Bullying
is unwanted aggressive behavior that is based on a real or perceived balance of
power. While no one group is more prone to bullying than another, research
suggests people who suffer from weight issues, people with disabilities, racial
or religious minorities and people who are or perceived to be lesbian, gay,
bisexual or transgender (LGBT). Bullying based on gender and sexual orientation
is pervasive in schools. Students who have been victims of bullies or were
bullies themselves generally have long term, lasting emotional problems (Stopbullying.gov, n.d.) . Students who
experience bullying are “more likely to engage in risky behaviors, such as
skipping school, smoking, alcohol and drug use, and sexual risk.” (Stopbullying.gov, n.d.) .
One in three online teens report being the victim of
bullying. However, 68 % of students who have been bullied do not report it. Females
are more likely to be victims than males. Overall teens are more likely to be
bullied offline than online. In 2002, the Unite States Secret
Service and the United States Department of Education published a report on
school safety after the deadly 1999 Columbine. The report examined 37 deadly
school shootings and school attached between 1974 and 2000. The report found that 71% of school
shooters/attackers had felt bullied, persecuted or injured prior to their
attack. (Vossekuill, Fein, Reddy, Borum, & Modzeleski,
2002)
Research has
found that school no bullying programs decrease bullying by 25%. (NoBullying.com, 2015) “Inclusive curricula
help students understand and respect difference within the school community and
society as a whole” (GLSEN, 2015)
Inclusive curricula is about generating respect, inclusion and acceptance for
our peers and creating a safe space for our students. .
The Gay, Lesbian and Straight Education Network
(GLSEN) lesson plan “Lights, Camera, Action” for grades 9 through 12 focuses on
drawing students attention to name calling, bullying and harassment that
targets sexual orientation, gender identity and expression. Students begin by
watching a 5-minute clip of the video “Promoting Positive Peer Relationships”
(P3R) about name calling, bullying and harassment created by students. The P3R film
was written and produced by students based on their experiences. While watching
the film students are asked to think about the types of name calling, bullying
and harassment included in the P3R film. Additionally, they are asked to
identify the roles that the students play in the film and the reasons the
students seem to be the targets of bullying and harassment. After watching the P3R
film, students work collaboratively in pairs to discuss the most common reasons
students become targets for name calling, bullying and harassment. A class discussion follows on the reasons for
name calling, bullying and harassment that relate to a person’s identity, as
well as a discussion of LGBT terminology. Students further investigate the
statistics around bullying and harassment. Finally, students produce their own
film for no-name calling week based on their own personal experiences and what
they have learned from the film and discussions.
LGBT
students face violence, bias and harassment in schools. Hostile environments
affect students’ emotional health, achievement levels, and college aspirations.
Research indicates that “incorporation of a LGBTQ issues in the curriculum
promotes feelings of inclusivity and safety” (Gollnick & Chinn, 2013, p. 162) . Creating personal
connections in the curriculum increases students’ self-esteem and motivation in
learning.
The
GLSEN lesson plan described above, incorporates factual information into the
curriculum and the lesson plan is not limited to a sexual education or health
class (Gollnick & Chinn, 2013) . The lesson plan
incorporates inquiry based activities such as peer and class brainstorming as
well as production of their own films. “…this approach can allow for multiple
perspectives on topics being studied including the perspectives of LGBTQ’s…and
will allow them to explore their identities and the privileges thy ma have as a
result of their identity” (Gollnick & Chinn, 2013, p. 163) . When students create their own versions of
bullying films it “maximizes the benefits in promoting social
cohesion and helping reduce bullying while teaching a range of 21st Century
literacy skills which meet English Language Arts and Health Education
standards.” (Stories of Us, 2010) .
The lesson plan included above
includes inquiry based activities that promote 21st century skills. Implementing
inclusive lesson plans creates a classroom environment that is safe and
promotes community between all students. Inclusive curriculum is beneficial not
only for targeted minority groups but for all students.
References
GLSEN. (2015).
Four Steps You Can Take to Create Safe Schools. Retrieved from Gay,
Lesbian, Straight Education Network (GLSEN):
http://www.glsen.org/article/four-steps-you-can-take-create-safe-schools
Gollnick, D. M., &
Chinn, P. C. (2013). Chapter 5: Sexual Orientation Heterosexism's Toll on
Students and Adults. In D. M. Gollnick, & P. C. Chinn, Multicultural
Education in a Plualistic Society (pp. 142-171). Pearson.
NoBullying.com. (2015,
June). The Complicated Web of Teen Lives - 2015 Bullying Report.
Retrieved from NoBullying.com:
http://nobullying.com/emotional-abuse-all-too-common-and-misunderstood/
Stopbullying.gov.
(n.d.). Bullying Among Children and Youth on Perceptions or Differences
Based on Sexual Orientation. Retrieved from StopBullying.gov:
http://www.stopbullying.gov/resources-files/bullying-sexual-orientation-tipsheet.pdf
Stories of Us. (2010). Stories
of Us–GLSEN Joint Initiative. Retrieved from Stories of Us:
http://www.storiesofus.com/glsen/
Vossekuill, B., Fein,
R. A., Reddy, M., Borum, R., & Modzeleski, W. (2002). The Final Report
and Findings of the Safe School Initiative: Implications for the Prevention
of School Attacks in the United States. Washington, DC: United States
Secret Service and United States Department of Education.
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