12 steps

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1. Don’t make assumptions

Expect that 7-11% of students and staff are same sex attracted and a higher percentage know of someone, family or friends, who is same sex attracted, bisexual or transgender. Remember that same sex attracted people can be engaged in same or opposite sex relationships.

You cannot assume that you know a young person’s gender, or that a young person has gender identity issues, just as you would not make assumptions about a young person’s sexual orientation. Exploring gender is a healthy expression of personal development. Self-identification or acknowledgement is a crucial first step in a young person’s identity development and expression of self.

2. Ensure confidentiality

Confidentiality plays an important role in young people’s confidence to speak openly to staff.

When a young person shares personal information about gender identity or sexuality, you have achieved the trust of that young person. 

A breach of this confidence can have dire consequences for the young person, especially in terms of trust and their safety.  If it truly becomes necessary to share the information with others, first get the young person’s permission.

This means young people need to feel they can trust that what they tell you remains private and is not discussed with anyone, including other workers or teachers, unless they have given permission for you to do so. If there is great risk of harm, this confidentiality may be broken.

The exemption to confidentiality is if the young person is at risk of being harmed, harming someone else, or there is a risk of someone else being harmed.

 

3. Listen, hear and understand the needs of young people

Think about how teacher values are imparted to students through spoken language, silences, body language, role modelling, values and attitudes and the way we choose to live our lives.

The onus is on teachers and support staff in schools to create a safe and supportive environment that encourages students to feel comfortable enough to discuss and explore their needs and interests. 

4. Establish safety and protect from harassment

Being same sex attracted or transgender does not itself increase a young person’s risk for suicide, it is the broader social context that increases this risk.

This context includes harassment and victimisation, an inability to fully and freely develop all aspects of identity - a major task of adolescence - and a social context that fails to acknowledge diverse sexualities and gender identities. 

What you can do: immediately protect transgender and same sex attracted young people from harassment in any form, whether perpetrated by other students, young people, staff or others.  Make it clear that harassing and/or abusive behaviour toward anyone will not be tolerated. Show leadership and stand up to all bullying and discrimination and protect vulnerable students.

5. Create a safe an open environment

Work towards creating an affirming environment that supports non-stereotypical sexualities and gender expression, and where there is room for dialogue or discussion.  Use inclusive, affirming, non-presumptuous, non-judgemental, and gender-neutral language. 

When talking about relationships, use the word partner. If you ask a girl if she has a boyfriend makes the assumption that she is heterosexual, when she may be same sex attracted and not yet have disclosed her sexuality. It is therefore less likely that she will disclose her sexuality with you. Ask questions like:

  1. “Are you in a relationship?”
  2. “Do you have a crush on anyone at the moment?”
  3. “How do you feel about the idea of having a relationship?”
  4. “Do you see yourself having a relationship in the future?”

Identify and make use of opportunities in classroom discussions to challenge stereotypes about
sexuality, transgender people and gender.

6. Positively affirm someone’s identity

Some young people may talk about liking or being girls or boys or both, and are not ready to put a label on this feeling or behaviour, and in fact may never choose to. Make sure you use the young persons words and language. It’s important to remember that you may be the first person this student has disclosed to, so make sure that your response is a positive one.

It doesn’t matter what someone labels their sexuality or gender identity.

7. When a young person comes out

Here is a list of things to do to support someone coming out:

  1. Check and assess the young person’s level of risk factors including a general suicide risk assessment
  2. Carefully assess the level of support available to them and be aware of resources and services for making appropriate referrals.
  3. Discuss the young person’s thoughts about coming out, including their readiness for, and awareness of, the risks associated with coming out to family and friends
  4. Never encourage a young person to come out.  It is their decision and they need to have a strategy in place if the response is unfavourable. 
  5. Click here for more information.

8. Assessing levels of support

 Find out about any supports the young person has, whether it be from parents, siblings, extended family members, friends, another staff member at the school, etc.

Peer support can provide same sex attracted and transgender young people with emotional and social support. These groups can assist in positive identity development and an opportunity for young people to meet others, who may be experiencing some of the same issues, in a context that encourages peer support.  Participation in a support group can enhance their connectedness to school, family, peers and the community, and provide opportunities to develop coping strategies to deal with homophobia, bullying and rejection. Click here to view a list of support groups.

9. Know when and where to seek help

There are lots of great booklets, brochures, services and other resources that same sex attracted or transgender young people may find very useful. Be aware of appropriate referral agencies for crisis intervention, health services and emergency assistance, including accommodation services. 

Ensure that before you make a referral, it’s appropriate. Firstly, ensure you have the full picture regarding what’s going on for the young person before you make the referral. Secondly, make sure the service, worker or support person you are referring to will support the young person appropriately.

Transgender and same sex attracted young people are often subject to abuse, homelessness, suicide, harassment and physical violence.  Be aware of your personal and professional limits and accept that you may not always be the best one to assist a young person in some situations. 

10. Provide single occupancy bathrooms

Many individuals are uncomfortable about the idea of a boy in a girls’ toilet block and vice versa, while transgender young people will feel they are using the appropriate bathroom.  Every person has the right to use the toilet, regardless of gender identity. You may speak to the young person to discuss their options or allow all students the opportunity to use the disabled, single occupancy or unisex toilet.

11. Provide training and education to the whole school community or organisation

Training and education for staff is necessary to help staff develop an understanding of the issues transgender and same sex attracted young people experience, and how to ensure these young people feel safe, supported and included within the school community. It’s also extremely important to educate students and parents about these issues. Have a look at the professional learning section for further ideas, click here.

12. Be informed and don’t be afraid to learn and challenge your own views

Most of us are products of a homophobic, trans-phobic society that holds rigid sexuality and gender role views.  We have been influenced by misinformation and fear.  We’re taught what is feminine and masculine, female and male, and we expect that these bipolar categories will not change. 

This work can be very challenging and you can feel like you are working in isolation.  Read and learn as much as you can about the experiences of same sex attracted and transgender young people, including:

  1. How to be supportive yourself,
  2. What’s out there to support them and
  3. How the school can be a supportive, safe and inclusive place for SSA students, so that you are equipped to support young people yourself, and support other staff in their role too.
  4. If in doubt, ask questions. Click here to view contacts page (Link B5).

 

Bibliography

Charlene Leach, Deputy Director, National Youth Advocacy Coalition,  “Transgender Youth and the Role of Service Providers”, Transgender Care by Gianna E. Israel and Donald E.Tarver, www.advocatesforyouth.org, Transitions, Vol. 14, No. 4, June 2002.
Hillier, L., Dempsey, D., Harrison, L., Beale, L., Matthews, L. & Rosenthal, D. (1998) Writing themselves in: A national report on the sexuality, health and well-being of same sex attracted young people. National Centre in HIV Social Research, La Trobe University, Carlton
Hillier, L., Harrison. D. & Dempsey, D. (1999) Whatever happened to duty of care? : Same sex attracted young people’s experiences of discrimination and abuse at school.  Melbourne Studies in Education. 40(2), 59-74
Hillier, L., Matthews, L. & Dempsey, D. (1997) A low priority in a hierarchy of needs: A profile of the sexual health needs of homeless young people in Australia. National Centre in HIV Social Research, La Trobe University, Carlton Hillier, L., Warr, D., & Haste, B. (1996) The rural mural: Sexuality and diversity in rural youth. National Centre in HIV Social Research, La Trobe University, Carlton
Howard, J. & Nicholas, J., (2001) Same Sex Attracted Youth Suicide: Why are we still talking about it? Suicide Prevention Australia National Conference, Sydney
Lindsay, J., Smith A.M.A. & Rosenthal, D.A. (1997), Secondary students, HIV/AIDs and sexual health. Monograph Series 3. Centre for the Study of STDs, Melbourne
Suicide Prevention task Force, Suicide Prevention: Victorian Taskforce report, (1997) Information Victoria, Melbourne.

STEP Manual: An educational resource for those working with Indigenous, Refugee and Same Sex Attracted Young People (2001) The Victorian Child and Adolescent Mental Health Promotion Officers & Christine Farnan, Melbourne.