Ben Allen (he/him) has been an English Teacher for six years and is currently the KS5 Co-ordinator for English at a Secondary School in Cambridgeshire, after studying at the University of Surrey and Cambridge University. His previous roles have included House Leader and Head of Debating. After attending training courses on Diversity and LGBT+ in the Curriculum and supporting LGBT+ students in school, Ben also became a member of the National Education Union’s LGBT+ Group. It was through attending their 2020 LGBT+ Conference that inspired him to blog on the issue of LGBT+ inclusion in Secondary Schools. Follow him on Twitter @JammyRoo92 and read this and future blog posts via ponderingenglishpedagogy.wordpress.com

The Diversity Question: How can we approach LGBTQ+

inclusion in Secondary Schools?

Ben Allen

Before you read, it is important to recognise that I have collated thoughts from a variety of

training sessions, conferences, and wider reading. I am merely presenting these in one -

hopefully - helpful format and do not necessarily take ownership of concepts and ideas.

Daniel Quazar's redesign of the LGBT+ flag to include the Transgender Flag as well as representing marginalised LGBT+ communities of colour

Let's start with "why?" Adults are inherently different. We are diverse and unique in our own ways. Naturally, this is the same for young people, but can be, potentially, more difficult for them to understand and acknowledge. As we know, teenagers struggle through the hardships of adolescence: discovering the challenges of work-life balance; preparing for gruelling examinations (thanks, Gove!); navigating the tumultuous sea of friendships and relationships (from parental and professional, to romantic and sexual). It is, on many occasions, a pain in the bottom. For an LGBTQ student especially, the journey to recognition and equality has not always been an easy one. With Thatcher's introduction of the infamous Section 28 (1988), gay and lesbian teachers were warned about the illegality of "promoting" homosexuality as a form of normal family ideal. This denied both teachers and students the freedom to even talk about their own sexual or gender identity. It denied them their right to be themselves. Thankfully, this was recently lifted in November 2003, but there is a still a looming shadow that remains over education. As educators, we can sometimes still feel a tentativeness when attempting to discuss LGBTQ+ issues in an organic and healthy way - some teachers even feel downright scared of approaching the issue. It is important that we recognise there is no need to fear this. However, we still live very much in a heteronormative society. This is not to say that we don't support diversity, but our education system has still leant towards ideas of heterosexual families, relationships, and interactions. We do it in our language use: "guys and girls", "lads", and through the infamous phrase "boys will be boys". Let's not even start on the derogatory use of "that's SO GAY", carelessly implied as a negative. So, what impact is this having on students who are gay? Or bisexual? Or non-binary, transgender, and "queer" in any other sense of the word? In Stonewall's 2017 School Report, a shocking 45%

of LGB (and 65% of Trans) students stated that

they experienced bullying in Secondary schools.

On top of this, only 1 in 5 students reported that they

were taught about same-sex relationships in school -

thus, not preparing them for their own sexual and

romantic relationships in later life. Even more

Image by Carlos de Toro on UNSPLASH

alarming were some insights from their Health Report (2018): 41% of young

bisexual people considered suicide, whilst 3 in 5 LGB students (4 in 5 for

Trans) have physically attempted to harm themselves.

These incidents are happening not because LGBT people should be pitied, but because of innate homophobia and transphobia in our communities. It is targeted cruelty based on ignorance and a lack of willingness to move away from what is considered "normal" and "traditional". It is vital that we improve the quality of life for these students by acknowledging the positive impact that diversity can bring - and then celebrating it. By improving our inclusion of LGBTQ experiences in all aspects of our teaching, we can ensure that ALL students see themselves represented positively, giving them the empowerment and confidence to celebrate their own uniqueness and diversity. This is why we teach. We have a responsibility to prepare all of our students for an introduction into their adult lives.

First things first - get support and training. Yes, I am gay man. It does mean I have some personal insight into homophobia - both in and out of school. It also means that I have experienced first hand what it is like not to feel represented - in the media, in the classroom, in general heteronormative discussions. But, it didn't mean I knew how to approach providing support and a 'voice' for LGBTQ+ people in schools We love to learn. It is what makes us brilliant educators - the curiosity and the determination to overcome the challenges of gaining new skills and new insights. It is no different here. There is so much support and guidance on offer for schools and teachers with regards to LGBTQ+ awareness and training. Below, I have listed some of the most highly recommended National Training programmes. These also offer real incentives for students to get involves, such as through the Stonewall Champions incentive, which rewards schools for developing diversity in their school programmes.

Image by Emily Morter on Unsplash • https://www.educateandcelebrate.org/membership-join/ • https://www.stonewall.org.uk/e-learning Be mindful of external companies delivering training. The above are excellent, but read over their content first to ensure that it is suitable for your students.

"Usualising" not "Normalising" I recently partook in an NEU LGBT+ Conference this year. I also benefitted greatly from some inclusivity training by Dr Elly Barnes, the CEO and Founder of Educate and Celebrate. In both encounters, the terms "usualising" (Sue Sanders, 2009) was explored as a way to further our exploration and appreciation of diversity within the curriculum. So what does it mean and how can we apply these to an educational setting? "Usualising" is the "everyday - the ubiquitous" (The-classroom.org.uk). It is essentially the innate inclusion of LGBTQ stories and experiences within our everyday talk and teaching. It removes one state being considered more "normal" than the other and, instead, acknowledges LGBT experiences as a shared narrative. So what does "Usualising" look like?

Images (left) Sarah McCutcheon and (right) Nathan Dumlao on Unsplas Aside from rooting our teaching in the legal requirements of the 2010 Equality Act and the updated Relationship and Sex Educational (RSE) guidance, it is important we recognise our students as people that intertwine with each other and overlap. We are diverse in racial and cultural identities, religious practises, genders and sexualities. We all have shared experiences, regardless of our differences.

Image by Annie Spratt on Unsplash Here, LGBTQ experience is presented as "usual" and "everyday" - it is no longer "othered" or "strange". This is the first step to achieving equality for all students, regardless of their gender identity and sexual identity.

Classroom example: You are discussing the theme of "family" in A Christmas Carol. You display images of family for them to discuss ideas of unity and warmth. You include pictures of families from various backgrounds - white, straight parents, black parents, and same-sex parents - with and without children potentially. You don't invite a discussion about their differences - they are all automatically accepted as examples of "family".

Language Use: Educating and Challenging

"Sticks and stones may break my bones, but words will never hurt me"

The Christian Recorder, 1862

An old children's rhyme that is meant to show resilience. There is an implication in it that if you allow language to affect you, then you are weak. But we can't fall into that trap. Words are powerful. As teachers, we know this. When we praise a student for their hard work, or when we rebuke them for their inappropriate behaviour we see the effect it can have on them. A sense of pride or a sense of shame.

Image by Priscilla Du Preez on Unsplash

This is why we must recognise that language is changing if we are to ensure that our students feel safe and supported within school. Words and phrases that were once acceptable are no longer - they can greatly upset others. The use of the word "gay" is a prime example. Once upon a time, it meant "carefree". Then it was attributed to mean "homosexual people". It then modernised as a derogatory slur to mean something "negative" or "stupid". It is still being used in this way today.

Schools should work hard on establishing clear methods to combat such language use, even if it is indirect. Students need to be aware of the dangers of ignorance. Naturally, this does not just apply to LGBTQ students and staff; it applies to any derogatory remarks about skin colour; hair colour; weight; etc.

Establish a CODE OF CONDUCT that invites wider recognition of terms relating to gender identity and sexuality, whilst also establishing that derogatory comments are not acceptable by staff or students.

I recommend an example from Educate and Celebrate here: https://www.educateandcelebrate.org/diversity-inclusion-display/

Code of Conduct - image taken from educateandcelebrate.org, Dr Elly Barnes

"Abuse is abuse and should never be passed off as banter"

Keeping Children Safe in Education (2018)

In 2018, this report explored the idea that all bullying should now become initially classed as "peer on peer abuse" in line with updated Safeguarding protocols. If we are to establish a safe and supportive environment for all students (but especially for those who fall under Protected Characteristics), we also need to be mindful as teachers. Using the words "queer" or "poof" on the football pitch is unprofessional and potentially damaging to any child - not just those that may identity as LGBTQ+. It establishes a negative connotation with being gay and is no different to saying "you run like a girl" which is equally insulting to women of any age. In his book, Straight-Jacket: Overcoming Society's Legacy of Gay Shame, Matthew Todd (previous Editor of Attitude magazine) explored the use of inflammatory homophobic language used in schools. His report suggested that 55% of teachers did not challenge the use of such language, out of fear of not being supported or having a lack of confidence to challenge it. It is important that we explore effective methods to overcome this fear, as illustrated by the excerpt below:

[...]I also went to Cheltenham to meet a very nice, middle-class, middle-aged couple called Roger and Paola Crouch [...] In early 2010 their fifteen-year-old son Dominic went on a school trip with his classmates. No one knows if he was gay or not, but someone filmed him kissing another boy for a dare [...] He was labelled gay, called the usual names [...] and went to a local council building, where he spent two hours before throwing himself off. [...] I last saw Roger at the Stonewall Awards in November 2011, where he was voted Hero of the Year for all the work he did to draw attention to homophobic bullying. [...] He could not bear the loss of his son [and] several weeks [later] , Roger hanged himself in his garage."

Todd, Matthew (2016), Straight Jacket - Overcoming Society's Legacy of Gay Shame, pp.100-1 It is highly crucial to challenge all instances of derogatory language. If children see teachers challenge it, we establish a safer and secure environment for those affected by it. Trust in us is firmly rooted.

Image by Sharon McCatcheon on Unsplash

"There are now terms for everything. It's a minefield! I can't keep up."

A colleague

The world that we live in is changing. It's exciting and thrilling. As a gay man, I see it as great progress. After reading Matthew Todd's non-fiction work, it helped me to realise that we have made great leaps in gaining further equality for LGBTQ+ people - even since my birth in 1992. This is how we need to view the ever-changing complexities of terminology relating to gender and sexual identity. It can be daunting and overwhelming, but it is about respect and understanding. All teaching staff should be willing to educate themselves on LGBTQ+ and Gender Identity terms. I have provided a link to them here: https://www.stonewall.org.uk/help-advice/faqs-and-glossary/glossary-terms

Observing Correct use of Pronouns

Image by Taylor Wilcox on Unsplash Let’s take a look at the two scenarios below: Scenario 1: Scenario 2: A new girl arrives in a teacher's classroom. Her name on the electronic register is "Katherine". She is referred to by the teacher as such, who is immediately corrected: "Sir, I prefer 'Kat'". The teacher apologises. He refers to her as 'Kat' from this point on.

A student arrives in a teacher's classroom. They are referred to as "she" by the teacher. The student replies, stating that they identity as non-binary and prefer to be known by the pronouns "they or them". The classmates laugh. The teacher, flustered, refuses to acknowledge the request, stating that they are a "girl"

Although the above right scenario is a bit extreme (and oversimplified), it was one I recently gave to a colleague who was of the view that those who are non-binary make "life difficult for others by wanting to be referred to as 'they'. It can be difficult to acknowledge change, especially if it doesn't directly affect us. However, we must respect how someone chooses to identify, even if we don't understand it. It is acceptable to make mistakes, such as the one above in Scenario 2. However, in both scenarios both students make perfectly reasonable requests in line with

their identity. It is wrong to deny the existence of non-binary people - or indeed, the existence of transgender and transsexual people. If such as mistake is made, students and teachers should apologise at the chance that they have caused offence.

"Avoid using "hey guys" or grouping students by gender in the classroom. It reasserts a focus on binary concepts of gender - these don't apply to everyone!"

Paraphrased from an NEU LGBTQ+ conference

For Transgender students, they may be undergoing a transition - from male to female, or vice versa. This transition is not always physical and can be very much a social, mental, and legal process for young people. Some schools may wish to establish a form for such students to identify their "preferred pronoun" or mode of address, which can also be adjusted on SIMS or iSAMS. It is important to establish whether a child is happy to be referred to as their preferred pronoun or gender in front of their parents. Some pupils may be comfortable at school, but not at home with their family. A useful document can be found here (adapted from an NEU member): transgender-student-care-form

A Diverse Curriculum: Avoiding the standalone "gay" lesson The gay lesson. That is how many PSHE lessons exploring diverse Relationship and Sex education have been viewed. The prospect of having to potentially answer questions about "gay sex" could be mortifying for some. Indeed, the prospect of talking about sex at all can be mildly terrifying.

Image by Charles Deluvio on Unsplash

This is not what a diverse curriculum looks like. For the updated RSE Guidance, it is advised that LGBTQ+ issues (and all others) should be embedded into our discussions of the topics. This means that, if talking about an issue such as sexual intercourse in PSHE, you simply avoid "gendered" terms. Some ideas on the topic of "sexual intercourse" are below:

• Refer to relationships as a term for all (you don't need to specify heterosexual or homosexual necessarily)

• Acknowledge that not everyone will view physical sex as importantly as others and that sex is not primarily just for reproductive reasons

• Label forms of sexual intimacy explicitly to avoid assumptions around sex between certain genders - "penetrative" or "oral" sex as opposed to "straight" or "gay" sex

• Avoid stigmatising with regards to certain STIs like HIV - these can be contracted by all, and all should be educated on them

Referring back to the term of 'usualising', it is very easy to ensure that LGBTQ+ students are represented in all areas of the curriculum. It should not be a case of focusing on a particular "LGBT lesson" - this defeats the object of equality.

Image by Patrick Tomasso on Unsplash

Now, I want to focus on how you can potentially include support and 'a voice' for LGBTQ+ students, by making very small adjustments and considerations in your teaching. Below are some of my recent examples in English: • The exploration of gender in Rossetti's poem "Goblin Market" through

the both theoretical lenses of "Feminism" and "Queer Theory"

• Exploring rhetorical language devices in an article relating to LGBT issues (Year 11)

• Referring explicitly to Tennessee Williams and his life as a gay man when studying the context (AO3) of A Streetcar Named Desire

• Choosing to adjust NEA Coursework to include poetry by Carol Ann Duffy, a renowned lesbian poet

• Encouraging students' reading choices to include books in the LGBTQ+ section of the school library

• Exploring archaic issues of "masculinity" in Macbeth, encouraging discussions around modern perceptions of "masculinity" and whether these have changed over time

In short, major overhauls of the curriculum are not necessarily needed. Small adjustments in our teaching practises and everyday references can help LGBTQ+ students to feel included. They need to have a voice, as does every student. For more ideas on LGBTQ+ friendly curriculum ideas and resources, I recommend visiting the following sites: • http://the-classroom.org.uk/category/lessons-and-resources/ • https://www.educateandcelebrate.org/resources/ • https://www.rainbowflagaward.co.uk

Student Voice: A Rich and Diverse Community You've educated yourself on correct terminology. You've established clear Codes of Conduct and approrpiate language use within the school community. What about your students? As I mentioned before, our desire as teachers is that our students feel empowered in their differences - they have the confidence to be themselves and have their own beliefs. Establishing Student Voice: Groups and Panels Your students can be the most effective at encouraging diversity and acceptance within your community - it is their voice that matters overall, as they impact one another everyday. Below are some possibilities on how your students can become more involved in creating a more LGBTQ+ friendly community:

Image by Chris Johnson on Unsplash • Establish a Student Society or Group - it is recommended that this is

managed and overseen by a member of staff. The group should not necessarily be a place for students to "come out" (as much as this will one day be a thing of the past). It is aplace of comfort and safety for these students. Many of them may find a great deal of solace in supporting one another and just be able to talk about their shared experiences and insights. Why not encourage some of the older students to lead discussions based on their reading of LGBTQ+ fiction or articles that they have read. Bring biscuits, obviously.

• Student Panels - this option may be more exclusive for a select group of students who would like to instigate reviews or encourage changes in policy. This might include considering uniform policies, sharing ideas with Senior Leadership, or developing a whole-school poster campaign. Why not

establish a working group for LGBTQ+ staff as well?

• Charity Work - many schools who have become Stonewall Champions (c) or something similar have raised money for LGBTQ+ Charities. Events such as colour-runs, Rainbow Lace Day, and the selling of Rainbow lanyards for staff not only give students a sense of pride and purpose, but they are also easily enjoyable for all and associate recognition of diversity as a celebration for all!

• Celebrate History Months/ Weeks - this is something we are beginning to do more and more to mark recognition and appreciation of our diverse communities: Black History Month; International Women's Week; World Book Day; Anti-Bullying Week. For the LGBTQ+ community, there is LGBTQ+ History Month in February and Transgender Awareness Week to name but a couple. These are easy ways to show solidarity and support for those students who may need more of a voice.

I have included a copy of Educate and Celebrate's Event calendar here: diversity-and-lgbtq-calendar

A Community for All: Allies

The aim then is to create a community that everyone feels safe and secure in, but also one which encourages everyone to be who they want to be. For some schools, the prospect of involving parents in LGBTQ+ representation is daunting, but there is a lot of guidance out there. Stonewall offers guidance on their page here for parents who may want to support their child coming out as LBG or as Transgender: https://www.stonewall.org.uk/help-advice/coming-out/coming-out-advice-and-guidance-parents However, the aim of everyone in the community is to be supportive and educated regarding LGBTQ+ issues. It marks a change from a previously "Hostile" environment in the 1980s - in light of Section 28 - to a hopefully "Supportive" environment for all young people. (This was a scale proposed by Suzi Gerb, a member at a recent NEU LGTQ+ Conference from the United States): So, how can we help young people (and parents) to become effective allies?

Young people • Recognition of diversity is rooted in respect - we might not always agree with

the way people live their lives, but we can be respectful of them • Be mindful of language use - apologise if you get it wrong! • For Faith Schools, "respect" for others is very much rooted in many religious

texts and teachings • Encourage ALL to take part in celebratory events

Parents • Communicate changes in policy early - allow them to ask any questions at

Senior Leadership Level • At Secondary level, schools are required by law to teach about sexual health

and relationships in a way that encompasses everybody - including LGBTQ+ people

• Create Parent-School Alliances - some existing ones include (CARY) Community Allies for Rainbow Youth and (SAGA) Sexuality and Gender Alliance

• Further guidance can be found on the Department of Education Policies and via Stonewall

Final Word If you have made it to the end of this blog post then - congratulations. Many thanks for your commitment! I hope that you have found it useful - much of it is rooted in official training and exploration of different source material. If you are interested in any further reading, I would recommend the following titles (Amazon links included) • Have Pride by Stella Caldwell (an

exploration of LGBTQ+ History) • Education Guide to LGBT by Kryss Shane

(American K-12 Teaching) • Creating an LGBT Inclusive Curriculum -

Stonewall • Straight Jacket by Matthew Todd

Image by Eduardo Pastor on Unsplash

Useful websites: • Educate and Celebrate: https://www.educateandcelebrate.org • Stonewall: https://www.stonewall.org.uk/schools-colleges • The-Classroom.org: http://the-classroom.org.uk • ShoutOut: https://www.shoutout.ie • Schools Out UK: http://www.schools-out.org.uk

Acknowledgements: • Sue Sanders, Founder of LGBT+ History Month, The-Classroom, Schools

Out, "usualisiing" • Dr Elly Barnes, Found of Educate and Celebrate • Suzi Gerb • Members of the NEU LGBT+

References to documentation:

• (2019) RSE Guidance, Department of Education,

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/908013/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf

• (2018) Keeping Children Safe in Education, Department of Education, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/912592/Keeping_children_safe_in_education_Sep_2020.pdf

• (2017) School Report, Stonewall, https://www.stonewall.org.uk/system/files/the_school_report_2017.pdf

• (2018) LGBT in Britain: Health Report, Stonewall,https://www.stonewall.org.uk/system/files/lgbt_in_britain_health.pdf