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LGBT inclusive work in Hillingdon
8th October 2012
Malin StenstromThe Specialist Health Promotion Team
London Borough of Hillingdon
LGBT inclusive work in Hillingdon
Local Research
• On-line questionnaire
• Focus groups– Young people (incl. LGBT)– Professionals
• Case studies
• National and international evidence
• Report of research available soon
On-line questionnaire
Open from 27th April until December 2012
Interim result, 7th June 2012:• Student survey
– 1420 students– 4,5 % (65) LGB (8,3 % Prefer not to say)
• Staff survey– 131 staff– 10% (13) LGB
Zero tolerance
• Over half (51%) of the students and four of five (82%) school staff agree that there should be zero tolerance to any form of homophobic bullying.
• LGB students (55%) and staff (92%) agree in a slightly higher extent.
• A third (31%) of LGB staff say that homophobic bullying has increased during their time in education, compared to 8% of straight staff.
Witnessed Homophobic Bullying• More than one third (38%) of LGB students
report witnessing homophobic bullying everyday while only 9% of the straight students and no staff report the same.
• Over half (54%) of LGB students and over a third (38%) of LGB staff hear the word gay in a negative term everyday.
• The majority of LGB staff report witnessing homophobic bullying between students (76%) and students to staff (43%).
Staff report on witness homophobic bullying more often than hear ‘Gay’ ie. they might not consider
calling someone ‘Gay’ to be homophobic bullying.
Total
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LGBT
Victim of Homophobic Bullying• Over half (55%) of LGB students report to have
been a victim of homophobic bullying while only 6% of straight students have.
• Nearly all (96%) of straight staff have never been a victim of homophobic bullying while a third of LGB staff have experiences homophobic bullying from students (31%) and from staff (38%).
• LGB students are 9 times more likely to have experienced homophobic bullying and LGB staff 16 times more likely than their straight colleagues.
• For those that experienced homophobic bullying (6% of straight and 55% of LGB students) the most common form of bullying are: – verbal– rumours about oneself– people making noises or pulling faces– cyber and, – threats (36%).
• One in three (31%) LGB students have experienced sexual bullying compared to one in twenty-five (4%) of straight students.
How were you bullied?
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• Two thirds (58%-69%) of LGB students say that homophobic bullying – makes them feel lonely and insulated, – give them bad self-esteem, – makes them depressed, and – makes them self-harm.
Effects of bullying
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Staff challenge bullying
• 80% of the straight staff feel comfortable to challenge homophobic behaviour but only 38% of them challenging it every time.
• LGB staff are twice as likely to challenge homophobic behaviour from staff and students compare to straight staff.
Policy
• LGB staff are twice less likely to think that homophobic bullying is addressed in the same way as other forms of bullying than straight staff.
• Over half (56%) of the staff do not know if there is a school policy on homophobic bullying in their school.
Reported bullying
• Less than half (49%) of the students have reported the homophobic bullying, where LGB students are less likely to report (44%/ 56%).
• The majority of the staff (75%) have not reported homophobic bullying.
Students who reported“[I] reported to both the teacher and to a parent. Both
myself and the people who had bullied me were brought in for a meeting in which the bullying was talked about and it was agreed that it would come to a stop. I still didn't feel myself after this, and still didn't want to attend school. I ended up leaving school early and never completed my GCSE's.” (Female, Age 19+)
“[My] mother, she told [the] teachers, in primary school. This did not help as then teachers just told people to be nice to me, which resulted in more bullying - including being stabbed in the arm with a sharp pencil, and teachers [were] not doing anything other than yelling at the bully and give me anticipative to help. I had no help trying to fit in and I did have friends but felt alone. This only stopped when I had a fresh start in secondary school, but even then I had trouble socialising for a long time.” (Female, Age 14)
Why students didn’t report
“I didn’t want to talk to an adult about it because I felt embarrassed.” (Female student, Age 13)
“I'm afraid that once the teachers take action, people will see me as a "tattle tale" and not want to be my friend.”
(Female student, Age 13)
“Because it’s pointless as the teachers wouldn’t do or say anything because it’s just a joke.” (Male student, Age 14)
Most important subject to receive information and advice about
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Where they go for support or advice on personal matters
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Recommendations
1. For partners to commit to making Hillingdon a LGBT inclusive and affirmative borough
2. To support schools and services to proactively create a LGBT inclusive and affirmative environment
3. To collect and analyse data on LGBT in schools, health and other services
4. To offer a social network group for young LGBT people in a safe environment
5. To explore the option of a designated equality youth support worker to proactively promote LGBT rights for young people and be a support for relevant professionals/ families /relatives.
Currently
• LBH report to be signed off (available soon)
• Encourage more schools to promote the surveys
• Present results for professionals
• Develop training for professionals
Achievements
• Local evidence on LGBT’s health and well-being
• Findings inform JSNA and local commissioning eg CCP, ‘School Report’
• Professionals request support and training
• Professionals acknowledge the need and are committed to support this work
Pledge
1. What is your commitment to support this work?
2. What are you going to do pro-actively with this information?
3. What do you/your team need to support this work?
Professionals Commitments
“commitment to be LGBT affirmative, creating a safe environment for young people to talk if they want to” (LAC Nurse)
“To be more aware of services and refer young people to these services […]. To continue to advice my team on this area.” (Service Manager Mental Health service)
“To be more aware of LGBT people in my work, to listen” (CASH Nurse)
Next Step
• Awareness raising
• Workforce training
• Data collection on LGBT
• LGBT youth group
Learning points
• Create a vision and believe in it
• Trust that your work is important
• Focus on positive outcomes
• Find the solutions, not the barriers
• Network and learn from others
• Think positive!
• Be the change you like to see
