This set of FAQs can form a discussion point for schools, classes or communities developing policies, practices or curriculum studies promoting understanding of sexual diversity.

Should I call people gay, lesbian, bisexual or homosexual?
It depends, so ask them. If sexual orientation, behaviour and identity are not relevant, just call people by their name and the appropriate pronoun. If sexuality is relevant to the discussion, gay, lesbian and bisexual are generally preferred terms to homosexual as for some the latter may perpetuate a negative bias because of the term's association with deviance in the past.

Is it OK to call people "queer"?
It depends, so ask them. Many people use the term queer to describe themselves or a range of sexualities and gender identities and expressions. It is still used by some as a derogatory term.

Do homosexual and bisexual students feel comfortable in the toilets and change rooms in our school?
You will need school specific data to answer this – consider using or adapting the accompanying audit. In addition, you might like to consider fundamentally rethinking this question: is this school an environment where all students feel comfortable in these places? If not, why not? In addition, what can be immediately put in place to make all students – particularly gay, lesbian and bisexual students - feel comfortable?

Should we consider setting up safe spaces or support groups for homosexual and bisexual people?
This depends on the culture of your school. Considering the level of discrimination and harassment in your school now, 'safe spaces' might be a useful step on the way to establishing the entire school as a safe place. Support groups may be in the same category; you might make use of existing citizenship groups such as the School Council or Student Representative Council or a specific sub-group or committee.

Are we open about confidentiality – i.e. clarifying what is someone's personal business and what is not?
All people in the community have a right to confidentiality: what they want to be called; how much information is disclosed about them and in what ways; and how much they share about their sexual identity and orientation - provided this does not encroach on or diminish the rights of others.

Is it OK to invite a gay, lesbian or bisexual person to talk to the class or staff about their personal experiences and perspectives on sexual diversity?
It depends, so ask them. Everyone's experiences are unique and valuable to hear about but people generally do not like being used as a 'teaching tool', despite the best of intentions.

Should we be including homophobia/biphobia-based discrimination and harassment as part of our school's stance on anti-bullying or as something separate?
Either. Consider the school's culture and existing policies and practices in this area and act accordingly. The audit may be a useful data-collection and planning tool.

Should we have a specific policy on understanding sexual diversity at our school and is there a model policy we could adapt?
A specific policy has strengths and weaknesses. One strength is that it highlights the issues and raises awareness. A weakness is that it might lead people to believe that it is an 'optional extra' or just a 'small part' of a bigger picture. Many model policies are available, for example:
Them & Us: A guide to anti-homophia policies & practice in secondary schools [PDF 127KB] - The Metro Centre (UK)
Model Anti-Harassment Policy [PDF 89KB] - NCLR (US)

Where do we go for legal advice on these issues?
Many resources exist in this area. A summary of resources from a Tasmanian perspective can be found on the Tasmania Online Legal rights and equity page.

For further information, consult the resources section.

In our curriculum work with students do we adequately distinguish sex and sexuality issues (including sexual orientation) from gender issues?
To answer this question for your school, you should undertake some research. The audit tool may be a useful starting point.

What if some parents or carers complain about what they see as "pro-homosexual" content in the curriculum?
Parents and carers – like staff and students – have a right to hold any beliefs they choose about homosexuality and bisexuality. However, the school has a legal obligation to make sure that no student is harassed or discriminated against, and an educational responsibility to ensure that students are informed about sexual diversity. If a parent or carer believes that homosexuality or bisexuality is being 'promoted' in the school, they should be able to make a complaint and have it reviewed by the school or learning service.

Do we have clear practices and support in place for gay, lesbian and bisexual students/staff? Do we have clear practices and support in place for staff/students who may be coming out? Do we provide positive role models that promote sexual diversity?
Conduct some local research and investigate the core issues for your school via the audit tool or a variation on it.

No one is complaining about homophobia or biphobia at our school – does this mean it is not a problem?
No. If no one is complaining, there is almost certainly a problem. Often people are not open about their sexuality because they see discrimination all around them; they fear that complaints will not be taken seriously; or they think that they will be labelled as being of a particular sexual orientation – or sexually active - when this is not the case.

Is it OK to use phrases like "same-sex" or "opposite sex"?
It is better to use terms that do not promote sex or gender as opposites to avoid polarisation. For example, sexual behaviour might be accurately described as heterosexual, gay, lesbian or bisexual but terms that promote a view that male and female are opposite to each other or that heterosexual people are opposite to homosexual people are unhelpful.

How can homophobia or biphobia be eliminated from schools?
Homophobia and biphobia are pervasive in society and often a deep heterosexual bias underlies peoples' assumptions and perceptions. However, recognising this fact is an important first step in eliminating homophobia or biphobia. For example, school social events and classes on topics such as family and marriage – let alone sexuality and relationships – can help convey messages that gay, lesbian, bisexual people exist and are included. Think about how homophobia or biphobia are similar to other forms of oppression such as racism and sexism, and learn from how these have been addressed. Identify issues specific to the school and develop a timeline for action taking into account the school's identity, culture and readiness for change. Listen to and get to know people who are gay, lesbian and bisexual and learn to appreciate and understand their shared and unique experiences. Finally, actively support efforts to promote understanding of sexual diversity.
The Pride and Prejudice program contains practical and accessible materials and professional support to improve understanding of sexual diversity in schools.
Schools Out (UK) has a comprehensive guide to tackling issues of homophobia and heterosexism in schools called the Teaching Pack.

By Elizabeth Riley, Coordinator, The Gender Centre, NSW
http://www.gendercentre.org.au/index.htm

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