The importance of LGBT+ inclusion in schools: perspective of a teacher in a primary school
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There is ever-growing evidence suggesting that education is imperative to providing tools for children for the wider world, and that it should be prioritising pupils and educators’ mental health and wellbeing. Schools are in a unique position to ensure that those skills extend to be more LGBT+ inclusive.
LGBT+ in schools and in wider society
Positioning LGBT+ inclusion in the context of wider equality gives a powerful message about the benefits everyone experiences when education is truly inclusive. Having been through the primary education system during the tenure of Section 28 and the language in use at the time banning the “teaching in any maintained school of the acceptability of homosexuality (LGBT+) as pretended family relationship” or the “promotion of homosexuality in published material”, I experienced first-hand how legislation prevented educators from being their true and unique selves, how they were denied their existence, and subsequently robbed me and many others, who would later identify as LGBT+, of an education where we felt truly valued.
Additionally, identifying as LGBT+ was coupled with the challenges of growing up black, thus a minority within a minority. On reflection, I was faced with daily conflicts of intersectionality, forcing me to battle and choose between my two identities. The stigma of such issues and the legacy of Section 28 long after the legislation was repealed in 2003 subsequently meant that my wellbeing was strained even more so when compared to my non-LGBT+ counterparts. Looking back now, I feel this was omission of a duty of care.
By having an LGBT+ inclusive curriculum, primary schools have an opportunity to create a safe space for all and to challenge views that could lead to discrimination. Ensuring representation and celebration of people across faiths, ethnicities, sexual orientations, gender identities and expressions, class backgrounds, family types, nationalities and ages ensures every child is included and informed about the true diversity around them.
The Stonewall School Report (2017) discovered that 45% of LGBT+ pupils – including 64% of trans pupils – are bullied for being LGBT+ in Britain’s schools, with 50% hearing homophobic, bi-phobic and transphobic slurs ‘frequently’ or ‘often’ at school. A 2018 UNESCO report on experiences of LGBT+ children and young people found disturbing global parallels, with LGBT+ young people consistently experiencing high rates of victimisation and low rates of reporting.
It is important for education to be LGBT+ inclusive and contribute to giving pupils knowledge, awareness and skills to respect and uphold human rights including but not limited to Article 13 of The Convention on the Rights of the Child (1989) which states, “all decisions should be made with respect to the best interests of the child,” as well as Article 28 where “all children have a right to education”.
Supporting Staff
With staff retention and wellbeing issues in all schools across the country, it is vital that primary schools adopt an LGBT+ inclusive curriculum as a workplace equality issue. LGBT+ staff are more likely to face harassment and discrimination based on their sexual orientations and/or gender identity than their non-LGBT+ counterparts as well as creating a barrier for LGBT+ staff to being safe and equal in work.
A report from the TUC’s 2017 Cost of Being Out at Work stated that only 51% of LGBT+ people are out or open about their sexuality at work, with further evidence finding that 39% of LGBT+ staff have been harassed or discriminated against by a colleague,29% by a line manager, resulting in bullying of LGBT+ people and the hindrance of their career development.
Furthermore, nearly a third of primary school teachers (29 per cent) have heard homophobic language and negative remarks about LGBT+ people from other school staff (Stonewall 2017 Schools Report).
What can we do to be more LGBT+ inclusive?
It is imperative that children have a curriculum that reflects the diverse world in which we live in. Children being taught about different structures of families that includes LGBT+ families assure that. Stonewall’s messages and posters of “Different families same love” I fully embrace.
Published in the Stonewall School Report of 2017 reported that 25% of pupils – 1 in 4 – have been taught about or discussed LGBT+ issues in wider classes. Having this embedded across our entire curriculum does not tokenise but acclimatises LGBT+ people, their identities and recognises the contributions they have made throughout society.
I believe a curriculum that is LGBT+ inclusive promotes gender equality for LGBT+ children and young people and actively challenges all forms of abuse, discrimination and oppression. I believe an LGBT+ inclusive curriculum will reflect and celebrate a diversity of cultures, faiths and family types and support children and young people to be their unique and authentic selves. An LGBT+ inclusive curriculum, I believe, will use a gender equity and a human rights approach.
From my perspective, if as a society we are asking to be treated humanely and fairly to give us a sense of belonging, then we have already lost that argument. We can do better.
About the author
Tashan Charles is a primary school teacher, a Stonewall alumni and a member of the National Education Union’s (NEU) self-organised London LGBT+ and Black* LGBT+ Educators Networks.
*The NEU uses a political definition of Black. Black in this context refers to all peoples who have some or all of their ancestors originating from countries in Asia, Africa, the Pacific, Central and South America and Indigenous Nations.