Date
25 August 2019

Provide professional learning to build all staff understanding of students who identify as LGBTIQA+

Suggestion for implementing the strategy ‘Design inclusive school-wide systems and processes’

Review staff professional development

Review staff professional development

Check that:

  • opportunities are provided to address staff gaps in knowledge and skills relating to student safety and wellbeing
  • ongoing professional learning is undertaken on emerging school safety and wellbeing issues
  • non-teaching and casual/specialist/visiting staff are included in relevant professional learning opportunities
  • approaches to PLD are flexible to meet the variable needs of adult learners (face-to-face, size of group, online, time of day)
  • opportunities are regularly provided for more expert and advanced professional learning for staff.

Source: The Australian student wellbeing framework (opens in a new tab/window)

Partner with outside agencies

Partner with outside agencies

Organisations such as RainbowYOUTH, InsideOUT, New Zealand Family Planning and the PPTA can support professional learning.

Organisations can provide information and support on topics such as:

  • facilitating class discussions about sex and sexuality and gender identity, including dealing with tough and tricky questions
  • clarifying terminology and identities
  • supporting transgender students through social and physical transitions
  • current research on sex, sexuality, and gender-diverse young people’s experiences in school
  • understanding sexuality and gender diversity
  • increasing awareness and being more inclusive of LGBTIQA+ people
  • strategies for responding immediately and appropriately to homophobic language and behaviour
  • the importance of using inclusive language and the value of setting positive examples that affirm and embrace LGBTIQA+ students.

Develop supportive advocates

Develop supportive advocates

The presence of adults who are supportive of LGBT students is associated with increased feelings of safety at school.

Supportive adults:

  • affirm students
  • intervene, particularly when bullying occurs
  • provide support
  • advocate for school-wide policies and practices.

LGBT students:

  • develop greater self-esteem 
  • are less likely to miss school
  • achieve greater educational outcomes.

Source: The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports (opens in a new tab/window)

Use a culturally responsive approach

Use a culturally responsive approach

Ground your inquiry into the needs of LGBTIQA+ students within the four Māori concepts of:

  • manaakitanga 
  • whanaungatanga 
  • ako 
  • mahi tahi.

These concepts provide a lens through which the cultural responsiveness of school activities and practices in supporting and promoting equitable outcomes for all learners can be evaluated.

Source: Effective practices to promote and respond to wellbeing (opens in a new tab/window)

Build teacher knowledge

Build teacher knowledge

More Than Four is a collection of video resources from InsideOUT, exploring the identities and experiences of and beyond ‘LGBT’ identities.

Useful resources

Useful resources

Website

How to communicate with parents and staff

Read time: 16 min

Publisher: Gender Spectrum

Visit website

Website

Gender inclusive schools toolkit

Read time: 11 min

Publisher: University of Southern California

Visit website

Website

Respect, resilience, and LGBT students

Read time: 10 min

Publisher: ASCD

Visit website

Next steps

More suggestions for implementing the strategy “Design inclusive school-wide systems and processes”:

Return to the guide “Supporting LGBTIQA+ students”

Guide to Index of the guide: LGBTIQA+ students

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