All children, irrespective of their sexual orientation or gender identity, have the right to a safe, healthy childhood and education that is free from discrimination.
Relationships and sex education (RSE) becomes mandatory in England’s secondary schools in September 2020, with relationships education statutory at primary level.
Ahead of this deadline, many schools have been exploring how they can make their curriculum and school culture more inclusive and diverse.
Diversity and inclusion encompass many different people with a wide range of protected characteristics. Combining the child rights-based approach of Unicef’s Rights Respecting Schools Award with the standards of Stonewall Schools Champion Award can form a useful framework for a school’s work on LGBT+ inclusion.
Burntwood School in south west London is an all-girls’ secondary school with a mixed sixth form with more than 1,750 children on roll. They have been a Unicef Rights Respecting School since 2007 and were reaccredited at Gold in May 2019. They have also been participating in the Stonewall Schools Champion Award for five years and are currently Bronze.
Assistant principal Katelyn Farrenson has seen a large shift in the approach to LGBT+ inclusion in schools during her 16-year teaching career.
She explained: “Our school has always had an inclusive ethos. We started Unicef’s Rights Respecting Schools because the UN Convention on the Rights of the Child articulated a framework that underpins the inclusivity work which we have always done. Our values of putting the best interests of the child at the heart of what we do was there and LGBT+ rights are an integral part of that.
“As an employee I will always look for the kind of accreditations the school has. The fact that they have invested time and effort to get an accreditation and the fact they have valued that in a very busy, crowded and economically difficult situation says something of the school and its priorities. Students also value seeing logos they recognise to signal that the school they are joining is safe and welcoming for them.
“Stonewall is a long-standing and trusted charity at the forefront of campaigning for LGBT+ equality and an inclusive education system. I started my career just as Stonewall had successfully campaigned to rid the education system of Section 28.
“It is thanks to their work that I can be an authentic gay role model to my community. Stonewall are a fantastic resource that I have used with students and staff alike throughout my career to increase visibility of LGBT+ issues and to support lessons. The reassurance to a young LGBT+ person of seeing the iconic ‘Some People are Gay, Get Over It’ poster on a classroom wall should not be underestimated.
“If a student is to transition, for example, it is important that they know we have policies in place and are clear on the things we will do to support them. We have more students coming out year-on-year. We don’t have a larger cohort of LGBT+ students; it’s testament to students knowing there is support.”
Burntwood has always had an ethos of inclusivity, but for schools that are just beginning their journey it can be hard to know where to start.
“If your school is just starting out, set up a student equalities group, considering equality and diversity for all, rather than one particular group,” Ms Farrenson advised. “Invite lots of different speakers with all kinds of protected characteristics.”
She continued: “If you are in an environment where you might perceive opposition, then by rooting your work in inclusion you are supporting all groups and everyone is included. One of the schools I worked in had a parallel equalities group for staff and sometimes we had joint meetings between staff and student groups, which was powerful.
“It helps if you have strong student voice within your school. It is great if you have a forum where students can contribute to celebrating different days or periods of awareness, or they can ask to celebrate Black History Month, Odd Socks Day or Coming Out Day if the school doesn’t already do so.”
Last year, members of the school’s equalities group attended the Stonewall Children and Young People’s conference, which enabled them to hear from other LGBT+ role-models, to learn about the work of Stonewall, to share their views and to network with other young people.
“Days like these are excellent at validating the excellent work of equalities groups around the country and sharing good practice,” Ms Farrenson added.
CPD for staff has been just as crucial to the school’s work. There have been numerous twilight CPD sessions for staff around what it means to a school to support a student who is transitioning. The Free2B Alliance also came into the school and delivered twilight sessions with the staff on issues experienced by LGBT+ young people.
The CPD has been well-received, Ms Farrenson said: “The staff really benefited from that; they hadn’t necessarily met a young person who was transitioning and we could talk about how our inclusive policies manifest around school.
“Free2B provide drop-in sessions once a week for students and are also happy to talk to staff, too. Free2B is London-based but it is a good idea to see what is available locally.”
Empowering young people: Assistant principal Katelyn Farrenson with students from the Equalities Group at Burntwood School (Image: Unicef/Clazie Flynn)
Elsewhere, Burntwood School has made a surprising use of flags to help empower students “to be proud of who they are”.
Ms Farrenson explained: “Each flag is chosen by the students and is flown in our central courtyard. Every building has a display screen on each floor and every day that has a dedicated section to explain a little about what the flag is and why it is being flown.
“We have over 350 flags including the rainbow flag, the trans flag, the Unicef flag and any number of country and county flags. It’s a focal point for conversation and celebrating diversity.
“We also have a home-school agreement that every child and parent signs when they join our school. It clearly and proudly states that we are a Rights Respecting school and students are expected to behave in a way that enables everyone to enjoy their rights and treat everyone in line with our diversity policy.”
The Convention on the Rights of the Child is clear on the rights of every child to a safe and fulfilling childhood and education. Ms Farrenson believes that using legislation and documents like the Convention or the Equality Act 2010 can provide a neutral starting point for moving school stakeholders to a place where they are more open to LGBT+ inclusivity.
“Hopefully people will make LGBT+ inclusion part of school life because it’s the right thing to do,” she added, “but being able to refer to documents and legislation can make these conversations easier. If you can show people that there is a UN document which sets out the best interests of the child, and what you are proposing is in the best interests of the child then that is useful.
“During my career I’ve had to use the documents to create a more inclusive environment; the resources that Stonewall has produced over the years have also been very useful in supporting that work.
“In the past, having qualified just after Section 28 was repealed in 2003, I’ve had members of senior leadership teams telling me that I mustn’t come out to students, which was so damaging. Schools really need to create an environment where all adults can be authentic role models. You need students to look up and see someone who is out and successful.”
- Samantha Bradey works for Unicef’s Rights Respecting Schools Award.
Further information & resources
- Unicef and Stonewall have produced a resource for school CPD sessions and INSET days. The resource helps schools create a culture that supports inclusion of LGBT+ young people through children’s rights. To learn more and download, visit: http://unicef.uk/Framing_Inclusion
- Unicef’s Rights Respecting Schools Award: www.unicef.org.uk/rights-respecting-schools
- Stonewall Schools Champion Award: www.stonewall.org.uk/school-champions/stonewall-school-champion-awards