Citation

Biddulph M. Pastor. Care Educ. 2006; 24(2): 15-21.

Copyright

(Copyright © 2006, John Wiley and Sons)

DOI

10.1111/j.1468-0122.2006.00367.x

PMID

unavailable

Abstract

In an increasingly complex global society, schools frequently have to re-examine their understanding of the social and cultural dimensions that constitute 'community. One such dimension is the sexual orientation of individuals who make up this group. Historically, this has been a difficult task, given the tension that exists between sexuality and education and the heteronormative practices within schools. Consequently, individuals who identify as Lesbian, Gay, Bisexual or Transgender (LGBT), are thought to be LGBT or who are connected with the LGBT community, have frequently found themselves in a marginalized and vulnerable position. In the case of young people, the consequences of this include lowered self-esteem, absenteeism, underachievement and, in some cases, suicide. Given the mantra that Every Child Matters, schools now have a strategic opportunity to formulate new responses in supporting this group. A key question in this article relates to the ways in which the dimensions of strategy can be integrated into 'joined-up', effective action. © 2006 NAPCE.

Language: en

Keywords

Schools; Support; Sexuality; Homophobia; Ethos