LGBT Community and Acceptance Teaching

Luke Pollard Excerpts

Wednesday 4th September 2019 Westminster Hall

[Luke Pollard (Plymouth, Sutton and Devonport) (Lab/Co-op)]

I pay tribute to the hon. Member for Shrewsbury and Atcham (Daniel Kawczynski), who spoke with such passion, honesty and authenticity. In these debates we often talk about what happens to LGBT young people and tell their coming out stories. Sometimes we neglect those who come out a little later in life and their difficulties with the norms that have been built around them, especially if they come from a more overtly heterosexual relationship into discovering who they are and being honest about it. It is harder, and the courage of the hon. Gentleman’s speech today is to his credit. I thank him for tabling the debate.

I am pleased to see that the Minister is still in his place after the reshuffle. He and I have spent much time talking about schools in Plymouth, and I shall try to include some relevant experiences in my remarks today.

It is right that every child in our schools should know about the world—both about the difficulties in the world, and about the things that are amazing in it. They should be taught about families, communities and about right and wrong. That is not exclusively the role of teachers and teaching assistants. Parents, communities, grandparents and friends have a role as well, but we must make sure that every child knows that they have worth and are loved, and that they have rights. They have the right not to be abused and the right to make decisions about what happens to their own bodies. That type of education must be provided universally—to all our children—which is why teaching sex and relationships education is so important.

The Minister and I have spoken about that a few times. I should be grateful if he would talk about how we are to make such provision for children who are home-schooled. In Plymouth there has been a great rise in the number of home-schooled children, and sometimes that is because they have been excluded. I am concerned about the increase in the number of exclusions, in relation to Government policy, and what it will mean for kids, particularly those with special educational needs and disabilities or mental health problems, who are unable to cope and get the support they need in mainstream education, and who are taught outside those environments. How are we making sure that all the home-schooled kids get the understanding that kids in more traditional education settings get?

It is right that we say there is nothing wrong with being LGBT. The right hon. Member for Arundel and South Downs (Nick Herbert) said that we should not tolerate anyone who discriminates. That is right, but the key to not tolerating things is the recognition that the hate has not gone away. That is important because there is a belief, now that we have legislative barriers to prevent discrimination, that we have crossed the Rubicon and are suddenly in an age of equality with no discrimination. However, those legislative barriers do not mean that hostility to equality—that uncomfortableness based on traditional values, religious views or misapprehensions or misunderstandings—has not gone away; people have just felt unable to voice it.

That is the type of anger that was sometimes articulated in the Brexit debates—people had views that they did not feel they could express. The key to dealing with discrimination in the matters in question is not just to call out hate and bigotry—although we must do that. It is also about education. It is about helping people understand what their neighbours are like and why it matters that we celebrate our diversity in all our communication. That is why education is key and why the debate about SRE in schools has been so powerful. Instead of being a debate about negatives, it has been about positives. It is about saying, “Look what can be achieved if we show every single child that they have value and worth and that diversity matters.” It is something positive.

There are fantastic spokespeople. The right hon. Member for Arundel and South Downs mentioned Stonewall, which has fantastic advocates, but they are not the only ones. There are many more besides. I want in particular to pay tribute to one of my heroes, whom I met recently, Olly Pike, the LGBT author. Writing LGBT children’s books can have a profound effect on young people.

I gave my young nephew the book “And Tango Makes Three”, which I have spoken about in the main Chamber. It is about a pair of gay penguins who adopt a baby penguin, and it is a wonderful, beautiful story that fits well on his little bookshelf. The thing that makes it so perfect is that it makes no difference to my nephew whether they are two boy penguins or a man and a woman—it is just normal. We teach discrimination into children; if we do not do that, they will not have it. I am proud of that, and people such as Olly Pike and the authors of “And Tango Makes Three” make such a big contribution.

When speaking about LGBT education, it is important not to say “LGBT” as if it is one word that covers one type of person. As someone who is proud to be gay, I fit into the “G” bit, which frequently dominates much of the debate because much of it is made up of white men, who tend to dominate lots of discussions—they just do. That frequently means that the “L” voices—the lesbian community—get drowned out and do not have that self-worth. Certainly—this is discrimination even within the gay community—if someone is a “B”, or bisexual, there is still no validity in that. There is still a concern—“Oh, they haven’t made their mind up yet.” We have heard it time and again, including in our LGBT culture, and it reduces the validity of people who are bisexual.

Then we have trans people, and especially young trans people, which is where, to borrow the phrase of the right hon. Member for Arundel and South Downs, we have huge unfinished business to deal with. The stats presented by my hon. Friend the Member for Rotherham (Sarah Champion) show that far too many of our young trans kids are harming themselves. According to figures from Stonewall, 27% of our trans kids have attempted suicide, nine in 10 have thought about it, 72% have attempted self-harm, and four in five say that they have been verbally abused because of who they are. That is not good enough. As a culture, society and country we must set an objective to eliminate that type of abuse, and we can do that only if we put effort into educating not just our children but society as a whole. It is amazing what powerful teachers children can be when teaching friends and family about what they learned in school that day, or teaching others that something is not right.

Pride events are a powerful form of teaching. This year, sadly, Plymouth Pride was called off due to high winds, and because the 60 mph gusts could have lifted the rather fabulous stage into the crowd. That was probably a good reason for the organisers to cancel it. The passion generated by such events, however, has refocused people’s dedication to make Plymouth Pride 2020 even bigger, and hopefully it will involve more of our armed forces. Next year is the 20th anniversary of members of the armed forces being able to serve openly as LGBT members. We should celebrate that, and I hope the Government and Defence Ministers will provide a steer. We should be proud of everyone who serves in uniform, whether they are straight, gay, bisexual, lesbian or trans. At a time when our biggest ally, America, is not pursuing such policies towards trans members of its own military, we should be proud to make a distinction and say that trans members are welcome and valued in our military.

Hate is on the rise, and education in our schools is one way of challenging that. I spoke to some young kids about an incident that happened during a match between Northampton Town and Plymouth Argyle at the weekend. A young person was concerned by what they had read in the local paper about homophobic abuse that was shouted by a member of the green army—Plymouth Argyle’s travelling fans—at a Northampton Town home fan. They described the initial chants of, “Who’s the queer in the pink?”, which was aimed at a fan, and shouts of “faggot”. This young person was disturbed by that, because they did not want that hate in their game. That was really powerful.

In the past, as a gay football supporter, I have not always felt that football has done enough to promote equality. However, for young people in Plymouth who are growing up gay, or who recognise that they live in a diverse society, this statement from Plymouth Argyle is immensely warming:

“Plymouth Argyle Football Club is a community-focused, values-driven organisation…It is our legal duty to eliminate discrimination, harassment and victimisation on the basis of age; disability; gender reassignment; pregnancy and maternity; marriage and civil partnership; ethnicity; religion and belief; gender; and sexual orientation.”

How many times have we heard a football club state so clearly the values that we all hold dear? The club should be praised for its quick and speedy response, as should the Argyle fans’ trust, and particularly its chair, Andy Symons, for saying that we will not accept hate in our game. It needs to be kicked out, just as we attempt to kick out racism. The rainbow laces promoted by the Football Association and Stonewall should contribute to kicking out from our game discrimination against LGBT people.

As a football fan, growing up with an entire set of straight models, without a single gay role model in football, affected my idea that I was associated with it. Young people growing up at the moment need role models from different societies. In the 1980s, if someone was out in the media, they were a flamboyant queen; that was how they protected themselves against discrimination and they made it part of their act. They were colourful, loud and brash, which is how they coped with people calling them “queer” or “faggot”. That is great for a small part of the LGBTQ community, but the vast majority of us need a range of role models from different workplaces and walks of life, and that can directly contribute to teaching diversity in our schools.

There is rising hate in society. After the “defend democracy” protest, someone came up to me and asked why I spoke about there not being enough diversity in our politics. I said that in politics there are far too many straight, white, round, middle-aged men. He said, “Why did you mention the straight bit?”, which for me was an interesting learning experience to reflect on. There are a lot of straight, middle-aged, white, round men in politics, both here in Parliament and in local government. There is something uncomfortable in talking about sexuality that I think we need to address, because if we are truly to deal with discrimination, we must empower all young people to feel that they have a value. We must empower parents and communities to recognise that diversity is a good thing, not a threat.

Sometimes the debate about sex and relationships education in our schools has been flipped. We trust a teacher to teach our children maths or history every day, and we do not suddenly think that by teaching history, teachers will turn every child into a murderous dictator from the past, or a bloodthirsty pirate. We think that our children are learning, and that is what age-appropriate SRE means. Children are being taught something age appropriate for who they are, so that they can value it and recognise it in their friends and family and in who they are. Whether those kids are straight, gay, bi or trans, that message is important. We must recognise the rising hate in our society and do our best to invest in education.

I am glad that the hon. Member for Shrewsbury and Atcham spoke about conversion therapy, because there are prominent political figures who say words in and around that, and who suggest that science may “yet produce an answer” to homosexuality at some stage. Conversion therapy is cruel and wrong, and it starts from a place that does not value every individual for who they are. We must not accept that in our society, just as Plymouth Argyle said that there is no place for bigotry, racism, discrimination or homophobia. And it is not homo “phobia”—people are not scared of gays; they are just bigots. We must be clear that we must value every person in every walk of life. I am grateful that the Government have listened to cross-party concerns about SRE in schools and done something about it.

What happens when we do not teach SRE? If people are not taught about who they are, where do they find that information? As a young gay man I wanted to know what these feelings were and what was going on in my head. Like the hon. Member for Shrewsbury and Atcham, I had conversations with myself—perhaps with a bit less God, but similar conversations none the less. If someone is not taught SRE, where do they get information about healthy relationships and safe sex and who people sleep with? Is it from their mates, parents and teachers? No, it is from pornography, and that creates a skewed impression of what a healthy relationship is and of what someone’s role is in any sexual relationship. It creates a skewed impression about safe sex, and about the propensity of bareback sex, abuse, violence or intimidation, which is not healthy for anyone.

In particular I am concerned about the rise of the instafamous culture that is recognised by our young people—about people who are famous for nothing other than being attractive on Instagram. I have seen, and parents have told me about, the progression from being instafamous to self-publishing pornography. Young people increasingly feel that they must post pictures of themselves without their tops on, or wearing low-cut dresses, or with perfect abs and six packs, or provocative images of other parts.

Rather than be abused by a publishing house elsewhere, some young people use platforms such as OnlyFans as an avenue to transition from being instafamous to publishing their own pornography. In some cases those kids create a business model when they turn 18—being young is attractive, so good on them—but in other cases there is a risk that they will be pushed into doing something that they might not otherwise do. We can get out of that with decent, age-appropriate education in our schools.

Like comrades and colleagues from across the House, I support Stonewall’s call for greater funding for teaching, and the training of our teachers, in this space. We have achieved a lot, but there is still a lot of unfinished business. I will be grateful if the Minister will reflect particularly on how we deal with instafame and the self-publishing of pornography.