HOMOPHOBIC BULLYING is a “real problem” in schools which needs to be tackled through a series of measures taken by the Education Ministry, said Ombudswoman Eliza Savvidou in a recent report.
According to the report on homophobia in education and the handling of homophobic incidents compiled by the anti-discrimination authority working under the Ombudswoman, the ministry must take measures to tackle problems faced by both educators and pupils who face discrimination on the grounds of sexual orientation and gender identity.
The report highlighted the large extent of homophobic bullying in schools, noting that children who experience this form of discrimination often feel isolated and socially excluded, with low self-esteem. International studies show that victims of homophobic bullying end up feeling too afraid to go to school, resulting in lower grades. They often show signs of psychological problems and have suicidal tendencies, said the report.
In Cyprus, “despite important steps taken, homophobia in schools is a real problem with serious dimensions,” said Savvidou.
The education system in Cyprus is not familiar with current ideas on issues of sexual orientation and gender identity, said Savvidou, adding: “This lack of specialised information contributes to consolidating distorted views and prejudices and creates, feeds and reproduces in a disguised or open manner a homophobic climate characterised mainly by intolerance.”
Instances where either educators or pupils are found to be either lesbian, gay, bisexual or transgendered (LGBT) are treated with embarrassment and/or concealment, said the report.
Sex was introduced in health education lessons in the second and third years of lower secondary school as a part of education reform implemented in 2011-2012. However, many educators try to avoid raising the matter in classes in the second year, leaving it to the third year of gymnasium or sometimes leaving it out completely from the syllabus.
The introduction of the topic of sex in health education is a positive step, said Savvidou.
However, she proposed sex education should avoid stereotypical approaches to gender, based instead on providing objective information that help to knock down myths and prejudices.
Education material should promote respect of difference and create a culture of tolerance with regards to sexual orientation and gender identity.
Studies show educators are unable or unwilling to discuss issues related to LGBT persons. Educators need continuous support and training so they feel comfortable discussing these issues without adopting stereotypical approaches. This way they can approach in a more specialised way young people who are either responsible for homophobic bullying or victims of it, said Savvidou.
She further proposed the education ministry create a policy against bullying, which includes in its definition discrimination on the grounds of sexual orientation and gender identity.
To ensure the effectiveness of this policy, the ministry needs to incorporate educators, parents and pupils in the handling of homophobic bullying, helping to provide a safe environment for pupils who can attend schools with dignity and respect. Discrimination and bullying must not be tolerated.
By dealing with homophobic bullying specifically, the ministry will show commitment to tackling the problem. Recording incidents of homophobic bullying is the first step, said the ombudswoman, noting that schools need to make the reporting of such incidents by educators and pupils easier.
Schools also need to provide a support infrastructure and counselling for both people who are victims of such homophobic behaviour, as well as those who are responsible for it.
The ombudswoman’s report was based on the results of a study in Cyprus on homophobic bullying in schools, the results of which were revealed on October 6, 2012.
The study confirmed from the perspective of educators that bullying on the grounds of sexual orientation or gender was a frequent phenomenon in schools, and was expressed in speech, perceptions and the behaviour of pupils and educators.
The social exclusion and derision of children who differ from the social gender stereotypes is an existing phenomenon, concluded the study, which noted that often the fear was expressed that showing tolerance to different sexual orientation would cause an increase of non-heterosexuals in schools.
Educators also suffered discrimination, by and large preferring not to reveal their sexual orientation in the workplace.