Secondary school pupils are more likely to be bullied because they are gay or thought to be gay than for any other reason, according to new research from Diversity Role Models.
The anti-bullying charity, one of the organisations delivering the UK’s Government’s ‘Embracing Difference, Ending Bullying’ programme, found that girls were four times more likely than boys to recognise bullying of girls and LGBTQ+ pupils were almost twice as likely to recognise bullying of LGBTQ+ pupils than heterosexual pupils.
The report delved into the reasons why pupils are bullied. Findings revealed that in secondary schools, pupils are thought most likely to be bullied when they are gay or thought to be gay (42% agreed); when they look different (40%); for reasons that are specific to girls (39%); and for not behaving like a “typical boy” or a “typical girl” (37%). In primary schools, bullying is most likely to be for looking different or having differences.
HIGH BULLYING STATISTICS
In secondary schools in particular, the survey found bullying likely to be under-reported by pupils, who lacked confidence in their school’s responses to bullying. Only 65% said they would report bullying or prejudice to a teacher if they witnessed it. In primary schools, bullying is most likely to be for looking different or having differences, noted the report.
“It’s a shock that some of these bullying statistics are so high. Embedding diversity in curriculum subjects could strengthen inclusive education and reduce bullying for groups such as LGBTQ+ pupils,” stated Diversity Role Models’ CEO Matt Garvey. “There’s no question that schools want to tackle bullying. However, teachers tell us that they lack the confidence to talk about diversity, often for fear of saying the wrong thing. They lack the time to build diversity into their lessons, especially under pressure of post-pandemic catch up, and worry about a lack of support from the wider school community, and parents.”
LGBTQ+ AND DISABILITY
The survey of pupils and teachers at 50 schools revealed an underestimate of the levels of bullying by both teachers and pupils outside the targeted groups. The survey suggests a correlation between areas of diversity that are less regularly discussed in school – LGBTQ+ and disability – and higher levels of bullying. Both headteachers and teachers consider that addressing diverse identities throughout the curriculum would reduce bullying.
“During this project we have seen examples of excellent practice in the schools we work with. Our Best Practice report takes some of these examples to support other schools in reducing bullying,” shared Garvey.
The survey had responses from 5,558 pupils, 908 teachers and 67 members of the senior leadership team across around 50 schools. Parents, carers and governors were also surveyed where schools chose to include them. Language was simplified and terms like LGBTQ+ and transgender proxied with ‘gay’ so that the same questions could be asked of both primary and secondary pupils. You can download a copy of the Embracing Differences report here.
Check out this article on how diversity and inclusion professionals can challenge what’s considered ‘normal‘ at work to help create safe and inclusive workplaces for LGBTQ+ employees.
Check out this article for more solutions on how to stamp out racial discrimination in the education sector.
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