Homophobic Bullying (Schools)

Iain Stewart Excerpts

Tuesday 12th June 2012 Westminster Hall

[Iain Stewart (Milton Keynes South) (Con)]

It is a pleasure to speak under your chairmanship, Mr Robertson, for what I think is the first time. Why do we need a debate on homophobic and transphobic bullying in schools? Is it not the case that any form of bullying is bad and should be tackled? I agree with that up to a point. Bullying is not a new phenomenon. It has always been the case that some children are cruel and will pick on others because they are perceived to be different in some way. Perhaps they are not wearing trendy clothes; they wear glasses; they are overweight; they have acne—there are all sorts of reasons. Schools should have in place effective anti-bullying policies, both to foster a general culture of respect, so that the likelihood of bullying is diminished in the first place, and to be able to nip bullying in the bud quickly when it does take place. That is certainly true, but I want to demonstrate today why I believe that there is a particular problem with homophobic bullying that needs to be tackled.

Research commissioned by Stonewall in 2009 and conducted by YouGov found that 90% of secondary school teachers and 40% of primary school teachers had regularly witnessed homophobic bullying in schools. An earlier survey of young gay people found that 65% had been bullied themselves and 98% were aware of homophobic language being used. Although we do not yet have the figures, Stonewall is carrying out a major research programme and will publish an updated set of figures in the next few weeks. That will demonstrate—I had a meeting with Stonewall last week—that the problem very much remains.

There is clearly a problem to be tackled, but statistics do not convey the human cost of bullying. I want to draw attention to the case of the Crouch family, which has been covered in the press in the past few months and certainly does show the human cost of bullying. Dominic Crouch was a 15-year-old schoolboy in Gloucestershire. During a school trip in 2010, he played a game of spin the bottle with his classmates. As a forfeit, he had to kiss another boy. That event was videoed on a mobile phone and quickly spread virally round the school. Dominic suffered severe taunting for being gay. It is not actually known whether he was gay, but the intensity of the bullying was so great that Dominic committed suicide by jumping off a tall building. His father, Roger, commendably and bravely, spoke up publicly about his son’s suicide, to help to raise awareness of the problem and to encourage people to take action. However, Roger’s grief was so intense that he could not cope and he took his own life last November. Those two lives were lost utterly needlessly.

Sadly, the Crouch family’s story is not an isolated case. Last year in my area of Milton Keynes, there were four teenage suicides. Of those, three were young gay men. Does that not tell us that there is a problem that needs to be addressed?

Homophobic bullying can leave very deep emotional scars that can take a long time to heal and sometimes will never heal. I know that from personal experience. At school, I knew that I was gay, but I did not dare admit it, either to myself or to others. It was inconceivable for me to do that as a teenager growing up in the west of Scotland in the mid-1980s. Indeed, with you, Mr Robertson, in the Chair, I will say that it was easier for me to admit that I was a Tory in Glasgow than it was to come clean about my sexual orientation.

[John Robertson (in the Chair)]

I find that hard to believe! [Laughter.]

[Iain Stewart]

I do not want to over-egg things. I was not physically bullied and the verbal bullying that I experienced was very mild and short-lived, but I was perceived to be different and it left deep scars. It was enough to make me feel isolated and introverted, and it took me a very long time to overcome. It is clear from the research that Stonewall and others have done that those consequences of bullying can severely impair a young person’s academic and social development. Further evidence shows that, where there is a culture of bullying in schools and particularly homophobic bullying, it drags down the performance of the class and the school as a whole, so it is not just those who are bullied who suffer; it is their classmates as well.

Social attitudes have changed enormously in the two decades or so since I was at school. Thankfully, we live in more enlightened times. However, it is wrong to think that homophobia does not exist among young people. I challenge hon. Members to read some of the horrifying stories in the recent special youth edition of Attitude magazine. Some pretty appalling things have gone on and are going on in classrooms in our schools today.

In preparing for this speech, I took the time to speak to some of the pupils in my constituency to find out what their experience of bullying in schools was. I found some pretty surprising and appalling things. One girl told me that she was doing a media studies class and part of the research involved looking at the portrayal of homosexuality in the media. The class had to view an episode of, I think, “EastEnders” in which two men were kissing. The phrase “dirty faggot” was shouted out in the classroom and clearly heard by the teacher, but the teacher did nothing about it. Such incidents take place; they are happening today. The girl also told me that a Facebook page was set up so that pupils at the school who were thought to be gay could be outed.

[Stuart Andrew (Pudsey) (Con)]

I congratulate my hon. Friend on securing the debate and on talking so personally about this issue. Bullying, in whatever form, is a terrifying experience for those who suffer it. Sadly, one of my friends committed suicide because of bullying, although it was not homophobic bullying, and that had a profound effect on me personally. My hon. Friend mentions Facebook, and there is also Twitter. In this age of modern technology, there seems to be no escape for some bullying victims, because even when they go home, whether through the mobile phone in their pocket or the laptop in their bedroom, the bullies are ever present. Does my hon. Friend think that that is another aspect of the issue that needs serious consideration?

[Iain Stewart]

My hon. Friend, as ever, makes an important point. Cyber-bullying is very much with us. It takes place in many different forms. It extends the boundaries and the times of the school, as my hon. Friend said, so that pupils feel victimised in their own homes and not just when they are within the school gates. From what I have been able to research, I do not think that there is a particular problem with homophobic bullying in cyberspace—it is just another vehicle through which homophobia and homophobic bullying can take place—but my hon. Friend is absolutely right that it needs to be part of our response to the problem.

What can we do to tackle this important problem? The Government have made a good start. It was very good that the schools White Paper included a specific reference to preventing and tackling homophobic bullying in schools. I am aware that new anti-bullying guidance has been produced for schools to use. I am glad that within the Ofsted inspection framework is the expectation that schools should create a safe learning environment for lesbian, gay, bisexual and transgender students. I certainly applaud all those initiatives, but more needs to be done.

For all the toolkits available, research by Stonewall found that the vast majority of teachers want to combat homophobic bullying but do not feel that they have the appropriate training or support. If we isolate only one thing that needs to be done—many more things need to be done—it is to improve training for teachers, so that they have the skills to prevent bullying from happening in the first place and to tackle it when it does.

[Chris Bryant (Rhondda) (Lab)]

I apologise for arriving late, but I have been attacking the Church of England on a very similar issue.

An organisation called Diversity Role Models, which plays an important role in London schools, would like to be able to play a role more widely around the country. It provides role models to go into schools who are expert at talking about such issues. In one class, 95% of the kids at the beginning of a session said that they would never have a gay or lesbian friend, but by the end, only 20% said that they would not have one. That is the kind of difference that we need to make, is it not?

[Iain Stewart]

The hon. Gentleman makes a good point; indeed, he has anticipated my mentioning Diversity Role Models. I spoke to it yesterday and it sent me some reports about its work. I agree that it performs an excellent role by going into schools, as does Stonewall.

Sometimes, it is not that schools do not want to tackle such bullying, but that they do not perceive it as an issue that they have to deal with. Part of my reason for initiating the debate today is to put on record that there is a problem that should be tackled. Every school will have gay pupils who need support. I want schools to realise that there is help from the Government and organisations such as Stonewall and Diversity Role Models to assist them in tackling the problem.

The record in schools is mixed. There are some very good schools, with very effective policies. The evidence shows that when schools have good policies in place, instances of bullying drop dramatically, so it is not some airy-fairy idea that would be nice, but something that shows tangible results. I do not have a preconceived idea of how this should be done, but we need to do more to share best practice from the schools that have policies to those that either do not have such policies or have policies that are not delivering.

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

I congratulate my hon. Friend on securing the debate. On his point about teachers, in the 1970s and ’80s, teachers faced the same problem with a different issue—racism in schools—and it was dealt with. It was not just about training, which he alludes to and is fundamental, but about teachers feeling that they had the support of the wider community, whether governors, education authorities, councillors or Members of Parliament. In a classroom, teachers need to feel that they have the support of wider society to be able to deal with the issue. We dealt with racism in schools in the ’70s and ’80s, and we can deal with this.

[Iain Stewart]

My hon. Friend makes an important point and brings considerable experience as a teacher to the debate. The analogy with racist bullying is powerful. It goes back to my opening remarks about why we need a specific policy on homophobic bullying. No one would dare to argue now that we did not need a specific policy to tackle racist bullying; the same can be said for homophobic and transphobic bullying. His point about the reflection of wider social norms is important. Teachers cannot exist in isolation; they are part of the broader community. Tackling such bullying requires everyone—parents, teachers and everyone in society—to challenge it and say that it is not right and cannot be allowed.

Sport has an important role to play. Rightly, there are lots of campaigns to stop racist abuse on the terraces at football games, and we have seen some of the controversy with Euro 2012 at the moment. We do not hear as much about homophobic chants at grounds. If young people go to football, they will pick up on it and think that it is acceptable, so this is not only about schools; there is a broader challenge to society to say that homophobia is not acceptable, because not doing so creates the breeding ground for such sentiments.

I will conclude my remarks now, because I want to give the Minister enough time to respond. I hope that by securing the debate today, I have helped to give the issue the publicity that it deserves and that more schools will take steps to address bullying, which blights far too many young lives.