Awareness

• Majority of teachers (79%) were aware of verbal homophobic bullying

• 16% were aware of instances of physical bullying

• 90% of schools anti-bullying policies did not include any reference to lesbian and gay related bullying.

Norman et al. 2006

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Adult EducationOnly 9% took part in adult education programmes

Of those that had not relevant to content of the courses

But prohibited them from fully engaging in social and group dimension.

A few cases where didn’t complete due to unchallenged homophobic comments

Significant number spoke of negative experiences of being an LGBT person at 2nd level

(Gleeson & McCallion, 2008)

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Adult Education

The low take-up of adult education services by LGBT population indicates the need for initiatives to encourage LGBT people to engage in adult learning

(Gleeson & McCallion, 2008)

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Risks to Mental Health27% had self-harmed and 85% of these more than once

40% of females and 20% of males had self-harmed

18% had attempted suicide

24% of females and 15% of males attempted suicide at least once

Over a third of under 25s had thought seriously about suicide in past year

Over 50% of those who had self-harmed had sought no form of help (in/formal)

A significant sub-group of LGBT young people are at risk of suicidality

Timeline of Events for LGBT Young People during Secondary School Years

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Factors linked to self-harm

• Verbally or physically threatened or physically hurt

• Alone and socially isolated particularly at school

• Fear of rejection or non-acceptance by significant others (family and friends) when considering coming out

• Experiencing a lack of support and acceptance from family and parents in particular after coming out

Experiences linked to cessation of self-harm

• Positive turnabout or life event, such as transition out of school

• LGBT people’s own positive efforts to manage their

psychological distress in a more affirming way

Factors linked to Suicidality

• Younger age

• Victimisation experiences

• Fear of rejection (or actual rejection) by family and friends

• Homophobic bullying in school

• Higher alcohol consumption

LGBT Suicidality

Those with no history of suicidality:

• Higher self-esteem

• Higher happiness

• Higher life satisfaction

What helps?

Social Sources of Resilience

• Supportive friends

• Accepting family

• Belonging to LGBT community group or organisation

• Positive school or work experiences

Personal Sources of Resilience

• Forming a positive LGBT identity

• Good self-esteem

• Positive turning points

• Developing positive coping strategies

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Well-beingGiven adequate support most LGBT people develop resilience to the stress caused by stigmatisation, harassment and discrimination, and live happy and satisfying lives

Support of family (esp. parents) and friends as well as positive experiences in communities, schools or workplaces are critical for LGBT people’s well-being and mental health

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New Guidance for School Leaders

Guidance Plan:

• Resources & Supports

• Key individuals

• Coming out

• Advising other staff

• Other policies

Guidance for formal & non-formal settings

The Resource addresses:

• Policies

• Procedures

• Programmes

• Physical Environments

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What can Guidance Counsellors do?

• Broaden your knowledge/understanding base e.g. DES Guidance

• Demonstrate openness to LGBT issues e.g. posters, stickers

• Show acceptance and open-mindedness

• Provide unbiased and sensitive support

• Take the student and his/her issues seriously

• Provide constructive and meaningful support e.g. information

What can Guidance Counsellors do?

• Do not assume everyone is heterosexual or that everyone’s parents and family members are heterosexual

• Acknowledge different sexual orientations – straight, gay, lesbian and bisexual

• Don’t define someone solely by their sexual orientation

• Most LGB people prefer to be referred to as lesbian, gay or bisexual - therefore avoid referring to someone as homosexual

• Challenge homophobic comments, beliefs and behaviours

What is not helpful?

• Presumption of heterosexuality

• Lack of understanding of LGBT issues

• Stereotyping, stigmatising, pathologising, denigrating

• Minimising importance of LGBT concerns; not empathising

• A lack of willingness or ability on the part of the practitioner to engage with or respond to LGBT people’s specific concerns or needs

• Trying to change the young person

In the Counselling situationRelevant information relating to:

• Messages received about homo- or bisexuality

• Sexual identity (sexuality; gender role)

• Level of acceptance of LGB feelings

• Social network (including other LGB people)

• Experience of discrimination and/or victimisation

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Schools that are doing well

• Recognise seriousness of homophobic bullying and its impacts

• Proactively address homophobic bullying/harassment as a means of promoting a culture of respect for everyone

• Strong and positive leadership – good support to staff

• Use existing skills and resources – additional if required

• Build a small team

• Provide positive visual images and messages

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Resources

Upcoming

• RTE 1 two part series ‘Growing Up Gay’ (circa. 12th April)

• LGBT Awareness week www.belongto.org – To be piloted in 8 schools

• 17th May International Day Against Homophobia www.idahomophobia.org

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Supports Policy, Planning & Implementation

Support and Advocacy for Young People & Training. Groups: Dublin, Galway, Cork, Tipperary, Waterford, Donegal, Dundalk & Limerick

Transgender Support

Support for Parents of LGBT people

• www.glen.ie

• www.belongto.org

• www.teni.ie

• www.lovingouroutkids.org