Submitting to the Lesbian Bully Intern: Book Nine

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LGBT inclusive education has been a national requirement for schools in Scotland since 2021. The Scottish Government has created an online toolkit to help teachers embed LGBT learning themes throughout the Scottish curriculum (Scottish Government and Time for Inclusive Education (TIE), 2021). The struggle, they explained, was not coming to terms with being different as such, but rather searching for information about gender and sexuality amid a steady tide of stereotypes, misinformation, and noxious anti-LGBT rhetoric. In the rare cases when teachers or other school staff were supportive of LGBT students, the responses relied entirely on the initiative of individual staff members and not policies or protocols. Responses rarely featured recourse for incidents of violence or discrimination, or corrections of misinformation. feeling like they can’t express their identity because they’re worried about people’s responses (LGBT Health & Wellbeing et al, 2018) Scottish Government and Time for Inclusive Education (TIE) (2021) lgbteducation.scot [Accessed 13/10/2021]. Within a few weeks, Osamu’s school had devised a plan to counter the bullying he faced. But the plan featured no investigation into the incidents, punishment for the perpetrators, or education on LGBT issues or bullying for the school body. Instead, Osamu was assigned to weekly meetings with a small group of teachers, and instructed to use the school nurse’s office to change his clothes for physical education class. “The PE teacher then

Department for Education (DfE) (2014) Equality Act 2010: advice for schools. [Accessed 03/08/2021]. In the world there are some weird people,” my high school health teacher said to introduce the lesson. Then she said sex between boys was the main cause of AIDS so we should stay away from homosexuals. That was the only time I heard about LGBT people from a teacher—except when I overheard them making gay jokes. Online grooming could happen to any child or young person. But if an LGBTQ+ child or young person hasn’t come out, or feels that their gender identity or sexuality needs to be kept secret, perpetrators can take advantage of this to prevent the child from telling anyone about the relationship or to coerce them into meeting offline without telling anyone else.An education expert who sits on the national curriculum reform committee told Human Rights Watch there was no need to discuss different types of children and their experiences of bullying because all bullying happens for the same reason—that certain children are different and stand out—and can be solved through one method, a tribunal run by peers. [28] a b c d e f g Lobel, Kerry (1986). Naming the Violence: Speaking Out About Lesbian Battering. Seattle: Seal. ISBN 9780931188428. In Northern Ireland, the Education Authority (EA) has published guidance for schools and other education settings on supporting transgender children and young people. This includes information on creating an inclusive environment, the curriculum, bullying and practical considerations such as toilets, changing rooms and uniforms (EA, 2019). Using resources that show different types of families can help improve children and young people’s behaviour and reduce homophobic, biphobic and transphobic bullying (Ofsted and Brown, 2021).

Puberty can be a distressing and sometimes traumatic time for LGBTQ+ children and young people as their body and hormones start to change. They might start to have new or confusing feelings about their gender or sexuality. This can be particularly distressing if young people don’t have anyone to talk about things with or don’t feel supported. In 2019, an Australian study aimed to provide the first estimates of the prevalence of sexual harassment among teenagers. It involved more than 4,000 teenagers aged 11-19. Around 42% of boys and 40% of girls reported having experienced some form of sexual harassment in the previous school term. Perhaps even more telling than the data is how similar the patterns of abuse are today to what they were decades ago in cases like Hirofumi’s—persistent verbal and physical abuse, groups ganging up on one student, and teachers acting as bystanders and sometimes participants in the incidents. Work with nongovernmental organizations (NGOs) to develop and conduct research on school climates for LGBT students in which information is gathered directly from affected populations of children.A 2007 survey by the UK National Union of Teachers (NUT) suggested sexual bullying is most often carried out by boys against girls. But they also noted girls were increasingly harassing girls and boys in a sexual manner. having to manage their sexual and gender identity across different life areas (for example, coming out at school but not at home) (McDermott, Hughes and Rawlings, 2018) However, you should be mindful that LGBTQ+ children and young people might not want to come out to everyone in their life. Sharing a child or young person’s gender identity or sexuality might put them at extra risk if the person you tell is not supportive. In this report, pseudonyms are used for all interviewees except for a small number of adults who strongly preferred that their real names be used. I. Young and Queer in Japan

Becerra-Culqui, T. et al (2018) Mental health of transgender and gender nonconforming youth compared with their peers. Pediatrics, 141(5). A senior researcher with MEXT’s National Institute for Education Policy Research expressed similar views, telling Human Rights Watch: Kelley, Michelle L.; Lewis, Robin J.; Mason, Tyler B. (November 2015). "Discrepant Alcohol Use, Intimate Partner Violence, and Relationship Adjustment among Lesbian Women and their Same-Sex Intimate Partners". Journal of Family Violence. 30 (8): 977–986. doi: 10.1007/s10896-015-9743-5. ISSN 0885-7482. PMC 4607288. PMID 26478657. If you are worried about a child or young person’s safety and welfare you should share this information promptly, following your organisation’s safeguarding and child protection procedures. LGBTQ+ stands for lesbian, gay, bisexual, transgender, queer or questioning and more. This term covers a broad range of people who have different lived experiences and may be at different stages in exploring their identity. It includes people who are asexual or have differences in sex development (sometimes known as being intersex).But the gender of the perpetrator and target is not so relevant if the behavior is weaponised and the impact is deliberately destructive. I had heard a lot of gay jokes around me and I thought if the other students knew there were LGBT people around them, they might stop being so mean,” Osamu told Human Rights Watch. But his courageous pursuit was not met with support or compassion by his classmates or teachers. Without consulting him, school staff called his mother to complain about the incident. “The teachers told me that my coming out broke the harmony of the school,” he said. Another reason why domestic violence can occur is dependency. [5] The need to achieve balance between separateness and connection has been identified as the primary task in relationships, and is a specifically frequent problem in lesbian relationships. [15] The degree of dependence on a relationship and on one's intimate partner causes abuse. Lesbians who report more frequent use of violent tactics in conflict with their partner will report a higher level of dependency as a personality trait.

Self-esteem is another underlying factor of domestic abuse. Low self-esteem and a negative self-image are qualities that characterize both perpetrators and victims of heterosexual domestic violence. The jealousy and the possessiveness that are frequently linked to battering behavior are associated with problems of low self-esteem and negative self-concept. Lesbians who report more frequent use of violent tactics in conflicts with their partners will report a lower level of self-esteem as a personality trait. [5] Erasure of homosexuality in domestic violence shelters [ edit ] In some cases, children said they encountered small pieces of information in official sources, such as textbooks, leading them to assume it was acceptable to inquire further about the topics. However, those who pursued inquiries with school staff often received ignorant or prejudiced responses from teachers that caused students to think of their identities as pathological or problematic.

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Internet Matters (2021) LGBTQ+: advice for professionals working with LGBTQ+ young people aged 7-18. [Accessed 30/07/2021]. Drawing on her decades of research, Allison calls school bullying “notoriously brutal in Japan,” and notes that while a minority of students seek their parents’ help in cases of bullying, some “young Japanese who are bullied at school and withdraw into self-destructive behavior find exit strategies with the imaginative help of their parents.” Allison documents one case in which parents, having allowed their daughter to stay home from school to avoid bullying, ask a teacher who is concerned about the child’s absences whether the school can provide protection for her return, and are told it is not possible. [18] Other scholars observe that, historically, “Cases of ijime were viewed as a sign of failed homeroom management. As a result, many homeroom teachers are reluctant to ask for help from other teachers, administrators, or counseling professionals.” [19] experiencing homophobia, biphobia and transphobia (The Children’s Society, Victim Support and National Police Chiefs Council, 2018; LGBT Health & Wellbeing et al, 2018; McDermott, Hughes and Rawlings, 2018; Scottish Government, 2021) Listen to our podcast episode on intersectionality in social work practice Learning for practitioners: understanding the child Sexual and gender minority children told Human Rights Watch about their quests for information at their school libraries, online, and in rare cases, by asking adults around them about sexual orientation and gender identity.