Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)

JONATHAN GLAZZARD; Samuel  Stones

Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)

JONATHAN GLAZZARD^*, Samuel Stones

^*Corresponding author for this work

Primary & Childhood Education

Leeds Beckett University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter will explore the experiences of pupils who identify as lesbian, gay,
bisexual, or queer (LGBTQ+). It will draw on Meyer’s (2003) theory of minority
stress to explore their experiences of discrimination, concealment, internalised
homophobia, and poor mental health outcomes. It will argue that addressing
prejudice-based bullying in isolation is a reactive approach, which often fails
to address prejudice. Instead, the chapter will outline the aspects of a whole- school approach to LGBTQ+ inclusion with specific emphasis on ways of working partnership with children and parents. We will explore ways of embedding LGBTQ+ experiences and identities into the curriculum and we will consider the role of the physical and emotional environment in the school. Central to the
whole-school approach is the role of the school leadership team. This chapter
will therefore explore the roles and responsibilities of school leaders in relation
to LGBTQ+ inclusion. We will also explore how the 2020 statutory guidance for
relationships and sex education can be addressed in relation to LGBTQ+ identities and relationships

Original language	English
Title of host publication	Mental Wellbeing in Schools
Subtitle of host publication	What Teachers Need to Know to Support Pupils from Diverse Backgrounds
Editors	Arif Mahmud, Liam Satchell
Place of Publication	London
Publisher	Routledge Taylor & Francis Group
Chapter	8
Pages	82-95
Number of pages	199
ISBN (Print)	9780367749651
Publication status	Published - 22 Jun 2022

Keywords

inclusion
LGBTQ+
schools

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://www.routledge.com/Mental-Wellbeing-in-Schools-What-Teachers-Need-to-Know-to-Support-Pupils/Mahmud-Satchell/p/book/9780367749651

Cite this

GLAZZARD, JONATHAN., & Stones, S. (2022). Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+). In A. Mahmud, & L. Satchell (Eds.), Mental Wellbeing in Schools : What Teachers Need to Know to Support Pupils from Diverse Backgrounds (pp. 82-95). Routledge Taylor & Francis Group. https://www.routledge.com/Mental-Wellbeing-in-Schools-What-Teachers-Need-to-Know-to-Support-Pupils/Mahmud-Satchell/p/book/9780367749651

@inbook{7d683f36d3bb41cf8c4416194be0c33d,

title = "Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)",

abstract = "This chapter will explore the experiences of pupils who identify as lesbian, gay, bisexual, or queer (LGBTQ+). It will draw on Meyer{\textquoteright}s (2003) theory of minority stress to explore their experiences of discrimination, concealment, internalised homophobia, and poor mental health outcomes. It will argue that addressing prejudice-based bullying in isolation is a reactive approach, which often fails to address prejudice. Instead, the chapter will outline the aspects of a whole- school approach to LGBTQ+ inclusion with specific emphasis on ways of working partnership with children and parents. We will explore ways of embedding LGBTQ+ experiences and identities into the curriculum and we will consider the role of the physical and emotional environment in the school. Central to the whole-school approach is the role of the school leadership team. This chapter will therefore explore the roles and responsibilities of school leaders in relation to LGBTQ+ inclusion. We will also explore how the 2020 statutory guidance for relationships and sex education can be addressed in relation to LGBTQ+ identities and relationships",

keywords = "inclusion, LGBTQ+, schools",

author = "JONATHAN GLAZZARD and Samuel Stones",

year = "2022",

month = jun,

day = "22",

language = "English",

isbn = "9780367749651",

pages = "82--95",

editor = "Mahmud, \{Arif \} and Satchell, \{Liam \}",

booktitle = "Mental Wellbeing in Schools",

publisher = "Routledge Taylor \& Francis Group",

address = "United Kingdom",

}

GLAZZARD, JONATHAN & Stones, S 2022, Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+). in A Mahmud & L Satchell (eds), Mental Wellbeing in Schools : What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Routledge Taylor & Francis Group, London, pp. 82-95. <https://www.routledge.com/Mental-Wellbeing-in-Schools-What-Teachers-Need-to-Know-to-Support-Pupils/Mahmud-Satchell/p/book/9780367749651>

Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+). / GLAZZARD, JONATHAN; Stones, Samuel .
Mental Wellbeing in Schools : What Teachers Need to Know to Support Pupils from Diverse Backgrounds. ed. / Arif Mahmud; Liam Satchell. London: Routledge Taylor & Francis Group, 2022. p. 82-95.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)

AU - GLAZZARD, JONATHAN

AU - Stones, Samuel

PY - 2022/6/22

Y1 - 2022/6/22

N2 - This chapter will explore the experiences of pupils who identify as lesbian, gay, bisexual, or queer (LGBTQ+). It will draw on Meyer’s (2003) theory of minority stress to explore their experiences of discrimination, concealment, internalised homophobia, and poor mental health outcomes. It will argue that addressing prejudice-based bullying in isolation is a reactive approach, which often fails to address prejudice. Instead, the chapter will outline the aspects of a whole- school approach to LGBTQ+ inclusion with specific emphasis on ways of working partnership with children and parents. We will explore ways of embedding LGBTQ+ experiences and identities into the curriculum and we will consider the role of the physical and emotional environment in the school. Central to the whole-school approach is the role of the school leadership team. This chapter will therefore explore the roles and responsibilities of school leaders in relation to LGBTQ+ inclusion. We will also explore how the 2020 statutory guidance for relationships and sex education can be addressed in relation to LGBTQ+ identities and relationships

AB - This chapter will explore the experiences of pupils who identify as lesbian, gay, bisexual, or queer (LGBTQ+). It will draw on Meyer’s (2003) theory of minority stress to explore their experiences of discrimination, concealment, internalised homophobia, and poor mental health outcomes. It will argue that addressing prejudice-based bullying in isolation is a reactive approach, which often fails to address prejudice. Instead, the chapter will outline the aspects of a whole- school approach to LGBTQ+ inclusion with specific emphasis on ways of working partnership with children and parents. We will explore ways of embedding LGBTQ+ experiences and identities into the curriculum and we will consider the role of the physical and emotional environment in the school. Central to the whole-school approach is the role of the school leadership team. This chapter will therefore explore the roles and responsibilities of school leaders in relation to LGBTQ+ inclusion. We will also explore how the 2020 statutory guidance for relationships and sex education can be addressed in relation to LGBTQ+ identities and relationships

KW - inclusion

KW - LGBTQ+

KW - schools

M3 - Chapter

SN - 9780367749651

SP - 82

EP - 95

BT - Mental Wellbeing in Schools

A2 - Mahmud, Arif

A2 - Satchell, Liam

PB - Routledge Taylor & Francis Group

CY - London

ER -

Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)

Abstract

Keywords

UN SDGs

Access to Document

Fingerprint

Cite this