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Homophobic Bullying and the reports of anxiety, stress and depression within SSAGD

students.

The implications of homophobic bullying are reported through the case study “the equal

play” by Symons, O’ Sullivan, Borkoles, Andersen and Polman (2014). Within this report they

identify the implications of homophobic bullying within school and social related environments

and how it opposes an ‘unsafe environment’ on same-sex attracted and gender diverse (SSAGD)

students. In comparison, V. Paul Poteat and Ian Rivers (2010) identify within their report the use

of ‘homophobic language’ among bullying roles during adolescence. In evaluation, both articles

convey an importance in reflection to the implications among the schooling system, and teaching

pedagogy, and suggest important notions to value when looking for prevention strategies.

“The Equal Play” (Symons, et al., 2014) in summary explores the impact of unsafe environments

within sporting situations for same sex attracted and gender diverse (SSAGD) youth. Although

focus is mainly drawn on the environment of a school PE class, they also take into consideration

other social environments like school sport and community club sport. Understanding the

importance of good mental health for these SSAGD youth and the vital role of identity formation

and self-acceptance within these students, has supported the researchers aim of this study. They

were able to investigate whether homophobic bullying within sports affects the mental health and

wellbeing of the affected SSAGD students.

This was done through an online survey, advertisement, a Facebook page and various SSAGD

networks and sport organisations. As the study exposes not only the mental health issues of

anxiety, depression and stress through many comparisons between heterosexual and homosexual

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students. It also highlighted the barriers that exist within SSAGD students through their

participation within sporting activities in and out of schooling environments, and the lack of

implementation through teaching pedagogies to enhance schooling environments to involve

acceptance of gender diversity.

A PE class carries more concern for SSAGD students due to the verbal and physical abuse in

which students may face, when placed in the setting of sport and physical education. Gender

stereotypes and generalisations affect the setting of the environment and allows distortions to

become present in creating an unwelcome setting. Underlying evidence supporting an unsafe

environment for SSAGD youth is the Gay Lesbian Straight Education Network (GLSEN) report

as mention within the case study (Symons, et al., 2014; GLSEN, 2013). This report mentions a

difference between lesbian, gay, bisexual and transgender (LGBT) students that participate

within sport and those who do not. It highlights the importance of student wellbeing and mental

health, and suggests higher academic performance from participation within sport. Through the

study findings there is supporting evidence that SSAGD student welfare is highly associated with

heterosexual abuse, prejudice and discrimination.

As explored within the results of the study, the concern of mental health and welfare shows high

levels of anxiety, depression and stress in SSAGD students in comparison to ‘heterosexual’

students. There is evidence of verbal abuse being the more coherent among SSAGD students in

comparison to physical abuse and assault that still occurs less frequently. In further research that

supports evidence of this study, it was found that due to “the prejudice, discrimination and

victimization” in secondary education. Many SSAGD students encountered difficulties at school

that was associated with developing a non-heterosexual identity. (Adams, Cox & Dunstan, 2004)

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In structure of this argument, ‘equal play’ exposes the results of homophobic bullying in PE

education to enhance the issues of students’ importance of participating among sport, and how

the limitation of physical activity provides a disadvantage for those SSAGD affected students.

Although ‘equal play’ study expands on the existing implications by withholding the

responsibility on educators, administrators, welfare leaders, players and participants, to act upon

change and justify these issues among current situations. The result of this study only creates

awareness of student welfare and mental health. There is little argument into heterosexual

student understanding of SSAGD youth and there is little exploration into the SSAGD students

with self-acceptance and identity formation.

Although this study suitably covers the aspect of mental health and welfare through exploiting

many avenues of results, and conveying both quantitative and qualitative data. There are

arguments and evidence that could be explored and explained more thoroughly in accordance to

teacher improvement and implications. As stated within the case study more research is to be

undertaken in this area to gain more knowledge of pedagogies and strategies to overcome gender

discourse. Although there is little research into transgender people, ‘the equal play’ study has

tried to direct a specific focus to these gender diverse people. This was explored through

reflection on ‘transphobic areas and transphobia’. Transphobia was described as “the fear or

hatred of, or discomfort with, people whose gender identity or gender expression do not conform

to mainstream ideas of gender”. This was further explored within Figure 9 which surveyed,

‘How transphobic is/was sport and PE settings for Gender diverse participants.’ (Symons, et al.,

2014)

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Argumentatively, the focus of gender diversity can be seen as the main emphasis for this case

study. Although with the diverse range of gender classifications, only the commonly known were

explored in depth. Interestingly, the representation of transphobia can be seen as the evolution

response to homophobia which is “the expression of any emotion or feeling, much less a

behaviour or action, considered to be ‘feminine’. (Adams, Cox & Dunstan, 2004; Flood, 2000,

p.4)

V. Paul Poteat and Ian Rivers (2010) explore within their report on ‘The use of homophobic

language across bullying roles during adolescence’, the areas of bullying and the way

implementation of teaching strategies can be effective through their research. The study

undertaken by Poteat and Rivers, highlights the aspects of the bullying situation and emphasizes

the academic improvement that can be implemented through their results and findings. They

draw attention to the social formation of bullying, to justify that bullying is mostly coordinated

by a group of students, with each student playing a significant role among the situation. As

explained within the study, bullying roles have particular sets of behaviours that are incorporated

within bullying. “It is believed that across each individual role associated with bullying that the

individuals engaging in bullying behaviour have a positive outlook on violence or believe that it

only means to resolve conflicts or a desired outcome”. (Poteat & Rivers, 2010; Carney &

Merrell, 2001) Although their survey is conducted through limited sources, the amount of student

participants from the one school was evenly distributed across all grade levels.

Awareness was given for the longitudinal study on social attitudes and behaviours of students at

school. In relation to the behavioural survey, peripheral bullying roles was used to identify

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participant roles in bullying within the questionnaire. Roles that were included involve a primary

bully, assistant, re-inforcer, defender, un-involved, outsider and victim. Students were asked

questions in relation to their use of homophobic language and the circumstances in which they

had used the language. Results were depicted in terms of dominant heterosexual genders. The

study found that homophobic epithets were used accordingly to the several bullying roles rather

than the primary bully.

This has widened the traditional research focus from the bully to the crowd. Therefore, this

movement to the several aspects of bullying has stipulated supporting evidence that reports to the

teaching knowledge and pedagogy, as well as the schooling implementation of gender diversity.

Students that are SSAGD are typically discriminated by a primary bully. This is further enhanced

through the contributing factors of the several participants in a bullying scenario. With

supplementary evidence of this study, bullying behaviour can be depicted as a group effort and

hence be considered in sporting environments due to the relevance of students acting within

teams and groups to achieve sporting outcomes.

The structure of this argument can be defined through ‘power discourse’ within schooling and

sporting environments. Bullying within the adolescent years has an environmental impact among

the social and academic development of students. Secondary education and “schools have the

power to either improve psychological functioning of youth or compromise it.” (Birkett,

Espelage & Koenig, 2009) It is important as educators that we understand the terms of bullying

and the effects it can cause. In relation to the case study ‘equal play’, (Symons, O’ Sullivan,

Borkoles, Andersen and Polman, 2014) the significance of these results evaluate the stress,

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anxiety and depression levels that are shown among bullied students. It proves that because of

these depreciating mental health and welfare issues, that schools and educators need to enhance

their efforts and knowledge in promoting an equal and fair schooling environment.

Cultural diversity and more importantly gender diversity, and its policies among the education

sector must be fully understood and somehow implemented within teaching pedagogies and

schooling strategies, to enhance students’ knowledge and prevent behavioural decisions.

Bullying is known as a form of power displayed through behavioural changes among

adolescences in competing for social hierarchy within schools. Bullying is determined by Poteat

and Rivers (2010) as more precedent in groups than individual actions. Therefore, implementing

policies as a whole-school approach will not only allow teachers and educators easier accessibly

to educate from but will enforce power within the school and community, and optimistically

prevent the use of discriminative bullying for social hierarchy.

“Policy’s provide framework for the school response, and is the publicly available document

which can be used by parents if they are concerned about their child’s involvement in being

bullied or bullying.” (Smith, Kupferberg, Mora-Merchan, Samara, Bosley & Osborn, 2012) The

Anti-Bullying Plan (NSW Government: Department of Education & Communities, 2011) is a

prevention tool towards bullying within schools and implements strategies for teachers and

schools to follow. The anti-bullying plan involves early intervention, prevention, response,

protection and statement of purpose for schools and communities.

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Although as discovered in supporting articles, “the theme of sexual orientation is not directly

tackled” (Adams, Cox & Dunstan, 2004). It is suggested that “good practice would dictate that,

rather than ‘dealing with homophobic incidents’, a more pro-active approach will be more

supportive of the whole school community rather than a reactive one. (Adams, Cox & Dunstan,

2004; Robertson & Monsen, 2001)

An important gap within this literature is the lack of schools’ and educators’ perception. There is

no information on an educators’ perception in relevance to these social justice issues, which can

be beneficial and detrimental to research studies. Educators are justified in their approaches to

students’ perspective. Teachers opinions must not be enforced among students as they should be

provided with the privilege to understand and choose willingly. Although as educators we must

understand that providing a service to students involves providing them with knowledge that will

lead to controversial conversations on gender diversity. These conversations will spark cultural

and social justice issue debates, that will highlight the dominant discourse of the schooling

environment.

As educators “we must recognize that SSAGD inclusion is an opportunity to enrich the school

community: challenging the restrictive effects of prejudice and discrimination for all and

supporting pupils to thrive”, (Marston, 2015) there should be aim to create culture diverse

classrooms that are supportive and show respect through acceptance and resiliency. Through

teaching pedagogies, we can aim to “achieve a supportive network that can provide accurate,

appropriate and affirming information about LGBT identities and relationships.” (Marston, 2015)

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Classroom environments like the PE classroom should be equal and safe learning environments

for all students and requires ‘strategic and sustainable’ approaches from pupils and staff.

Teachers must ensure to promote the policies throughout the lesson and show understanding that

is supportive to those gender diverse students. More importantly “researchers need to provide

information into the positive outcomes of LGBT students” (Varjas et al, 2007) that have self-

acceptance and have accumulated identity formation. To promote that positive experiences, do

exist. This promotion could provide evidence for teachers to provide to SSAGD students to

prove that development stages are tough and positive outcomes will come.

As discovered previously by the ‘equal play’ study (2014) depression, anxiety and stress

surrounds SSAGD students in sporting activities but this restriction is not only limited to

sporting activities. As explored by Dorothy L. Espelage and Susan M. Swearer (2008), students

will attend classes throughout their life span that are anything but heterosexual places that will

place them at risk of victimization and humiliation. Not only do students of SSAGD feel affected

but students with SSAGD parents may feel victimized within these heterosexual places as well.

Some recommendations for future research in SSAGD youth would be to look at the inclusion of

these students within the schooling environment and social classes.

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References

Adams, N., Cox, T., & Dunstan, L., (2004)‘I Am the Hate that Dare Not Speak its

Name’: Dealing with homophobia in secondary schools. Educational Psychology in Practice,

20:3, 259-269, DOI: 10.1080/0266736042000251826

Birkett, M., Espelage, D. L., & Koenig, B., (2009) LGB and Questioning Students in

Schools: The moderating Effects of Homophobic Bulling and School Climate on Negative

outcomes. J Youth Adolescence 38:939, 1000, DOI: 10.1007/s10964-008-9389-1

Carney, A. G., & Merrell, K. W. (2001). Bullying in schools: Perspectives on

understanding and preventing and international problem. School Psychology

International, 22, 365–382.

Espelage, D. L., Swearer, S, M.,(2008) Addressing research gaps in the intersection

between homophobia and bullying. School Psychology Review 37:2, 155, ERIC

Flood, C. P., & Schaffer, S. (2000). Safe boys, safe girls schools. Women's Educational

Equity Act (WEAA), 3:8

Gay Lesbian Straight Education Network (2013). The Experiences of LGBT students in

school athletics. [Research Brief] New York: GLSEN

Marston, K., (2015) Beyond Bullying: the limitations of homophobic and transphobic

bullying interventions for affirming lesbian, gay, bisexual, and trans (LGBT) equality in

education. Pastoral Care in Education, 33:3, 161 – 168, DOI: 10.1080/02643944.2015.1074266

NSW Government: Department of Education & Communities. (2011). Anti-Bullying

Plan. NSW: Department of Education.

Poteat, V.P., & Rivers, I., (2010) The use of homophobic language across bulling roles

during adolescence. Journal of applied developmental psychology, 31:1, 166 – 172,

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DOI: 10.1016/j.appdeu.2009.11.005

Robertson, L., & Monsen, J. J. (2001). Issues in the development of a homosexual

identity: practice implications for educational psychologists. In J. J. Monsen (Ed.), Gay and

lesbian identities: working with young people, their families and school. Educational and Child

Psychology (Special Issue), 18:1, 13:32.

Smith, P. K., Kupferberg, A., Mora-Merchan, J. A., Samara, M., Bosley, S., & Osborn,

R., (2012) A content analysis of school anti-bullying policies: a follow-up after six years,

Educational Psychology in Practice, 28:1, 47-70,

DOI:10.1080/02667363.2011.639344

Symons, C., O’Sullivan, G., Borkoles, E., Andersen, M. B., & Polman, R.C.J., (2014)

The impact of homophobic bullying during sport and physical education participation on same

sex attracted and gender diverse young Australian’s depression and anxiety levels: “the equal

play study” (Funded by the Beyondblue and the Victorian Centre of Excellence.) Melbourne,

Australia: Victoria University.

Varjas, K., Graybill, E., Mahan, W., Meyers, J., Dew, B., Marshall, M., Singh, A., &

Brickbichler, L., (2007) Urban service providers perspectives on school responses to gay,

lesbian, and questioning students: an exploratory study. ASCA., 11:2, 113-119,

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