The Victorian Student Representative Council (VicSRC) has officially launched the findings of our co-designed LGBTIQA+ Student Empowerment Project, written by VicSRC and Victorian high school student Disha.
This report, made possible by YACVic’s Hey Grant, aims to centre LGBTIQA+ students’ voices and needs as VicSRC aims for inclusive and safer schools.
This was in response to the significant lack of data available in the experiences of LGBTIQA+ students in schools. This was also because of findings from VicSRC’s 2023 Congress, where we noted a trend in increased reports of discrimination and a lack of social cohesion at school.
Supportive teachers are key
In our research, VicSRC found that students could identify key actions teachers could take to make a tangible difference in LGBTIQA+ students’ school experience. This is already known from other research, that shows school staff using correct pronouns drastically improves a young person’s mental health and educational outcomes in school.
Students noted LGBTIQA+ teachers are the best supporters, but they also note that these teachers shouldn’t bear the burden.
“Seeing teachers take initiative to keep you safe means a lot and really helps me to build respect for them” a student participant shared to VicSRC.
VicRC found that 44% of students felt their teachers knew how to support LGBTIQA+ students and their unique experiences within school.
Seeing teachers take initiative to keep you safe means a lot and really helps me to build respect for them
Students shared that something like a teacher sharing pronouns in the beginning of class set an “expectation of respect”, creating a “strong, positive, influence” for those students.
However, certain language that could be seen as some by teachers as positive can have the reverse effect, making an exclusive environment. Students shared that euphemistic language, like “special” or “different”, creates an uncomfortable educational environment.
I like when my teachers correct misgendering, as long as they don’t make a big thing out of it
Students mentioned a clear need for balance in intervention to prevent othering, while emphasising the standards of a classroom. “I like when my teachers correct misgendering, as long as they don’t make a big thing out of it”.
Does there always need to be debates?
In our report, we heard from students who reflected on when topics around their lived experience are brought up at school. Some said Queer topics will be brought up to encourage a class discussion, in what was framed as “education and information-sharing”. However, these would have the opposite effect.
I feel incredibly unsafe when those debates come up in class
Students noted that debates regarding identity in class can encourage a discriminatory school environment. Topics like same sex marriage and trans rights have made students feel their identity could be argued about, leaving room open for bullying. “I feel incredibly unsafe when those debates come up in class” one student shared.
The teacher shortage is impacting safe schools
Students noted that with the increase and reliance of substitute teachers and staff retention, school staff are more reliant on the roll, which can often lead to deadnaming (the act of calling a trans person by the name they no longer use, such as the name that was assigned at birth). Calling out deadnames creates an exclusive school environment.
“Sometimes teachers use 'dead names' because they are still on the roll, especially with substitutes who don't know,” a student shared.
Students suggested there should be a “standardised process” for students to elect a name that is accessible by teachers to avoid deadnaming and misgendering.
Sometimes teachers use 'dead names' because they are still on the roll, especially with substitutes who don't know
Teacher burnout and workload has also meant a lack of support for students. Regular check-ins and effort to make connections are becoming increasingly rare for LGBTIQA+ students, which has impacted their ability to recognise safe teachers.
You can read the entire report, including our recommendations, here.
Teachers from our Partner Schools were the first to receive this report and analysis. Find out more about Partner Schools here.
