LGBT inclusive work in Hillingdon
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LGBT inclusive work in Hillingdon 8 th October 2012 Malin Stenstrom The Specialist Health Promotion Team London Borough of Hillingdon. LGBT inclusive work in Hillingdon. Local Research. On-line questionnaire Focus groups Young people (incl. LGBT) Professionals Case studies

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LGBT inclusive work in Hillingdon

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LGBT inclusive work in Hillingdon 8th October 2012Malin StenstromThe Specialist Health Promotion TeamLondon Borough of Hillingdon

LGBT inclusive work in Hillingdon

Local Research

  • On-line questionnaire

  • Focus groups

    • Young people (incl. LGBT)

    • Professionals

  • Case studies

  • National and international evidence

  • Report of research available soon

On-line questionnaire

Open from 27th April until December 2012

Interim result, 7th June 2012:

  • Student survey

    • 1420 students

    • 4,5 % (65) LGB (8,3 % Prefer not to say)

  • Staff survey

    • 131 staff

    • 10% (13) LGB

Zero tolerance

  • Over half (51%) of the students and four of five (82%) school staff agree that there should be zero tolerance to any form of homophobic bullying.

  • LGB students (55%) and staff (92%) agree in a slightly higher extent.

  • A third (31%) of LGB staff say that homophobic bullying has increased during their time in education, compared to 8% of straight staff.

Witnessed Homophobic Bullying

  • More than one third (38%) of LGB students report witnessing homophobic bullying everyday while only 9% of the straight students and no staff report the same.

  • Over half (54%) of LGB students and over a third (38%) of LGB staff hear the word gay in a negative term everyday.

  • The majority of LGB staff report witnessing homophobic bullying between students (76%) and students to staff (43%).

Staff report on witness homophobic bullying more often than hear ‘Gay’ ie. they might not consider calling someone ‘Gay’ to be homophobic bullying.




Victim of Homophobic Bullying

  • Over half (55%) of LGB students report to have been a victim of homophobic bullying while only 6% of straight students have.

  • Nearly all (96%) of straight staff have never been a victim of homophobic bullying while a third of LGB staff have experiences homophobic bullying from students (31%) and from staff (38%).

  • LGB students are 9 times more likely to have experienced homophobic bullying and LGB staff 16 times more likely than their straight colleagues.

  • For those that experienced homophobic bullying (6% of straight and 55% of LGB students) the most common form of bullying are:

    • verbal

    • rumours about oneself

    • people making noises or pulling faces

    • cyber and,

    • threats (36%).

  • One in three (31%) LGB students have experienced sexual bullying compared to one in twenty-five (4%) of straight students.

How were you bullied?


Effects of bullying

  • Two thirds (58%-69%) of LGB students say that homophobic bullying

    • makes them feel lonely and insulated,

    • give them bad self-esteem,

    • makes them depressed, and

    • makes them self-harm.

Impact on your life


Staff challenge bullying

  • 80% of the straight staff feel comfortable to challenge homophobic behaviour but only 38% of them challenging it every time.

  • LGB staff are twice as likely to challenge homophobic behaviour from staff and students compare to straight staff.


  • LGB staff are twice less likely to think that homophobic bullying is addressed in the same way as other forms of bullying than straight staff.

  • Over half (56%) of the staff do not know if there is a school policy on homophobic bullying in their school.

Reported bullying

  • Less than half (49%) of the students have reported the homophobic bullying, where LGB students are less likely to report (44%/ 56%).

  • The majority of the staff (75%) have not reported homophobic bullying.

Students who reported

“[I] reported to both the teacher and to a parent. Both myself and the people who had bullied me were brought in for a meeting in which the bullying was talked about and it was agreed that it would come to a stop. I still didn't feel myself after this, and still didn't want to attend school. I ended up leaving school early and never completed my GCSE's.” (Female, Age 19+)

“[My] mother, she told [the] teachers, in primary school. This did not help as then teachers just told people to be nice to me, which resulted in more bullying - including being stabbed in the arm with a sharp pencil, and teachers [were] not doing anything other than yelling at the bully and give me anticipative to help. I had no help trying to fit in and I did have friends but felt alone. This only stopped when I had a fresh start in secondary school, but even then I had trouble socialising for a long time.” (Female, Age 14)

Why students didn’t report

“I didn’t want to talk to an adult about it because I felt embarrassed.” (Female student, Age 13)

“I'm afraid that once the teachers take action, people will see me as a "tattle tale" and not want to be my friend.” (Female student, Age 13)

“Because it’s pointless as the teachers wouldn’t do or say anything because it’s just a joke.” (Male student, Age 14)

Most important subject to receive information and advice about


Where they go for support or advice on personal matters



  • For partners to commit to making Hillingdon a LGBT inclusive and affirmative borough

  • To support schools and services to proactively create a LGBT inclusive and affirmative environment

  • To collect and analyse data on LGBT in schools, health and other services

  • To offer a social network group for young LGBT people in a safe environment

  • To explore the option of a designated equality youth support worker to proactively promote LGBT rights for young people and be a support for relevant professionals/ families /relatives.


  • LBH report to be signed off (available soon)

  • Encourage more schools to promote the surveys

  • Present results for professionals

  • Develop training for professionals


  • Local evidence on LGBT’s health and well-being

  • Findings inform JSNA and local commissioning eg CCP, ‘School Report’

  • Professionals request support and training

  • Professionals acknowledge the need and are committed to support this work


  • What is your commitment to support this work?

  • What are you going to do pro-actively with this information?

  • What do you/your team need to support this work?

Professionals Commitments

“commitment to be LGBT affirmative, creating a safe environment for young people to talk if they want to” (LAC Nurse)

“To be more aware of services and refer young people to these services […]. To continue to advice my team on this area.” (Service Manager Mental Health service)

“To be more aware of LGBT people in my work, to listen” (CASH Nurse)

Next Step

  • Awareness raising

  • Workforce training

  • Data collection on LGBT

  • LGBT youth group

Learning points

  • Create a vision and believe in it

  • Trust that your work is important

  • Focus on positive outcomes

  • Find the solutions, not the barriers

  • Network and learn from others

  • Think positive!

  • Be the change you like to see


Malin Stenstrom

01895-250 257

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