To nurture the skills of resilience is key to providing young people with the ability to cope with stress, adversity, failure and challenges. Resilience is evident when young people have a greater ability to ‘bounce back’ when faced with difficulties and achieve positive outcomes.
Resilience empowers an individual to recognise and value the full diversity of the world they live in. It embraces people’s individual choices in regard to their sexual orientation and provides them with the confidence and self-belief to to identify discrimination; to make a stand against bullying, aggressive and disrespectful behaviour and to seek support.
While Britain has made huge strides towards LGBT equality in recent decades,
anti-LGBT bullying and language unfortunately remain commonplace in Britain’s schools (Stonewall Report 2017). Nearly half of all LGBT pupils still face bullying for being LGBT. A crucial part of tackling this problem is delivering a curriculum that includes LGBT people and their experiences. 84% of trans young people have self-harmed. For lesbian, gay, and bi young people who aren’t trans, 61% have self-harmed.
45% of trans young people have attempted to take their own life. For lesbian, gay and bi young people who aren’t trans, 22% have attempted to take their own life.
Just 40% of LGBT young people have an adult at home they can talk to about being LGBT.
There have been objections from some families regarding teaching LGBT to their children on personal/religious grounds and in response the Department of Education have produced guidance to schools in regard to this matter.
Govenment Advice on dealing with issues relationing to LGBT Teaching
Effective LGBT teaching within schools and communities and with co-operation of parents/families ensures that LGBT children and young people, and children and young people with LGBT families, see themselves reflected in what they learn. It also encourages all young people to grow up with inclusive and accepting attitudes.
Guest visitors from the LGBT community can enhance learning and acceptance.
Pupils should be taught about the society in which they are growing up. These subjects are designed to foster respect for others and for difference, and educate pupils about healthy relationships.
Pupils should receive teaching on LGBT content during their school years. Teaching children about the society that we live in and the different types of loving, healthy relationships that exist can be done in a way that respects everyone. Primary schools are strongly encouraged and enabled to cover LGBT content when teaching about different types of families.
Secondary schools should cover LGBT content in their RSE teaching. RSE should meet the needs of all pupils, whatever their developing sexuality or identity – this should include age-appropriate teaching about different types of relationships in the context of the law.
The broad process for engagement should involve the school providing clear information to all parents, in an accessible way, on their proposed programme and policy; parents being given reasonable time to consider this information; the school providing reasonable opportunities for parents to feed in their views; and the school giving consideration to those views from parents. Schools ultimately make the final decisions and engagement does not amount to a parental veto. The Department for Education will back schools that, having engaged with parents and carefully considered their views, take reasonable decisions about their Relationships Education policy.
About different families (which can include LGBT parents), along with families headed by grandparents, single parents, adoptive parents, and foster parents/carers, among other family structures.
To accept these differences.
To understand the importance of equality and respect.
To understand how to challenge LGBT bullying within their school and the community.
About sexual orientation and gender identity.
About same-sex relationships and these should be included within lessons discussing healthy and stable relationships.
How to ‘be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes’ and take positive action to build a culture where these are not tolerated.
Source – Stonewall
Documents Key Stage 3
Key Stage 4