FAQs

Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination. It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a person’s private life.

In 2010 the Writing Themselves In 3 national survey found every school in Australia has same sex attracted, intersex and gender diverse students. Around 10% are same-sex attracted, 1.7% are intersex and 5% are transgender. 75% of SSAGD young people experience abuse on the basis of the sexuality or gender identity and 80% experience homophobic or transphobic abuse in Australian schools.

• Young people who identify as lesbian, gay, bisexual, transgender and intersex (LGBTI).
• Young people who are thought to be LGBTI.
• Young people who are different in some way – they may not act like other boys or girls.
• Young people who have friends, family or their parents identify as LGBTI.
• Teachers, who may or may not identify as LGBTI.
• Students in primary school.

• Anyone, especially if they are not told it is wrong.
• People who don’t understand the responsibility of equal rights for everyone.
• Includes primary school students who may not know what the words mean, but can use homophobic language as a form of bullying usually mimicking what they have heard from adults.

Yes, some people might think that only LGBTI persons would have an interest in preventing homophobia and heterosexism. This is a common fallacy. LGBTI issues and concerns are foremost a civil and human rights issue and, as such, need to be addressed by everyone within the school community.6 Students may be reluctant to report incidents because of fear of being labeled; however, homophobic bullying can happen to all students and is unacceptable in any context.

Generally looks like any other form of bullying but it may be hard to identify as students are often reluctant to tell.

• Verbal abuse – including spreading rumours.
• Physical abuse – including hitting, punching, kicking, sexual assault and threatening behaviour.
• Cyberbullying – using on-line spaces, text messaging, video and picture messaging.

Homophobic language is a common form of sexuality and gender-based bullying. It can be casual and may be dismissed as a school yard prank. In primary school labels like “gay” or “lesbian” may be commonly used without children really understanding the meaning. If the use of language is not challenged it may appear acceptable and this makes it more difficult to address as a child grows and moves into secondary school.

In secondary school the intent of homophobic language may be to suggest a person is inferior, used to intimidate, undermine or bully a person or their family, or socially isolate a person.8 Research notes most young same-sex attracted and gender diverse people find the use of homophobic language distressing to hear with over 30% finding the language quite or extremely distressing.

• Self hatred
• Depression and anxiety
• Self-harm
• Suicide
• Increased risk of drug and alcohol misuse
• Homelessness
• Conflict with their peers and parents
• Dropping out of school

Yes, students being bullying at school are more likely to:

• leave school early
• have poor concentration
• skip school
• loose opportunity for academic achievement
• be afraid

The law states that discrimination on the basis of sexual orientation, gender identity or intersex status at school is unlawful. Students that join their school community in addressing LGBTI issues are helping to create a safe, caring and inclusive environment in which all students and their families can expect to be treated with dignity and respect. An inclusive school environment allows the opportunity for all students to talk with staff, receive relevant information and reduces the negative impact of homophobic bullying. Bullying, harassment and being made to feel unsafe is never OK, especially at school.

There is no obligation for anyone to disclose their sexual orientation and addressing homophobic bullying does not mean discussing sex. Schools however have a statutory obligation to take decisions and assertive action to prevent homophobic bullying.

Primary school children may be too young to understand their own sexual orientation but homophobic language may be used in primary schools without students necessarily realising what it is that they are saying. Strategies that are used to handle inappropriate language are important in challenging homophobic/transphobic language.

Students may have a sense of their sexual orientation in early primary school. As a result, it is important that primary teachers become aware of this developmental factor and provide the necessary resources and support to ensure that LGBTI students develop a positive self-identity. It is important for these students who come from LGBTI families or who have LGBTI siblings to feel that their families and identities are a valued and visible part of the school community.

Yes, these issues are about the safety and health concerns of LGBTI students in schools. Talk to your school administration to show that LGBTI issues are important for the whole school community. Schools have a responsibility for creating safe, learning environments for all students. Expression of gender identity no way excuses mistreatment by other students. Sexual orientation and gender identity concerns can be addressed respectively within the faith-based context.

Gender identity and sexual orientation are two different things. Gender identity describes a person’s gender. Sexual orientation describes whether a person is heterosexual, lesbian, gay or bisexual. The description of someone as transgender refers to their gender identity.

Some young people come to realize that their gender identity does not match their biological gender and like others may experience homophobic bullying and should be protected from it.

In some communities, these issues may indeed be viewed as controversial. Again, remind teachers that these are educational issues; they are not about religious beliefs, moral views or sexual practice. The real issue for any school to address is the creation of an educational environment that is free from prejudice and discrimination.

Talking to people about bullying and harassment based on gender diversity is not a advocating or promoting a homosexual agenda. Talking about the issues faced by LGBTI students helps to create a safe, caring and inclusive environment in which all students and their families can expect to be treated with dignity and respect.

Remind teachers about the professional, ethical and legal responsibilities to ensure that all schools are safe, caring and inclusive environments for all students including LGBTI students. The National Safe Schools Framework “promotes a whole school approach to safety and wellbeing” and describes “safe and supportive schools, [in which] the risk from all types of harm is minimized, diversity is valued and all members of the school community feel respected and included and can be confident that they will receive support in the face of any threats to their safety or wellbeing”.

It has been commonly accepted that one in 10 people is non-heterosexual. As a result, in a classroom of 30 students, on average three students may be lesbian, gay, bisexual or transgendered. In a staff of 40 teachers, on average four teachers may be non-heterosexual. This is an issue that affects the entire school community.

All teachers who are (or are perceived as) LGBTI persons are protected by anti discrimination laws.  It is unlawful to victimise a teacher because they have advocated the rights of LGBTI students not to be discriminated against or bullied. You cannot lose your job by discussing these issues in an age-appropriate manner. By discussing LGBTI issues, you are modeling the basic principles of equity, inclusion and respect for all persons.

Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination. It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a person’s private life.

In 2010 the Writing Themselves In 3 national survey found every school in Australia has same sex attracted, intersex and gender diverse students. Around 10% are same-sex attracted, 1.7% are intersex and 5% are transgender. 75% of SSAGD young people experience abuse on the basis of the sexuality or gender identity and 80% experience homophobic or transphobic abuse in Australian schools.

• Young people who identify as lesbian, gay, bisexual, transgender and intersex (LGBTI).
• Young people who are thought to be LGBTI.
• Young people who are different in some way – they may not act like other boys or girls.
• Young people who have friends, family or their parents identify as LGBTI.
• Teachers, who may or may not identify as LGBTI.
• Students in primary school.

• Anyone, especially if they are not told it is wrong.
• People who don’t understand the responsibility of equal rights for everyone.
• Includes primary school students who may not know what the words mean, but can use homophobic language as a form of bullying usually mimicking what they have heard from adults.

It is unlawful for anyone in Australia to discriminate or harass on the basis of sexual orientation, sex or gender history, gender identity, intersex status or same-sex relationships.

Schools have a legal duty to protect students under the:

• Equal Opportunity Act 1984 (WA);
• Sex Discrimination Act 1984 (Cth);
• School Education Act 1999 (WA); and,
• Occupational Safety and Health Act 1984 (WA).

School leadership is pivotal in creating and developing an inclusive school culture. Under the Equal Opportunity Act 1984 (WA) and the Sex Discrimination Act (Cth), the employer has a legal obligation to take all reasonable steps to prevent unlawful discrimination and harassment.

Safe and inclusive schools provide supportive environments where LGBTI students can talk to staff and be supported with information and discover, when appropriate, those support services that are available.

Schools have the responsibility to provide a safe learning environment for students, staff and whole school community. Homophobic bullying can negatively affect a young person’s attainment and future life chances, and can lead to increased risk of self-harm and suicide.

 

Generally it looks like any other form of bullying but it may be hard to identify as students are often reluctant to tell.

• Verbal abuse – including spreading rumours
• Physical abuse – including hitting, punching, kicking, sexual assault and threatening behaviour.
• Cyberbullying – using on-line spaces, text messaging, video and picture messaging.

 

Casual homophobic language is often defended as not being intentionally homophobic and that ‘gay’ also means generally bad or weak. However, research notes most young same-sex attracted and gender diverse people find the use of homophobic language distressing to hear with over 30% finding the language quite or extremely distressing.  In primary school labels like “gay” or “lesbian” may be commonly used without children really understanding the meaning. If the use of language is not challenged it may appear acceptable and this makes it more difficult to address as a child grows and moves into secondary school. 

In secondary school the intent of homophobic language may be to suggest a person is inferior, used to intimidate, undermine or bully a person or their family, or socially isolate.8

• Self hatred
• Depression and anxiety
• Self-harm
• Suicide
• Increased risk of drug and alcohol misuse
• Homelessness
• Conflict with their peers and parents
• Dropping out of school

• Early school leaving
• Poor concentration
• Irregular school attendance
• Learning and academic achievement is lost

No-one wants their child to be bullied or hear of a child being bullied. Regardless of personal views, parents need to understand the school’s responsibility in preventing and responding to homophobic bullying as essential to fulfilling the schools responsibility to all students, staff and school community.

Primary school children may be too young to understand their own sexual orientation but homophobic language may be used in primary schools without students necessarily realising what it is that they are saying. Strategies that are used to handle inappropriate language are important in challenging homophobic/transphobic language.

Students may have a sense of their sexual orientation in early primary school. As a result it is important that primary teachers become aware of this developmental factor and provide the necessary resources and support to ensure that LGBTI students develop a positive self-identity. It is important for these students who these students who come from LGBTI families or who have LGBTI siblings to feel that their families and identities are a valued and visible part of the school community.

Gender identity and sexual orientation are two different things. Gender identity describes a person’s gender. Sexual orientation describes whether a person is heterosexual, lesbian, gay or bisexual. The description of someone as transgender refers to their gender identity.

Some young people come to realise that their gender identity does not match their biological gender and like others may experience homophobic bullying and should be protected from it.

Yes, these issues are about the safety and health concerns of LGBTI students in schools. Work with your school administration to demonstrate that these are important issues that the whole school community ought to address.

The largest misconception that prevents faith-based schools (and educators) from addressing issues related to sexual orientation and gender identity is the conflation of sexuality and sexual practice as synonymous terms of identity expression. Because a student is an LGBT person does not automatically mean that they are or will be sexually active. Fundamentally, when schools address the concerns and issues of LGBTI students, they should do so within the context of student health, safety and human rights. Sexual orientation and gender identity concerns can be addressed respectfully within all faith-based contexts.

Remind teachers about the professional, ethical and legal responsibilities to ensure that all schools are safe, caring and inclusive environments for all students including LGBTI students. The National Safe Schools Framework “promotes a whole school approach to safe and wellbeing” and describes “safe and supportive schools, [in which] the risk from all types of harm is minimized, diversity is valued and all members of the school community feel respected and included and can be confident that they will receive support in the face of any threats to their safety or wellbeing”.

In some communities, these issues may indeed be viewed as controversial. Again, remind teachers that these are educational issues; they are not about religious beliefs, moral views or sexual practice. The real issue for any school to address is the creation of an educational environment that is free from prejudice and discrimination.

Schools and teachers who address LGBTI educational issues are not advocating or promoting a homosexual agenda; they are creating a safe, caring and inclusive environment in which all students and their families can expect to be treated with dignity and respect.

It has been commonly accepted that one in 10 people is non-heterosexual. As a result, in a classroom of 30 students, on average three students may be lesbian, gay, bisexual or transgendered. In a staff of 40 teachers, on average four teachers may be non-heterosexual. This is an issue that affects the entire school community.

All teachers who are (or are perceived as) LGBTI persons are protected by anti discrimination laws. It is unlawful to victimise a teacher because they have advocated the rights of LGBTI students not to be discriminated against or bullied. You cannot lose your job by discussing these issues in an appropriate manner. By discussing LGBTI issues, you are modeling the basic principles of equity, inclusion and respect for all persons.

As professionals, teachers have an obligation to meet the needs of their students. These needs include the concerns of LGBTI students and their parents. Student safe and wellbeing are enhanced when students feel connected to their school and have positive and respectful relationships with their peers and teachers. Consider asking your school administrators to hold an information session for parents to explain why it is important for the entire school community to create safe, caring and inclusive classrooms for LGBTI students.

Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination. It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a person’s private life.

In 2010 the Writing Themselves In 3 national survey found every school in Australia has same sex attracted, intersex and gender diverse students. Around 10% are same-sex attracted, 1.7% are intersex and 5% are transgender. 75% of SSAGD young people experience abuse on the basis of the sexuality or gender identity and 80% experience homophobic or transphobic abuse in Australian schools.

• Young people who identify as lesbian, gay, bisexual, transgender and intersex.
• Young people who are thought to be LGBTI.
• Young people who are different in some way – they may not act like other boys or girls.
• Young people who have friends, family or their parents identify as LGBTI.
• Teachers, who may or may not identify as LGBTI.
• Students in primary school.

• Anyone, especially if they are not told it is wrong.
• People who don’t understand the responsibility of equal rights for everyone.
• Includes primary school students who may not know what the words mean, but can use homophobic language as a form of bullying usually mimicking what they have heard from adults.

It is unlawful for anyone in Australia to discriminate or harass on the basis of sexual orientation, sex or gender history, gender identity, intersex status or same-sex relationships.

Schools have a legal duty to protect students under the:

• Equal Opportunity Act 1984 (WA);
• Sex Discrimination Act (Cth);
• School Education Act 1999 (WA); and,
• Occupational Safety and Health Act 1984 (WA)

School leadership is pivotal in creating and developing an inclusive school culture. Under the Equal Opportunity Act 1984 (WA) and the Sex Discrimination Act (Cth), the employer has a legal obligation to take all reasonable steps to prevent unlawful discrimination and harassment.

Safe and inclusive schools provide supportive environments where LGBTI students can talk to staff and be supported with information and discover, when appropriate, those support services that are available.

Schools have the responsibility to provide a safe learning environment for students, staff and whole school community. Homophobic bullying can negatively affect a young person’s attainment and future life chances, and can lead to increased risk of self-harm and suicide.

Generally looks like any other form of bullying but it may be hard to identify as students are often reluctant to tell.

• Verbal abuse – including spreading rumours.
• Physical abuse – including hitting, punching, kicking, sexual assault and threatening behaviour.
• Cyberbullying – using on-line spaces, text messaging, video and picture messaging.

Homophobic language is a common form of sexuality and gender-based bullying. It can be casual and may be dismissed as a school yard prank. In primary school labels like “gay” or “lesbian” may be commonly used without children really understanding the meaning. If the use of language is not challenged it may appear acceptable and this makes it more difficult to address as a child grows and moves into secondary school.

In secondary school the intent of homophobic language may be to suggest a person is inferior, used to intimidate, undermine or bully a person or their family, or socially isolate a person.

• Self hatred
• Depression and anxiety
• Self-harm
• Suicide
• Increased risk of drug and alcohol misuse
• Homelessness
• Conflict with their peers and parents
• Dropping out of school

• Early school leaving
• Poor concentration
• Irregular school attendance
• Learning and academic achievement is lost
• Fear of being

No-one wants their child to be bullied or hear of a child being bullied. Regardless of personal views, parents need to understand the school’s responsibility in preventing and responding to homophobic bullying as essential to fulfilling the schools responsibility to all students, staff and school community.

Primary school children may be too young to understand their own sexual orientation but homophobic language may be used in primary schools without students necessarily realising what it is that they are saying. Schools work closely with families to maximize their child’s development. Forming strategies that are used to handle inappropriate language are important in challenging homophobic/transphobic language.

Students may have a sense of their sexual orientation in early primary school. As a result, it is important that primary teachers become aware of this developmental factor and provide the necessary resources and support to ensure that LGBTI students develop a positive self-identity. It is important for these students who come from LGBTI families or who have LGBTI siblings to feel that their families and identities are a valued and visible part of the school community.

Gender identity and sexual orientation are two different things. Gender identity describes a person’s gender. Sexual orientation describes whether a person is heterosexual, lesbian, gay or bisexual. The description of someone as transgender refers to their gender identity.

Some young people come to realise that their gender identity does not match their biological gender and like others may experience homophobic bullying and should be protected from it.

Issues of bullying based on sexual and gender diversity are about the safety and health concerns of LGBTI students in schools. Work with your school administration to demonstrate that these are important issues that the whole school community ought to address.

The largest misconception that prevents faith-based schools (and educators) from addressing issues related to sexual orientation and gender identity is the conflation of sexuality and sexual practice as synonymous terms of identity expression. Because a student is an LGBTI person does not automatically mean that they are or will be sexually active. Fundamentally, when schools address the concerns and issues of LGBTI students, they should do so within the context of student health, safety and human rights. Sexual orientation and gender identity concerns can be addressed respectfully within all faith-based contexts.

Remind teachers about the professional, ethical and legal responsibilities to ensure that all schools are safe, caring and inclusive environments for all students including LGBTI students. The National Safe Schools Framework “promotes a whole school approach to safety and wellbeing” and describes “safe and supportive schools, [in which] the risk from all types of harm is minimized, diversity is valued and all members of the school community feel respected and included and can be confident that they will receive support in the face of any threats to their safety or wellbeing”.

In some communities, these issues may indeed be viewed as controversial. Again, remind teachers that these are educational issues; they are not about religious beliefs, moral views or sexual practice. The real issue for any school to address is the creation of an educational environment that is free from prejudice and discrimination.

Schools and teachers who address LGBTI educational issues are not advocating or promoting a homosexual agenda; they are creating a safe, caring and inclusive environment in which all students and their families can expect to be treated with dignity and respect.

It has been commonly accepted that one in 10 people is non-heterosexual. As a result, in a classroom of 30 students, on average three students may be lesbian, gay, bisexual or transgendered. In a staff of 40 teachers on average four teachers may be non-heterosexual. This is an issue that affects the entire school community.

All teachers who are (or are perceived as) LGBTI persons are protected by anti discrimination laws. It is unlawful to victimise a teacher because they have advocated the rights of LGBTI students not to be discriminated against or bullied. Teachers cannot lose their job by discussing these issues in an appropriate manner. By discussing LGBTI issues, teachers are modeling the basic principles of equity, inclusion and respect for all persons.

As professionals, teachers have an obligation to meet the needs of their students. These needs include the concerns of LGBTI students and their parents. Consider asking your school administrators to hold an information session for parents to explain why it is important for the entire school community to create safe, caring and inclusive classrooms for LGBTI students.