Homophobic, Biphobic and Transphobic Bullying and LGBT Inclusion in English Schools
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- Description
- Contents
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- About
Homophobic, biphobic, and transphobic (HBT) bullying in schools is a significant issue that educators, scholars and the greater academic community must address. This type of bullying not only impacts on the mental health and well-being of young people, but also influences the overall school climate for both students and staff. Despite ongoing challenges, there is a growing movement to foster more inclusive school environments for LGBT+ individuals.
Based on a large-scale research project involving over 850 English schools, the authors examine the incidence of HBT bullying and the strategies schools use to address it. It begins by contextualizing HBT bullying and LGBT inclusion within current policy frameworks, exploring preventive approaches in English schools, and providing insights from staff and pupils at primary and secondary levels. The work then presents an experiential perspective on the prevalence and responses to HBT bullying as reported by students and staff, highlighting the challenges schools face, and varying experiences based on sexuality and gender identity. The final chapters focus on LGBT inclusion, detailing how schools incorporate LGBT identities into the curriculum and culture, and the benefits of this work.
This important text is essential reading for students and scholars in the fields of childhood studies, education studies, gender studies, psychology, sexuality studies, sociology, and youth studies. It is also valuable research for policymakers, practitioner and activist audiences, as well as those with a more personal interest.
Chapter 1. Introduction; Eleanor Formby, Martin Culliney, and Claire Wolstenholme
- Chapter 2. Setting the context for the research; Eleanor Formby
- Chapter 3. HBT bullying prevention; Eleanor Formby, Martin Culliney, and Claire Wolstenholme
- Chapter 4. HBT bullying experiences and responses; Eleanor Formby, Martin Culliney, and Claire Wolstenholme
- Chapter 5. LGBT inclusion in English schools; Eleanor Formby, Martin Culliney, and Claire Wolstenholme
- Chapter 6. Challenges and barriers to HBT bullying prevention and LGBT inclusion in schools; Eleanor Formby and Claire Wolstenholme
- Chapter 7. LGBT inclusion in schools: Enablers and impacts; Eleanor Formby, Claire Wolstenholme, and Bernadette Stiell
- Chapter 8. Conclusions; Eleanor Formby, Claire Wolstenholme, and Martin Culliney
Research matters. Research on the challenges and affordances of what it means to address HBT bullying as part of building LGBT inclusive schools matters a great deal. Drawing from a unique data set of quantitative and qualitative data from over 850 primary and secondary schools, each chapter progressively illustrates that schools must be supported to go way beyond having an HBT anti-bullying policy or setting up an LGBT youth group, or delivering a one-off drop down themed Pride Day. Embedding and enacting policies and practices, and normalising LGBT+ inclusivity is what will bring about change, and not just for LGBT+ students but for all young people. This ground-breaking book is replete with case studies and testimonies from staff and students, in ways that brings the survey data to life, and in ways that every school in England can learn lessons from. It’s an accessible and timely go-to text as LGBT+ inclusivity gains more prominence in England’s statutory Relationships and Sex Education guidance, and provides a vital research benchmark for future work in this area.
While plenty of researchers speculate about what causes bullying related to LGBT+ young people, this important book is data driven, using a large-scale study to develop understanding of bullying in English schools. Novel findings include - identifying a preference among educators for addressing bullying, versus efforts at LGBT+ inclusion; gaps between what adults deemed acceptable versus students’ expectations; recognition that bullying doesn’t only impact LGBT+ pupils; and, identifying methodological issues related to prevalence of bullying - key to debates about how bullying is constituted in academic research and LGBT+ activism. It’s a must read for researchers, policy makers and educators working to support LGBT+ students.
This book is incredibly important as it documents the largest-scale study of HBT bullying and LGBT inclusion in English schools to date. It provides an invaluable picture of school-based HBT bullying and strengthens the evidence for HBT prevention and LGBT inclusion. These insights make for essential reading for anyone committed to creating a whole school environment where LGBT+ students and teachers can thrive and not just survive.
Eleanor Formby is Professor of Sociology and Youth Studies at Sheffield Hallam University, UK.
Martin Culliney is a Senior Research Fellow at Sheffield Hallam University, UK.
Claire Wolstenholme is a Research Fellow at Sheffield Hallam University, UK.
Bernadette Stiell was, until 2024, a Senior Research Fellow at Sheffield Hallam University, UK.