On Monday, 23rd of December, the Victorian Student Representative Council (VicSRC) launched our LGBTIQA+ Student Empowerment Report. Made possible by the YACVic HEY Grant, this report is titled Inclusion and Safety in Victorian Schools: A Vision From LGBTIQA+ Students.
VicSRC began this report after noticing a lack of data on Victorian LGBTIQA students’ experience in schools. This was in response to our 2023 VicSRC Congress, where we learnt of a concerning trend of students reporting increased discrimination in schools.
The aim of this report, written by Victorian Student Co-researcher Disha and VicSRC, is to hear directly from Victorian school-aged LGBTIQA+ students their experience and needs in school. A report made for and by Victorian LGBTIQA+ students.
All students interviewed will remain anonymous.
Student allies are just as important as supportive teachers
As our report highlights, there is a clear connection between supportive teachers and LGBTIQA+ student outcomes. However, this does not mean other students are not crucial also in building a supportive and safe environment.
“When students use my pronouns and the preferred names of openly trans students, it makes me, and a lot of other students feel safe,” a student participant shared with us.
In Disha and VicSRC’s research, it became clear that students need greater support. In our research, 25% of participants agreed or strongly agreed that their peers were “contributing to a supportive and inclusive environment for them at school.”
Make sure YOU’RE expressing your support
In our research, participants often referred to “active allyship” as a way for them to feels supported.
25% of participants agreed or strongly agreed that their peers were “contributing to a supportive and inclusive environment for them at school.”
Visible allyship, with physical symbols like pride pins helps build a culture of affirmation. Some students shared it “made it clear [other students] are accepting and welcoming”.
Inclusive language is another way for students to express their support. This can be by taking initiative to share pronouns first, respecting students’ chosen names.
Can you ask that?
LGBTIQA+ students had mixed experiences with other students’ queries into their identity. Students said, “curiosity should be encouraged,” in a way maintains a safe environment. However, these questions must be asked in good faith.
One student shared questions asked by their peers don’t “come from a place of hate, [other students are] just uneducated”.
LGBTIQA+ students had mixed experiences with other students’ queries into their identity.
However, other students noted that the way some students ask these queries have an alienating effect. “Some students assume that it’s always their business or they have a right to know things”. Questions asked should be done so in order to create a positive and safe environment for students affected.
Students interviewed pointed out a lot of the information exists in resources and online, and their peers can redirect their questions there. They also suggested that this should be a burden placed on schools, and not students.
You can read VicSRC’s full report here.
