Last year we shared effective practice in supporting lesbian, gay, bisexual and transgender (LGBT) learners in schools and colleges. Our report was based on visits to schools and colleges across Wales that had made particular progress in developing their provision for LGBT learners and raising awareness of issues related to the lives of LGBT people. Our inspectors were consistently impressed by the efforts that practitioners make to create an ethos in their institutions where diversity is recognised and celebrated. In these providers, a ‘golden thread’ runs through their practice. As with many aspects of education the role of leaders is key.
Leaders demonstrate a strong moral purpose
In all the schools and colleges we visited, leaders demonstrate a clear moral purpose towards promoting inclusion and celebrating diversity. They recognise its importance and see its relevance to young people.
For example, in the primary schools we visited, leaders ensure that pupils are taught about LGBT issues in a developmentally appropriate way that helps them understand what they see in the their family, their community and the media.
Leaders act as positive role models in their use of language and challenge staff to consider how their language may reinforce prejudice, such as stereotyping related to sex, gender or sexual orientation.
Pupil voice plays a key role
In the effective providers we visited, there is a clear role for learners in establishing and promoting the school or college’s approach to supporting inclusion and exploring diversity.
For example, all the secondary schools we visited have a form of LGBT support group run by pupils with assistance from staff. These groups help to support LGBT pupils and those questioning their sexuality or gender identity. They often work with staff to shape provision, for example to develop a strategy to tackle the use of homophobic, biphobic or transphobic language and deliver training to staff to support its implementation.
In the very best providers, we saw how leaders engage with pupils to measure the impact of the provider’s work around diversity and inclusion.
Schools work to develop staff confidence
In many schools across Wales staff are unsure of what they can or cannot teach in relation to LGBT issues. This is at least partially due to the legacy of Section 28 of the 1988 Local Government Act that outlawed ‘the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship.’
Effective providers recognise the need to ensure clarity around this and to give staff the confidence to speak to learners about LGBT issues and provide support when it is needed.
Where provision is at its strongest, schools and colleges arrange whole school professional learning to ensure consistency of approach across all staff.
There is clear communication with stakeholders
As part of the process of shaping and developing their provision, the most effective leaders actively engage with parents and the community to outline and discuss their approach to teaching about diversity. This includes how they will address issues related to the lives of LGBT people.
For example, a school may meet with local faith groups or community organisations to explain its policy and seek their views. Leaders listen carefully to the opinions of all stakeholders, but ultimately have the conviction to act in the best interests of learners.
In the providers we visited where provision is strongest, the school or college’s approach is highly visible around the building through displays of learners’ work, posters and artwork that celebrates diversity.
The school or college ensures inclusive learning experiences
Many of the teachers that we spoke to talked about the importance of building a curriculum that embedded the teaching of diversity across subjects and learning experiences.
To be effective, they recognise that it’s essential that LGBT issues are not something that learners engage with only as part of a PSE programme; they should regularly encounter positive LGBT role models as part of their learning. For example, some schools reviewed their curriculum to ensure the positive portrayal of LGBT people through the use of storybooks and the study of LGBT figures in history, such as Alan Turing.
Leaders establish effective procedures to support inclusion
During our visits to schools and colleges, leaders often described the importance of establishing robust systems to support an ethos of inclusion.
For example, they ensure that their anti-bullying policies include processes that report against the protected characteristics, including identifying instances of homophobic, biphobic and transphobic bullying and analysing trends over time.
Similarly, they ensure support is in place to build upon and strengthen staff confidence over time. For example, training on equality forms part of induction processes and ongoing training for staff and governors.
Diversity and inclusion is built in to self-evaluation
Finally, in these effective providers, a review of provision for teaching about diversity is built into self-evaluation processes.
Leaders consider learners’ wellbeing and mental health, identify any trends and identify the source of any issues.
Schools and colleges consider carefully the best way to do this, such as through analysing data on bullying, consulting with pupil voice groups or by undertaking audits of diversity in the curriculum. To be effective they make a clear link between findings and school improvement actions, for example by delivering specific professional learning to address gaps in staff confidence.
What can your school or college do?
It takes time and commitment, but the schools and colleges we visited succeed in creating an inclusive ethos where staff and pupils celebrate diversity. Look at our report for more ideas and inspiration.
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Iestyn Wyn
Diolch yn fawr iawn Estyn am arwain y ffordd ar gynhwysiant LHDT o fewn ysgolion yng Nghymru a Phrydain ar ben hynny.
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Diolch yn fawr iawn Estyn am arwain y ffordd ar gynhwysiant LHDT o fewn ysgolion yng Nghymru a Phrydain ar ben hynny.
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