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Understanding sexual orientation
It is important that those working with children understand sexual orientation. The purpose of this one-minute guide is to support staff by providing some understanding of terminology and how best to support children in schools and settings.
A person’s sexual orientation, or sexuality, is the part of their identity that relates to who they find attractive. Although it is in the name, the attraction to other people does not have to be sexual, it could be romantic, or connection based. Some people are attracted to a particular gender or genders, some people are attracted to who the person is (their morals, values, humour, intelligence, etc.), and for some, it is a combination of the two.
LGBTQ+ is used to describe sexual orientation, other than Heterosexual, or “straight”. This abbreviation stands for “lesbian, gay, bisexual, transgender, questioning, and other”.
Transgender isn’t really a sexual orientation, but a gender identity. However, people who are transgender are often included with lesbian and gay as a way to include people who do not feel they fit into the category of being “straight”.
The Equality Act 2010 outlines that sexual orientation is a protected characteristic.
Understanding terminology
It is important to respect a child’s sexual orientation and their own understanding of this.
There are various phrases and terms used to describe sexual orientation. Below is a handful to support your understanding:
- Heterosexual – People who are heterosexual are romantically and physically attracted to members of the opposite sex. Heterosexuals are sometimes called “straight”.
- Lesbian or gay – People who are lesbian or gay are romantically and physically attracted to people of the same sex.
Due to the often-derogatory use of the word ‘Homosexual’, most people tend not to use this terminology anymore.
- Bisexual – People who are bisexual are romantically and physically attracted to members of both sexes.
- Pansexual – Pansexual is similar to bisexual, but a more inclusive approach to understanding one’s sexuality since ‘pan’ means all. People who are attracted to people regardless of their gender.
- Asexual – People who are asexual may not be interested in sex, but they still feel emotionally close to other people.
Supporting and keeping LGBTQ+ children safe
Nearly half of lesbian, gay and bisexual children experience derogatory comments in schools and settings. This increased to over 64% for Transgender children.1
LGBTQ+ children who experience bullying are 20% more likely to self-harm, with 84% considering taking their own life.1
Measures that can be taken to support a child who discloses or discusses their sexual orientation:
- Provide a safe quiet space.
- Ensure that all staff have an understanding of sexual orientation and are aware of the signs of poor mental health, such as suicidal thoughts, and how to have discussions.
- Allow the child to discuss what this looks like to them. Ask children what language they use to describe themselves.
- Manage prejudice incidents with a zero-tolerance approach and report them to the local authority.
- Have a clear reporting system for children to report incidents and concerns.
- Ensure your equalities policy meets the needs of the children in your care, outlining how the school will create a safe and inclusive environment for LGBTQ+ children.
- Have an LGBTQ+ or Pride group in your school.
- You should make sure that your safeguarding, anti-bullying and child protection policy recognises the additional risks and vulnerability factors for LGBTQ+ children.
- You should complete risk assessments for specific contexts, such as changing rooms, taking into account all safeguarding risks that might be present and taking appropriate action to keep all children safe.
- Ensure your school website has a dedicated webpage, including reputable resources and support groups.
Safeguarding
LGBTQ+ children face the same risks as all children, but they are at greater risk of some types of abuse. For example, they might experience homophobic, biphobic or transphobic bullying or hate crime. They might also be more vulnerable to or at greater risk of sexual abuse, online abuse or sexual exploitation2
There are some factors that might mean LGBTQ+ children and young people feel less able to speak out about any worries or negative experiences they’re having.
Barriers include:
- worrying that telling someone will ‘out’ them before they’re ready
- fearing that it will make the bullying or abuse worse
- thinking no one will believe them
- feeling they are to blame for what they’re experiencing
- worrying that adults will think their gender identity or sexuality is to blame for their experience of abuse
Until 2003 schools couldn’t take an inclusive LGBTQ+ approach to their curriculum. This legacy has meant that LGBTQ+ relationships are still underrepresented in the curriculum. Due to there being fewer examples of healthy LGBTQ+ relationships and children seeking out information, LGBTQ+ children could be at higher risk of:
- grooming
- seeking out relationship and sexual information from unregulated websites
- attending adult nightclubs or using adult dating apps, with a particular sexual orientation focus
- being involved in unregulated group chats
- partaking in underage sexual activity
- sexual abuse
- learning from inaccurate/misinformation websites
- hate crime
Curriculum
The DfE’s Relationships Education, Relationships and Sex Education, and Health statutory guidance outlines that schools must incorporate education around diversity, inclusion, and sexual orientation within their curriculum. It is important to take a balanced approach when teaching sexual orientation, including the education on being Heterosexual.
This education must not be taught as a stand-alone lesson but be integrated into the whole curriculum and should be taught at a timely point in their education career.
Your curriculum should include:
- Examples of healthy relationships.
- What LGBTQ+ means and an understanding of equality, diversity, and respect.
- Ensure LGBTQ+ individuals are prominent in subjects such as history, art, sport, and literature.
- Challenge gender stereotypes.