BEYOND THAT S SO GAY

Size: px
Start display at page:

Download "BEYOND THAT S SO GAY"

Transcription

1 BEYOND THAT S SO GAY No doubt you have been there. Its getting late in the lesson, you are thinking about the bell when out of nowhere, without warning it comes. This is so gay. Ok, so maybe it could be this ruler is gay, this subject is so gay, such and such is so gay, you are so gay, I am so gay, etc Increasingly, teachers are becoming more and more frustrated with the phenomenon of a student saying that s so gay! I can say with confidence that this is the number one homophobia-related issue identified by teachers that I have worked with. It seems the wonders of mass media have joined forces with our fear, hatred and ignorance in relation to homosexuality in order to create a new derogatory term for just about anything the all-pervasive gay. And why does it remain so prevalent in our schools if it is such a cause for concern? For one thing it s a sure fire way to have a teacher sweating and guessing. Teachers volunteer in workshops that they don t feel they have the skills, information or support to respond. If they do, there could be anarchy amongst the students, anarchy amongst their colleagues, a loss of employment, complaints from parents or perhaps the most unnamed of them all - a presumption about their own sexual orientation. To be gay or lesbian and a teacher seems to be incongruent in our modern, 21 st century educational settings despite the occasional exceptions to this rule. They don t mean it. They don t know what they are saying. There is a common belief amongst teachers that That s So Gay is harmless. This is clearly and unambiguously not the case. Young people in gay and lesbian youth groups across the country can readily attest to the damage caused by these seemingly harmless throwaway lines. This is backed by research into the levels of abuse and harassment of same sex attracted young people (SSAYP) across Australia (e.g. Hillier et al, 1998). Such unmarked homophobia maintains the homophobic status quo in our educational settings that tells all students (gay, straight or anywhere in between) that being anything other than 100% heterosexual is undesirable, abhorrent and/or dangerous. In the event that a teacher is aware that that s so gay is an issue, what then lies ahead? Exacerbating the homophobic status quo is a distinct lack of awareness around research and issues for the majority of teachers (though there are ongoing, if only minor, gains on this front) and educational authorities that fail to provide professional development, resources or even clear, unambiguous support for schools addressing such issues. Don t let the media releases fool you! Even harder to articulate is the lack of educators insight into their own homophobia and how it impacts on their everyday practice with their students and colleagues. Yet despite what is hard for us, for every excuse that a teacher has not to interrupt, a SSAYP has a reason for not being engaged, feeling supported or being safe in their educational environment.

2 What about a whole school approach? When teachers talk to me about a whole school approach to homophobia, at a practical level it typically (and unfortunately) involves more paper than practice. I often get disheartened at those three words, because I know that schools find it difficult to implement a whole school approach on most things! And if popular whole school approaches like bullying or curricula issues are difficult if at all - to implement, then how can you expect staff to instigate one around homophobia a topic that is still taboo in so many educational settings? Where teachers have been conned is through the perpetuated belief that a combination of policy and a few activities in sexual health will rectify all (assuming that sexual health is even addressed at that school!). In reality, all teachers have to make a difference, and have a responsibility to maintain the support and safety that is sadly lacking for SSAYP in educational settings across Australia. Its one thing to make teachers aware of current research and issues facing SSAYP, another to actually get them taking action. Thus it can appear unlikely that most teachers would even begin to reply to that s so gay when it is muttered, offered or screamed from students. So is it all dire? Is it better to toss this in the too-hard-basket? Previously only accessible to health teachers and those with a penchant for social justice, strategies for responding to, managing and progressing beyond that s so gay and other homophobic remarks are now something that all teachers can utilise. I have found that it takes teachers no time at all to pick up the skills to interrupt homophobic remarks, insults or jokes. Typically teachers find that it is a matter of transferring what they already do in other situations with students to a that s so gay scenario. After all, these are skilled educators of young people. Though more and more are teachers are taking action, sadly they are still in the minority (kind of like SSAYP really). So what are those teachers who recognise that they have a personal and professional (!) responsibility actually doing in their classrooms and schoolyards? Let s look at the most common responses:! Disciplinary approach Involves disciplining the student for their homophobia. This sends a message to the student that homophobia is unacceptable, but offers no opportunity to educate other than if you say it, don t say it around (insert teacher s name) (raised voice) How many times have I told you not to say that?! If I hear it again then.

3 Whilst this approach sends the message that homophobic language is unacceptable, it also acts to antagonise the situation or silence the student (and perhaps even those with similar thoughts, ideas and feelings). This could mean that nothing at all is changed. Often educators feel they have no other option for responding. Though better than nothing at all, I would suggest that there are more helpful responses to students in order to get them thinking about what they have said. Most importantly if an educator sees homophobic language as an educational opportunity, then it may provide a means to address deeper causes for homophobia. If I have learnt anything from years in classrooms, most students have very little to follow-up a homophobic remark and some open questioning can lead to some very enlightening, progressive discussions with them and their peers. Go on, give it a go!! Personal approach Involves reflecting on your own experience and relationships and communicating the impact of language on those around them. I find that offensive/unacceptable in this classroom. My brother (or sister, mother, friend, etc) is gay and comments like that hurt/offend him. Other people in this room could also have someone they care about who is gay/lesbian/etc! Humourous approach Involves making light of the use of the word gay in that context, and puts into question its appropriateness. This assumes some rapport with students and a history of good-natured interactions. Gee, you said your ruler was gay. I wonder if there are any other gay rulers in the room. I would hate for your gay ruler to feel isolated from other rulers. Does anyone else have a ruler that is gay too? Maybe we could get all the gay rulers together, all the straight ones over here, and! Correct language approach Involves alerting the student to their incorrect choice of language in conveying an idea, concept or opinion. Some English teachers love this approach. Last time I checked, I was sure that gay meant something other than negative. What do you really mean?! Minority approach Involves investigating why gays and lesbians and not other minorities - are use to communicate that something is not good, popular or otherwise. This questions why we don t allow some forms of discrimination, yet don t speak out against others. Why is it that you say That s gay? Why not that s so aboriginal, woman, disabled, muslim, etc? Would you be allowed to say these other words and not get pulled up? There was one worker in rural Victoria who asked student s why they didn t say That s so straight and sparked a new putdown without realising until much later!

4 ! Student(s) as experts approach Acknowledges that the teacher does not necessarily know what a student means. Students are asked what they actually mean, and a broader discussion potentially ensues. When you say that s so gay it seems like you mean it s not a good thing. Is that right? OK then, why is it that you choose gay and not another word? Do others use gay in the same way? When I think of gay I don t think it means something negative. Do you think that being gay is a negative thing? Tell me more! NAC approach (Safety In Our Schools booklet, ARCSHS) N ame it Name the problem ( you said that s so gay ) A greement Refer to an agreement ( we have a clear understanding in this class/school that there are no putdowns ) C onsequences Alert the student(s) to consequences of their behaviour ( as you know this means that ) This of course assumes a number of things, including: an agreement has been set-up, students are aware of any such agreement, etc. If you think about it, one size does not indeed fit all but looking at different homophobic types is another article in itself. One common misconception is that homophobia is one particular behaviour subset. This is an unhelpful barrier where educators feel that they only have to deal with overt, extreme cases of homophobia (e.g. its not like he is bashing them or swearing ). What we do know is that homophobia is as complex as any other aspect of human behaviour and thus potentially just as baffling to quantify and address. Thus to offer only one answer is problematic. It may require you to try a combination of strategies over a period of time. At the very least it is hoped that this will give you some ideas that might be helpful. No doubt many of you might be using similar responses, and hopefully even better ones. But wait, there s more In addition to a teacher utilising one or more of these strategies, there are some other essentials. What all of the strategies mentioned have in common is one thing: a message is being sent to all students that homophobia is unacceptable. This is simple but powerful, and is often the message that an implementation of a whole school approach fails to deliver to anybody but those attending a professional development day (i.e. not the students!). However not only is it vital to send a message that homophobia is unacceptable, its also a message that needs to be delivered:! Immediately not after class, not after school but immediately after a homophobic remark or joke has been heard;

5 ! Consistently that all staff members consistently respond for example, not just the female health teachers whilst the male maths and physical education teachers join in on the joke. A useful parallel for some might be school uniform. Every staff member knows the policy, has the language, the confidence and the support to respond to uniform issues. Thus there is immediacy and consistency. All students are clear or become quickly so as to the expectations the school has in relation to uniform. Can the same be said about homophobia? One outer metropolitan, co-ed, public school has been excited at the substantial decrease of homophobic jokes and insults in classrooms and the schoolyard following a commitment from its staff to all respond immediately and consistently. My challenge to them had been to crack down on homophobia as they would uniform breaches for four weeks. Interrupting homophobia has now become common place! There is nothing quite like an entire school of staff who feel equipped, confident and committed to responding to homophobia regardless of what subject they teach or what their personal background might suggest. Yet this also assumes that teachers are not harassing other staff members and/or making their own homophobic remarks/jokes both in and out of the staff and classrooms that in most educational settings leaves them increasingly vulnerable to legal action. There are also implications for parents and those professionals visiting the school. OK, before I go Perhaps the most important message I try to communicate to teachers across all the training I do is that they must act. In reality, it doesn t have to be perfect perfect rarely happens in classrooms or in the schoolyard. And there are always situations where things may very well not go to script. We can rely on young people to come up with creative comebacks and additions as they test the limits of this policing of something they had thought would go unchecked. But by at least trying students are getting something valuable that they rarely get now the message that the safety and well-being of all students is important enough for their teachers to interrupt common banter and jokes at the expense of over 9% of the student population. I don t think that I am alone in thinking that all students will benefit from such a message gay, straight or anywhere in-between. ***** For the last eight years Daniel Witthaus work has involved both the support of same sex attracted young people and anti-homophobia initiatives including the Pride & Prejudice program - within educational settings. This work - particularly in regional areas - has included working with staff and students at a number of levels within coeducational, single sex, religious, public and private schools.

6 Drawing on this experience and focusing on practical strategies, Daniel regularly provides training to young people, teachers and workers with young people around sexual diversity and homophobia. Daniel is also working at a national level with Outlink, a national network for lesbian, gay, bisexual and transgender young people in rural and regional areas set up by the Human Rights and Equal Opportunity Commission. Daniel Witthaus was shortlisted for the 2005 Reebok International Human Rights Award. For more information on challenging homophobia in educational settings, or to contact Daniel Witthaus go to:

Policy Subject: Sexual orientation and gender identity Date Passed: 09/05/2012

Policy Subject: Sexual orientation and gender identity Date Passed: 09/05/2012 Yukon Education Policy Subject: Sexual orientation and gender identity Date Passed: 09/05/2012 Legislation: Education Act - Section 4 (b)(e); Section 34 (e) Yukon Human Rights Act Section 7 (g) Cross Reference:

More information

Safe schools do better.

Safe schools do better. Safe schools do better. Supporting sexual diversity, intersex and gender diversity in schools. safeschoolscoalition.org.au safeschoolscoalition.org.au 1 Safe Schools Coalition Australia is proud to create

More information

Written and developed by Joel Radcliffe, Roz Ward, Micah Scott Safe Schools Coalition Victoria

Written and developed by Joel Radcliffe, Roz Ward, Micah Scott Safe Schools Coalition Victoria 1 Written and developed by Joel Radcliffe, Roz Ward, Micah Scott Safe Schools Coalition Victoria Sally Richardson Safe Schools Coalition Australia Safe Schools Do Better was originally created by Safe

More information

Equality & Diversity Policy. 1 University Degrees and Executive Education in the Football Business and Sports Industries

Equality & Diversity Policy. 1 University Degrees and Executive Education in the Football Business and Sports Industries Equality & Diversity Policy 1 University Degrees and Executive Education in the Football Business and Sports Industries Contents Equality and diversity policy statement 3 Sexual orientation policy 4 1

More information

Department of Education Learners first, connected and inspired

Department of Education Learners first, connected and inspired Department of Education Learners first, connected and inspired Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges Department of Education Guidelines for Supporting Sexual and

More information

The Nine Grounds of Discrimination under the Equal Status Act. Sexual Orientation

The Nine Grounds of Discrimination under the Equal Status Act. Sexual Orientation The Nine Grounds of Discrimination under the Equal Status Act Sexual Orientation School Ethos Donabate/Portrane Educate Together National School operates under the direct patronage of Educate Together.

More information

How to be LGBT. Friendly. 30 Practical Ways to Create a Welcoming Environment for Lesbian, Gay, Bisexual and Transgender People

How to be LGBT. Friendly. 30 Practical Ways to Create a Welcoming Environment for Lesbian, Gay, Bisexual and Transgender People LGBT How to be Friendly 30 Practical Ways to Create a Welcoming Environment for Lesbian, Gay, Bisexual and Transgender People There are approximately 57,500 people in Leicester, Leicestershire and Rutland

More information

Racial Harassment and Discrimination Definitions and Examples (quotes are from the Stephen Lawrence Inquiry report, 23 March, 1999)

Racial Harassment and Discrimination Definitions and Examples (quotes are from the Stephen Lawrence Inquiry report, 23 March, 1999) APPENDIX C Racial Harassment and Discrimination Definitions and Examples (quotes are from the Stephen Lawrence Inquiry report, 23 March, 1999) Racial Harassment is an act designed to intimidate, humiliate,

More information

WORKSHEET ONE FIRST ACTIVITY. Treating others with respect. List of ideas for treating others with respect

WORKSHEET ONE FIRST ACTIVITY. Treating others with respect. List of ideas for treating others with respect WORKSHEET ONE FIRST ACTIVITY Have the group brainstorm what they think it means to treat other people with. Write the answers on the whiteboard, if it helps use this list on the worksheet as a guide. List

More information

Rome Workshop Cooperation between state officials and NGOs

Rome Workshop Cooperation between state officials and NGOs Rome Workshop Cooperation between state officials and NGOs I understand that participants are expecting to engage in this workshop, so I do not intend to speak initially for very long. l will briefly introduce

More information

Contents. Introduction About the Activities 2. Introduction Activity Descriptions 3. Introduction Where does equality & diversity fit in?

Contents. Introduction About the Activities 2. Introduction Activity Descriptions 3. Introduction Where does equality & diversity fit in? Equality and Diversity UK Ltd Activities, Quizzes, Games and Case studies for embedding Gender Equality into teaching and learning. Equality Activity pack 2 EDUK 2008 Contents Introduction About the Activities

More information

Research to Practice Series

Research to Practice Series Institute of Child Protection Studies 2 Identity and meaning in the lives of vulnerable young people The Institute of Child Protection Studies links the findings of research undertaken by the Institute

More information

Policy on Dignity and Respect (Students)

Policy on Dignity and Respect (Students) Policy on Dignity and Respect (Students) Scope and Purpose of the Policy This policy relates to all students of DMU. Every student is personally liable under the Equality Act and is expected to treat staff

More information

BISHOP GROSSETESTE UNIVERSITY SEXUAL ORIENTATION AND GENDER IDENTITY POLICY

BISHOP GROSSETESTE UNIVERSITY SEXUAL ORIENTATION AND GENDER IDENTITY POLICY BISHOP GROSSETESTE UNIVERSITY SEXUAL ORIENTATION AND GENDER IDENTITY POLICY 1. Introduction This policy is applicable to both staff and students and should be read in conjunction with all other relevant

More information

Mental health and social wellbeing of gay men, lesbians and bisexuals in England and Wales A summary of findings

Mental health and social wellbeing of gay men, lesbians and bisexuals in England and Wales A summary of findings Mental health and social wellbeing of gay men, lesbians and bisexuals in England and Wales A summary of findings Report funded by in collaboration with and Mental health and social wellbeing of gay men,

More information

HOMOPHOBIC BULLYING AND HUMAN RIGHTS August 2008 Independent Academic Research Studies

HOMOPHOBIC BULLYING AND HUMAN RIGHTS August 2008 Independent Academic Research Studies HOMOPHOBIC BULLYING AND HUMAN RIGHTS August 2008 Independent Academic Research Studies SHARED VALUES FOR A SHARED FUTURE Executive Summary A youth led research and social policy project L. Parle, R. Sampy,

More information

Tool for Attorneys Working with Lesbian, Gay, Bisexual, and Transgender (LGBT) Survivors of Domestic Violence

Tool for Attorneys Working with Lesbian, Gay, Bisexual, and Transgender (LGBT) Survivors of Domestic Violence Section of Individual Rights and Responsibilities Commission on Domestic Violence Criminal Justice Section In collaboration with Tool for Attorneys Working with Lesbian, Gay, Bisexual, and Transgender

More information

Same Sex Intimate Partner Violence

Same Sex Intimate Partner Violence Same Sex Intimate Partner Violence Learning objectives Most people know coworkers, neighbours, friends or family members who belong to same sex relationships. Just like hetero-sexual partnerships, same-sex

More information

Culture, Communities and Rural Affairs Equality And Diversity Awareness

Culture, Communities and Rural Affairs Equality And Diversity Awareness Culture, Communities and Rural Affairs Equality And Diversity Awareness 1 Introduction This booklet is aimed at Culture Communities and Rural Affairs (CCRA) staff and casual staff who do not have access

More information

Is someone you know being abused? Do you know the warning signs?

Is someone you know being abused? Do you know the warning signs? Is someone you know being abused? Do you know the warning signs? Help, Hope & Healing Are you concerned that someone is being abused, but don t know what to do? You may suspect abuse is happening to a

More information

Respect at Work SN 2/03

Respect at Work SN 2/03 Respect at Work SN 2/03 NERC Policy Covering Bullying and Harassment This Staff Notice replaces the following Notices: SN 17/89 - Sexual Harassment SN 7/99 - Harassment - an informal procedure SMPN 82

More information

2.1 The policy applies to all sportscotland employees including contractors and agency workers.

2.1 The policy applies to all sportscotland employees including contractors and agency workers. NON-PROTECTED sportscotland Human Resources Toolkit Equality & Diversity in Employment 1.1 sportscotland is committed to promoting equality and diversity in employment. sportscotland recognises the unique

More information

LAWYERS, HONESTY AND SEXUAL ORIENTATION

LAWYERS, HONESTY AND SEXUAL ORIENTATION 2763 LAWYERS WEEKLY MARDI GRAS INTERVIEW 2015 2 MARCH 2015 LAWYERS, HONESTY AND SEXUAL ORIENTATION LAWYERS WEEKLY MARDI GRAS INTERVIEW 2015 2 MARCH 2015 LAWYERS, HONESTY AND SEXUAL ORIENTATION Q1. Do you

More information

Anti Harassment and Bullying Policy

Anti Harassment and Bullying Policy Anti Harassment and Bullying Policy Document Control Title : Anti Harassment and Bullying Policy Applicable to : All Staff and Executive Officers Date last reviewed : February 2014 Procedure Owner : People

More information

Introduction. Each year, the world celebrates the International Day Against Homophobia and Transphobia (IDAHO) on May 17 th.

Introduction. Each year, the world celebrates the International Day Against Homophobia and Transphobia (IDAHO) on May 17 th. Lesson Plan Ac vity 1: Only for Me is suggested for learners aged 6 9 Ac vity 2: The Big Bad Divider is suggested for learners aged 9 12 Ac vity 3: Mixing it up is suggested for learners aged 13 and above

More information

THE BASICS Custody and Visitation in New York State

THE BASICS Custody and Visitation in New York State THE BASICS Custody and Visitation in New York State This booklet answers common questions about custody and visitation when the parents cannot agree about who is responsible for taking care of the children.

More information

Workplace Anti-Harassment Policy (Alberta)

Workplace Anti-Harassment Policy (Alberta) Workplace Anti-Harassment Policy (Alberta) Intent It is public policy in Canada to recognize the dignity and worth of every person and to provide for equal rights and opportunities free of discrimination.

More information

TELLING PEOPLE YOU HAVE NEUROFIBROMATOSIS TYPE 1. StLouisChildrens.org

TELLING PEOPLE YOU HAVE NEUROFIBROMATOSIS TYPE 1. StLouisChildrens.org TELLING PEOPLE YOU HAVE NEUROFIBROMATOSIS TYPE 1 StLouisChildrens.org Introduction Neurofibromatosis Type 1 (NF1) is a common genetic condition that can cause a wide variety of medical problems in different

More information

The nursing care of lesbian and gay male patients or clients. Guidance for nursing staff

The nursing care of lesbian and gay male patients or clients. Guidance for nursing staff The nursing care of lesbian and gay male patients or clients Guidance for nursing staff RUNNER The nursing care of lesbian and gay male patients or clients Guidance for nursing staff The Royal College

More information

SEXUAL ORIENTATION. Summary of the law on

SEXUAL ORIENTATION. Summary of the law on Summary of the law on SEXUAL ORIENTATION DISCRIMINATION This booklet sets out the basic employment rights to which workers are entitled under the sexual orientation discrimination provisions of the Equality

More information

Sample Process Recording - First Year MSW Student

Sample Process Recording - First Year MSW Student Sample Process Recording - First Year MSW Student Agency: Department of Social Services Client System: Claudia Jones, age 22, unemployed single mother Date: February 22, 20xx Presenting Issues: Client

More information

Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs

Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs A GUIDE FOR SCHOOL STAFF Contents 03 The Programme 04 Introduction

More information

Professional Advisory

Professional Advisory Professional Advisory Use of Electronic Communication and Social Media The Council of the Ontario College of Teachers approved this professional advisory on February 23, 2011. This advisory applies to

More information

Working with Youth to Develop Critical Thinking Skills On Sexual Violence and Dating Violence: Three Suggested Classroom Activities

Working with Youth to Develop Critical Thinking Skills On Sexual Violence and Dating Violence: Three Suggested Classroom Activities Working with Youth to Develop Critical Thinking Skills On Sexual Violence and Dating Violence: Three Suggested Classroom Activities The Southern Arizona Center Against Sexual Assault s Rape Prevention

More information

Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home

Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home Bullying is a common problem affecting youth of all ages and it can have a negative impact on every student, as well as the

More information

Equity and Inclusive Education Resource Kit for Newfoundland and Labrador, Grades 7-12. Introduction

Equity and Inclusive Education Resource Kit for Newfoundland and Labrador, Grades 7-12. Introduction Equity and Inclusive Education Resource Kit for Newfoundland and Labrador, Grades 7-12 Introduction Introduction Getting Started 4 What Does LGBTQ Mean? 5 What Is a GSA? 8 What Is Intersectionality? 9

More information

Activity 1 Myth Busters Disability 13. Activity 15 Growing Up and Growing Older Age 85. Activity 16 Similarities Between Old and Young Age 88

Activity 1 Myth Busters Disability 13. Activity 15 Growing Up and Growing Older Age 85. Activity 16 Similarities Between Old and Young Age 88 Equality and Diversity UK Ltd Six Strands of Equality and Diversity Activity Pack EDUK 2008 Contents Introduction About the Activities 4 Introduction Activity Descriptions 5 Introduction Where does equality

More information

Best Practices TEACHING TOLERANCE. Creating an LGBT-inclusive School Climate. A Teaching Tolerance Guide for School Leaders

Best Practices TEACHING TOLERANCE. Creating an LGBT-inclusive School Climate. A Teaching Tolerance Guide for School Leaders Best Practices Creating an LGBT-inclusive School Climate A Teaching Tolerance Guide for School Leaders TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG Best Practices Creating

More information

ADULT ABUSE. We need your help to make it stop See it Hear it Report it!

ADULT ABUSE. We need your help to make it stop See it Hear it Report it! ADULT ABUSE We need your help to See it Hear it Report it! t it See it Hear it Report it See it Hear it Report it See it Hear it Report it See Thankfully, Cheshire East is a relatively safe place to live

More information

Bringing children and young people to the heart of Healthwatch

Bringing children and young people to the heart of Healthwatch Scenario Cards Scenario 1 You are a black 14 year old young woman who wishes to talk to someone confidentially about sexual health issues. You have come to visit Healthwatch in their office but your mum

More information

The aims of and responses to a history of mathematics videoconferencing project for schools

The aims of and responses to a history of mathematics videoconferencing project for schools The aims of and responses to a history of mathematics videoconferencing project for schools Ella Kaye, University of Cambridge Researchers have long suggested a number of benefits to the integration of

More information

Abuse in Same-Sex Relationships

Abuse in Same-Sex Relationships 1 Abuse in Same-Sex Relationships Abuse in relationships is any behavior or pattern of behavior used to coerce, dominate or isolate the other partner. It is the use of any form of power that is imposed

More information

Their stories are tragic. A new chapter starts now. now.

Their stories are tragic. A new chapter starts now. now. ! Their stories are tragic. A new chapter starts now. now.! Bully is a movie that tells powerful stories about children and their families dealing with extreme pain and tragic consequences related to bullying.

More information

POLICY. Responsible Use of Social Media

POLICY. Responsible Use of Social Media POLICY Responsible Use of Social Media Contact Officer Director of Personnel Director of Communications & Participation Senior Project Manager: Corporate Policies (Policy author) Purpose The primary aims

More information

Discrimination against Indigenous Australians: A snapshot of the views of non-indigenous people aged 25 44

Discrimination against Indigenous Australians: A snapshot of the views of non-indigenous people aged 25 44 Discrimination against Australians: A snapshot of the views of non- people aged 25 44 www.beyondblue.org.au 1300 22 4636 Background From July 2014 beyondblue is rolling out a national campaign that highlights

More information

MODULE 2.4 EMPOWERING STUDENTS

MODULE 2.4 EMPOWERING STUDENTS MODULE 2.4 EMPOWERING STUDENTS Table of contents What is student empowerment? How empowerment benefits individuals How empowerment benefits the school How empowerment benefits society Five keys to student

More information

Types of discrimination: definitions and examples

Types of discrimination: definitions and examples Types of discrimination: definitions and examples Introduction When raising a behaviour related grievance, either informally or formally, employees may use terms such as discrimination or harassment. It

More information

Making the most of the Equality Act 2010

Making the most of the Equality Act 2010 A guide for children and young people in England Making the most of the Equality Act 2010 Making the most of the Equality Act 2010 Summary The Children s Rights Alliance for England (CRAE) knows that children

More information

Equality, Diversity and Inclusion Policy

Equality, Diversity and Inclusion Policy 1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW

More information

COTTAGING AND CRUISING: YOUR SAFETY, YOUR RIGHTS AND THE LAW

COTTAGING AND CRUISING: YOUR SAFETY, YOUR RIGHTS AND THE LAW COTTAGING AND CRUISING: YOUR SAFETY, YOUR RIGHTS AND THE LAW HOMOPHOBIA TRANSPHOBIA ABUSE TELL US ABOUT IT 020 7704 2040 www.galop.org.uk This booklet tells you about the law and how it applies to cottaging

More information

REPEAL OF DON T ASK, DON T TELL

REPEAL OF DON T ASK, DON T TELL FAQ EDUCATION What education will be required for Soldiers and their families when repeal occurs? Soldiers will be informed of the change in policy and expectations for behavior. Members involved in certain

More information

Equal opportunities and dignity at work policy

Equal opportunities and dignity at work policy Equal opportunities and dignity at work policy Aims In line with the Equality Act 2010 1, this policy aims to ensure everyone has the right to be treated fairly at work or when using our services. The

More information

USER VOICE. Why We Exist

USER VOICE. Why We Exist JOB DESCRIPTION Role: Location: Responsible to: Objective: Salary: Holiday: Probationary period: Engagement Team Member Women s Post (5 days a week, would consider 2 x part time roles) London and South

More information

SOUTHERNERS ON NEW GROUND HOW DO WE RELATE? The Relationships Between Forms of Oppression

SOUTHERNERS ON NEW GROUND HOW DO WE RELATE? The Relationships Between Forms of Oppression 1 Isolation Emotional SOUTHERNERS ON NEW GROUND HOW DO WE RELATE? The Relationships Between Forms of Oppression Police abuse us, rarely ever help us. We lose our homes through gentrification. Many neighborhoods

More information

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST February 2013 For over 125 years CHILDREN 1 ST has been working to build a better

More information

Human rights in Alberta

Human rights in Alberta Human rights in Alberta Plain language information Alberta Human Rights Commissionm Let s talk about discrimination These people were discriminated against. Have you ever been discriminated against? Did

More information

OUR DAUGHTERS AND SONS: QUESTIONS AND ANSWERS FOR PARENTS OF LESBIAN, G AY, BISEXUAL AND TRANSGENDER YOUTH AND ADULTS PFLAG. www.pflag.

OUR DAUGHTERS AND SONS: QUESTIONS AND ANSWERS FOR PARENTS OF LESBIAN, G AY, BISEXUAL AND TRANSGENDER YOUTH AND ADULTS PFLAG. www.pflag. OUR DAUGHTERS AND SONS: QUESTIONS AND ANSWERS FOR PARENTS OF LESBIAN, G AY, BISEXUAL AND TRANSGENDER YOUTH AND ADULTS PFLAG www.pflag.org Parents, Families and Friends of Lesbians and Gays (PFLAG) is the

More information

Toronto District School Board

Toronto District School Board Toronto District School Board Title: GENDER-BASED VIOLENCE Policy P071 Adopted: April 14, 2010 Revised: Review: 1.0 OBJECTIVE To establish the Board s commitment to eliminating gender-based violence in

More information

AUTHORS DESIGN PHOTOGRAPHY

AUTHORS DESIGN PHOTOGRAPHY STAND OUT! 1 AUTHORS Roz Ward Safe Schools Coalition Victoria Micah Scott Minus18 DESIGN Micah Scott PHOTOGRAPHY Liam Wright A huge thank you to the young people who are standing out against homophobia

More information

If someone you know is experiencing Domestic Abuse

If someone you know is experiencing Domestic Abuse If someone you know is experiencing Domestic Abuse November 2013 Note: To both reflect the overwhelming majority and for ease of reading, this document refers to victims/survivors of domestic abuse as

More information

LARKS HILL JUNIOR & INFANT SCHOOL

LARKS HILL JUNIOR & INFANT SCHOOL LARKS HILL JUNIOR & INFANT SCHOOL Social Media Policy Written: Reviewed Autumn Term 2015 Larks Hill J & I School Social Media Policy 1. Introduction For the purposes of this policy, social media refers

More information

Challenges Faced in a Harassment Investigation

Challenges Faced in a Harassment Investigation Challenges Faced in a Harassment Investigation By: Lauren M. Bernardi This article outlines five of the most common challenges faced during a harassment investigation and provides strategies for responding

More information

KNOW YOUR RIGHTS KNOW YOUR RIGHTS. A Guide for Trans and Gender Nonconforming Students

KNOW YOUR RIGHTS KNOW YOUR RIGHTS. A Guide for Trans and Gender Nonconforming Students KNOW YOUR RIGHTS KNOW YOUR RIGHTS A Guide for Trans and Gender Nonconforming Students KNOW YOUR RIGHTS: A GUIDE FOR TRANS AND GENDER NONCONFORMING STUDENTS Whether you re a girl who doesn t act like one,

More information

Values in NSW public schools

Values in NSW public schools Values in NSW public schools A Ministerial Statement by Hon Andrew Refshauge, MP, Deputy Premier Minister for Education and Training and Minister for Aboriginal Affairs March 2004 A Ministerial Statement

More information

Teacher Guide TEEN SAFETY

Teacher Guide TEEN SAFETY The Vulnerable Teacher Guide TEEN SAFETY This companion to the online course provides questions and topics for classroom discussion and activities. 2012 ShieldTheVulnerable.org 1277 Treat Blvd #530 Walnut

More information

The St James and Emmanuel Academy Trust

The St James and Emmanuel Academy Trust The St James and Emmanuel Academy Trust Sex and Relationships Education Policy Didsbury CE/West Didsbury CE Sex and Relationship Education (SRE) Policy Guidance, Sept 2015 1. Introduction context Our school

More information

CARING FOR LGBTI PEOPLE WITH DEMENTIA

CARING FOR LGBTI PEOPLE WITH DEMENTIA CARING FOR LGBTI PEOPLE WITH DEMENTIA A GUIDE FOR HEALTH AND AGED CARE PROFESSIONALS CARING 2 CARING LESBIAN, GAY, BISEXUAL, TRANSGENDER AND INTERSEX (LGBTI) PEOPLE WITH DEMENTIA, AND THEIR CARERS, PARTNERS,

More information

Code of. Lesbian, Gay, Bisexual and. Communities. for Community Development Projects. Family Resource Centres

Code of. Lesbian, Gay, Bisexual and. Communities. for Community Development Projects. Family Resource Centres Supporting Lesbian, Gay, Bisexual and Transgender Communities Code of Practice for Community Development Projects Family Resource Centres and Urban Partnerships/Integrated Companies The Department of Community,

More information

Disability Hate Crime 04-03-09 9/3/09 12:03 Page 1. Disability Hate Crime. Reporting Book

Disability Hate Crime 04-03-09 9/3/09 12:03 Page 1. Disability Hate Crime. Reporting Book Disability Hate Crime 04-03-09 9/3/09 12:03 Page 1 Disability Hate Crime Reporting Book Disability Hate Crime 04-03-09 9/3/09 12:06 Page 2 This book is about Disability Hate Crime and how to Report it

More information

Table of Contents Page Introduction... 3 Key Feedback Principles... 4 Types of Feedback... 5

Table of Contents Page Introduction... 3 Key Feedback Principles... 4 Types of Feedback... 5 P r o v i d i n g q u a l i t y f e e d b a c k a g o o d p r a c t i c e g u i d e Table of Contents Page Introduction... 3 Key Feedback Principles... 4 Types of Feedback... 5 Positive Feedback... 5 Developmental

More information

Rush Center Statewide LGBT Community Survey Results Prepared for Georgia Equality and The Health initiative by the Shapiro Group

Rush Center Statewide LGBT Community Survey Results Prepared for Georgia Equality and The Health initiative by the Shapiro Group Rush Center Statewide LGBT Community Survey Results Prepared for Georgia Equality and The Health initiative by the Shapiro Group In an effort to better understand the needs of gay, lesbian, bisexual and

More information

SCHOOL SAFETY & VIOLENCE PREVENTION FOR LESBIAN, GAY, BISEXUAL & TRANSGENDER STUDENTS:

SCHOOL SAFETY & VIOLENCE PREVENTION FOR LESBIAN, GAY, BISEXUAL & TRANSGENDER STUDENTS: SCHOOL SAFETY & VIOLENCE PREVENTION FOR LESBIAN, GAY, BISEXUAL & TRANSGENDER STUDENTS: A Question & Answer Guide for California School Officials & Administrators A publication of the California Safe Schools

More information

Self-directed learning: managing yourself and your working relationships

Self-directed learning: managing yourself and your working relationships A COACHING STYLE OF MANAGEMENT In this chapter we look at how you might use a coaching approach in managing people. We begin by exploring what we mean by coaching, which I regard as being primarily non-directive.

More information

Supporting Transgender and Gender Diverse Students in Schools

Supporting Transgender and Gender Diverse Students in Schools Supporting Transgender and Gender Diverse Students in Schools Key Recommendations for School Health Personnel INFORMATIONAL GUIDE About this Series This resource is part of a series of informational guides

More information

Equality with Human Rights Analysis Toolkit

Equality with Human Rights Analysis Toolkit Equality with Human Rights Analysis Toolkit The Equality Act 2010 and Human Rights Act 1998 require us to consider the impact of our policies and practices in respect of equality and human rights. We should

More information

PROCUREMENT. Embedding lesbian, gay and bisexual equality in the supply chain WORKPLACE GUIDES

PROCUREMENT. Embedding lesbian, gay and bisexual equality in the supply chain WORKPLACE GUIDES PROCUREMENT Embedding lesbian, gay and bisexual equality in the supply chain WORKPLACE GUIDES PROCUREMENT Embedding lesbian, gay and bisexual equality in the supply chain WORKPLACE GUIDES PROCUREMENT

More information

Formative evaluation of the NSW Proud Schools Pilot: Stage 2

Formative evaluation of the NSW Proud Schools Pilot: Stage 2 Formative evaluation of the NSW Proud Schools Pilot: Stage 2 Final Report For the Department of Education and Communities 16 June 2014 ARTD Pty Ltd ABN 75 003 701 764 Tel 02 9373 9900 Fax 02 9373 9998

More information

Cornerstone Christian College Student Management System

Cornerstone Christian College Student Management System Cornerstone Christian College Student Management System The Cornerstone Charter To ensure all students are able to develop the learning outcomes described within the Australian curriculum and the Early

More information

Response to Complaints of Harassment, Violence and Discrimination

Response to Complaints of Harassment, Violence and Discrimination Response to Complaints of Harassment, Violence and Discrimination To limit potential liability, employers should immediately respond to complaints of harassment, violence or threats of violence, and discrimination.

More information

Gender: Participants define gender and discuss ways it influences their lives.

Gender: Participants define gender and discuss ways it influences their lives. Gender: Participants define gender and discuss ways it influences their lives. Lesson Plans: 1. Just Because --Stereotypes 2. Gender Lesson: Just Because Stereotypes (adapted from TKF) ESSENTIAL QUESTIONS:

More information

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) Teaching and Learning Together Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) 1 Introduction We are committed to inclusion and will

More information

SCHOOL. Climate Survey. A Survey for Parents and Guardians About: Equity and Inclusive Education Bullying/Harassment

SCHOOL. Climate Survey. A Survey for Parents and Guardians About: Equity and Inclusive Education Bullying/Harassment SCHOOL Climate Survey A Survey for Parents and Guardians About: Equity and Inclusive Education Bullying/Harassment Name of school: School ID: Name of school board/authority: Board ID: Date: Sample survey

More information

a workplace for all Bargaining Equality Harassment and Violence

a workplace for all Bargaining Equality Harassment and Violence a workplace for all Bargaining Equality G Harassment and Violence Just about anyone can be subjected to harassment and violence at work. But equality-seeking groups including women, workers of colour,

More information

Related KidsHealth Links

Related KidsHealth Links Grades 9 to 12 Personal Health Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards

More information

What Employers Need to Know to Help

What Employers Need to Know to Help Occupational Health & Safety Council of Ontario (OHSCO) WORKPLACE VIOLENCE PREVENTION SERIES Domestic Violence Doesn t Stop When Your Worker Arrives at Work: What Employers Need to Know to Help What is

More information

PLAN YOUR CAREER. Horizon Career Centre CONTENT

PLAN YOUR CAREER. Horizon Career Centre CONTENT Horizon Career Centre Here at the AASW Horizon Career Centre we want to encourage you to develop clarity around your purpose in social work. Plan Your Career was developed to help you articulate your values

More information

Why is same-sex marriage important?

Why is same-sex marriage important? Why is same-sex marriage important? The Equality Network is strongly of the opinion that the law should allow same-sex marriages, and, more generally, that marriage should be available to couples regardless

More information

Speaker notes from Indigo Daya at the Borderline Personality Disorder What Works Conference, 2014.

Speaker notes from Indigo Daya at the Borderline Personality Disorder What Works Conference, 2014. Speaker notes from Indigo Daya at the Borderline Personality Disorder What Works Conference, 2014. 1 Talking about trauma can be difficult for everyone. The existence and scale of traumatic events can

More information

Year Seven. Unwritten Rules and Managing Conflict Time: approximately 60 minutes. Section 3 Year Seven Unwritten Rules and Managing Conflict

Year Seven. Unwritten Rules and Managing Conflict Time: approximately 60 minutes. Section 3 Year Seven Unwritten Rules and Managing Conflict Year Seven Unwritten Rules and Managing Conflict Time: approximately 60 minutes Learning Outcomes By the end of this lesson: All young people will be able to explain how some unwritten rules can lead to

More information

The best advice before you decide on what action to take is to seek the advice of one of the specialist Whistleblowing teams.

The best advice before you decide on what action to take is to seek the advice of one of the specialist Whistleblowing teams. Whistleblowing Policy (HR Schools) 1.0 Introduction Wainscott school is committed to tackling unlawful acts including fraud, corruption, unethical conduct and malpractice regardless of who commits them,

More information

Toolkit for Teachers. Dealing with Homophobia and Homophobic Bullying in Scottish Schools

Toolkit for Teachers. Dealing with Homophobia and Homophobic Bullying in Scottish Schools Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools Toolkit for Teachers Dealing with Homophobia and Homophobic Bullying in Scottish Schools toolkit contents Dealing

More information

Bystander Intervention

Bystander Intervention Bystander Intervention T Y P E S 1 Common Components 2 What is Bystander Intervention 3 Techniques to Try 4 Steps to Action 5 Who you can contact for more information regarding bystander intervention and

More information

gives employees (1) basic information about bullying and harassment points you to sources of further information and advice. (2)

gives employees (1) basic information about bullying and harassment points you to sources of further information and advice. (2) Bullying And Harassment At Work Guidance For Employees Everyone should be treated with dignity and respect at work. Bullying and harassment of any kind are in no-one s interest and should not be tolerated

More information

Children and Young People s Views

Children and Young People s Views Children and Young People s Views What do children and young people think about speech, language and communication skills? What do children and young people think about speech, language and communication

More information

Engaging at Risk Populations in Vaccine Preparedness Research

Engaging at Risk Populations in Vaccine Preparedness Research Engaging at Risk Populations in Vaccine Preparedness Research Presentation by Annie Madden AIVL Executive Officer Hepatitis C Vaccine Initiative Workshop (Sydney) 15 October 2008 I have been asked to talk

More information

Comments to NYC Administration for Children s Services

Comments to NYC Administration for Children s Services Comments to NYC Administration for Children s Services On Draft of Safe & Respected: Policy, Best Practices, & Guidance for Serving Transgender and Gender Non-Conforming Children and Youth in the Child

More information

identity sexual and gender expression abroad

identity sexual and gender expression abroad identity sexual and gender expression abroad Studying abroad is is a a golden opportunity to to live live another culture, soak up up a a second language, and transform yourself as as a a citizen and as

More information

What You Can Do About Bullying

What You Can Do About Bullying What You Can Do About Bullying Bullying is unacceptable behaviour and will not be tolerated. If you have experienced or are experiencing bullying, this is a plan to help you stop the bullying and be safe

More information

nationalcarestandards

nationalcarestandards nationalcarestandards dignity privacy choice safety realising potential equality and diversity SCOTTISH EXECUTIVE Making it work together nationalcarestandards dignity privacy choice safety realising potential

More information

Government Response to Recommendations

Government Response to Recommendations Australian Government Response to the Senate Commu unity Affairs Legislation Committeee Report on the: Aged Care (Living Longer Living Better) Bill 2013 [Provisions] and related bills b 1 Introduction

More information