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Abstract

Rates of bullying in UK secondary schools are amongst the worst in the world with a fifth of young people experiencing it in 2018. Bullying affects the learning experiences of many young people leading to poorer academic achievement, short and long-term mental health issues and unfortunately in some cases suicide. Stonewall (2017) found that LGBT youth are twice as likely to experience bullying in school and the impact can be worse and have longer lasting effects than heterosexual peers. However, it is argued that homophobic bullying is not always treated with the same seriousness as other forms of bullying.
Despite government schemes and a recent focus on eradicating it from school settings, bullying continues to be a major problem in UK schools. This study explored the wider issue of bullying in schools and its effects on young people of any sexual orientation before considering the ways in which schools have sought to tackle bullying using current literature. An empirical study was then carried out with teachers from one secondary school using questionnaires to explore their experiences of homophobic bullying in their school.
This study found homophobic bullying at this school to be rare, although incidences involving homophobic language such as ‘that’s so gay!’ were more common but there was found to be zero-tolerance to this. This study also explored the wider issue of bullying and found that restorative practices are at the centre of the school’s approach to bullying and has proved to be effective in helping foster an anti-bullying culture at this school. It supports the view that anti-bullying policies are more effective when there is engagement from pupils and staff as part of a whole-school approach and this has meant the school has developed a safe, inclusive and tolerant environment for pupils and staff.

Course: Childhood and Youth Studies - BA (Hons) - C1989F

Date Deposited: 2020-10-14

URI/permalink: https://library.port.ac.uk/dissert/dis13579.html