Provide professional learning to build all staff understanding of students who identify as LGBTQIA+
Suggestion for implementing the strategy ‘Design inclusive school-wide systems and processes’
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On this page:
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Go to top of current page: Provide professional learning
Go to top of current page: Provide professional learning
Review staff professional development
Review staff professional development
Check that:
- opportunities are provided to address staff gaps in knowledge and skills relating to student safety and wellbeing
- ongoing professional learning is undertaken on emerging school safety and wellbeing issues
- non-teaching and casual/specialist/visiting staff are included in relevant professional learning opportunities
- approaches to PLD are flexible to meet the variable needs of adult learners (face-to-face, size of group, online, time of day)
- opportunities are regularly provided for more expert and advanced professional learning for staff.
Source: Australian Student Wellbeing Framework (opens in a new tab/window)
Partner with outside agencies
Partner with outside agencies
Organisations such as RainbowYOUTH, InsideOUT, Family Planning and the PPTA can support professional learning.
Organisations can provide information and support on topics such as:
- facilitating class discussions about sex and sexuality and gender identity, including dealing with tough and tricky questions
- clarifying terminology and identities
- supporting transgender students through social and physical transitions
- current research on sex, sexuality, and gender-diverse young people’s experiences in school
- understanding sexuality and gender diversity
- increasing awareness and being more inclusive of LGBTQIA+ people
- strategies for responding immediately and appropriately to homophobic language and behaviour
- the importance of using inclusive language and the value of setting positive examples that affirm and embrace LGBTQIA+ students.
Develop supportive advocates
Develop supportive advocates
Supportive adults:
- affirm students
- intervene, particularly when bullying occurs
- provide support
- advocate for school-wide policies and practices.
LGBT students:
- develop greater self-esteem
- are less likely to miss school
- achieve greater educational outcomes.
Use a culturally responsive approach
Use a culturally responsive approach
Ground your inquiry into the needs of LGBTQIA+ students within the four Māori concepts of:
- manaakitanga
- whanaungatanga
- ako
- mahi tahi.
These concepts provide a lens through which the cultural responsiveness of school activities and practices in supporting and promoting equitable outcomes for all learners can be evaluated.
Source: Wellbeing for success: A resource for schools (ERO) (opens in a new tab/window)
Build teacher knowledge
Build teacher knowledge
More Than Four is a collection of video resources from InsideOUT, exploring the identities and experiences of and beyond ‘LGBT’ identities.
Useful resources
Useful resources
Respect, resilience, and LGBT students
Read time: 10 min
Article describing how schools can create conditions that help LGBTQIA+ students to thrive. Author: Robert A. McGarry. Published in Educational Leadership (Vol. 71, Sep. 2013).
Publisher: ASCD
Next steps
More suggestions for implementing the strategy “Design inclusive school-wide systems and processes”:
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Current page Provide professional learning
Return to the guide “Supporting LGBTQIA+ students”
How to use this site
Guide to Index of the guide: LGBTQIA+ students
Understand:
Strategies for action:
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Build knowledge of sex, gender, and sexuality diversityShow suggestions for Build knowledge of sex, gender, and sexuality diversity
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Design inclusive school-wide systems and processesShow suggestions for Design inclusive school-wide systems and processes
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Address immediate environmental, physical and social needsShow suggestions for Address immediate environmental, physical and social needs
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Develop an inclusive classroom and curriculumShow suggestions for Develop an inclusive classroom and curriculum
