Celebrating Diversity Training Session 3 90 Minutes 1

Celebrating Diversity Training Session 3: 90 Minutes 1

Writing Themselves In National Data on Same-Sex Attracted Young People Study No of Young People % SSAY Hillier, Warr & Haste (1996) 1200 rural students (Tas, vic and Qld) 11 Lindsay, Smith & Rosenthal (1997) 3500 senior students (all States and Territories) 8– 9 Hillier, Matthews & Dempsey (1997) 850 homeless youth (Vic and Qld) 14 2

Writing Themselves In National Data on Same-Sex Attracted Young People • Homosexual hatred and fear displayed in rural focus groups and teacher interviews • Over-representation in homeless sample • Higher drug use (Lindsay et al 1997). SSAY are 3 -4 times more likely to report having injected drugs. • Higher levels of STI’s (Lindsay et al 1997) amongst sexually active SSAY. Boys 10 X and girls 4 X more likely to have STI. • Retrospective studies with older groups & anecdotal information reveal stories of abuse and links with suicide. Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 3

Writing Themselves In Characteristics of the respondents • 750 same-sex attracted young people (no gender difference) • aged 14– 21 years (average 18 years) • from every State and Territory of Australia • 25% from non-metropolitan areas • 87% were born in Australia, 65% of parents who had been born in Australia Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 4

Writing Themselves In Characteristics of the respondents • half accessed the survey through the Internet; half through the post • one-fifth had never spoken to anyone about their sexuality • 200 wrote stories about their lives Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 5

Writing Themselves In Personal safety SSAY exposed to extreme levels of verbal/physical abuse • 42% had been verbally abused • 13% had been physically abused • 69% of the abuse happened at school; 47% in the street • 10% abused by friends; 3% abused by teachers • 26% felt very safe at school, 14 % feeling unsafe or very unsafe Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 6

Writing Themselves In Emotional well-being • 40% were not feeling good about their sexual orientation • 32% - great • 28% - pretty good • 30% - OK • 7% - pretty bad • 3% - really bad • 18% had never spoken to anyone about their feelings and of those that had, 1/3 had experienced some type of rejection Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 7

Writing Themselves In Sexual Attraction and Identity • Young women were far more likely than young men to be attracted to both sexes. • Twice as many young men were only attracted to their own sex. • Young men were more likely to identify as “gay” than “bisexual” • Young women were more likely to identify as “bisexual” than “lesbian” Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 8

Writing Themselves In Sexual experience • 64% of SSAY are sexually active • These young people are often having sex with both sexes. • Protection levels are lower than those for other sex attracted youth Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 9

Writing Themselves In Sexual Behaviour • Young women were more likely than young men to be SSA yet only heterosexually active, although substantial numbers of young men were also heterosexually active • Nearly 1/3 of SSA young women had sex only with males in the past year Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 10

Writing Themselves In Drug Use • 7% of young men and 14% of young women (SSAY) have injected drugs; 15% once a week or more • 33% had shared injecting equipment: 15% weekly • 5% drank alcohol daily: 46% weekly • 27% had used party drugs; 7% weekly • 8% had smoked dope daily; 21% weekly • 7% had used heroin Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 11

Writing Themselves In Sources of Information Source % Used % Trusted Mum 75 79 Books/magazines 73 30 Health education 63 63 Female friends 62 26 Pamphlets/posters 60 43 Television 52 8 Boyfriend/girlfriend 43 19 Dad 41 59 Teachers 26 49 Doctors 20 70 Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 12

Writing Themselves In Sources of Information Hillier, L, Dempsey, D, Harrison, L, Beal, L, Matthews, L & Rosenthal DA 1998, Writing Themselves In. 13

Writing Themselves In Again – 6 Years On The 2 nd national report on the sexuality, health and well-being of same-sex attracted young Australians • Follow up to 1998 report, ‘Writing Themselves In’ • Purpose of Writing Themselves In Again was to explore the extent to which positive changes in support for SSAY in years following 1998 have made a difference • 1749 respondents aged between 14 - 21 14

Writing Themselves In Again Sexual attraction, identity and behaviour • In 2004 young women and men more likely to be attracted exclusively to the same sex and more likely to identify as gay, homosexual or lesbian • In 2004, as in 1998, fewer young women likely to identify as gay, homosexual or lesbian than young men • Overall a shift towards more positive feeling about sexuality - 76% feeling great or good in 2004 compared with 60% in 1998 • SSAY people more likely to be sexually active earlier than heterosexual peers and more likely to be having sex in line with feelings of attraction than 1998 study • Confirmed 1998 findings that assumptions shouldn't be made about sexual behaviours of SSAY 15

Writing Themselves In Again Homophobia and discrimination • 38% had experienced unfair treatment on the basis of their sexuality • Work and school were more common sites of this discrimination • 44% reported verbal abuse and 16% reported physical assault - figures largely unchanged from 1998 • The most common site for abuse, as in 1998, was school. • School remains the most dangerous place for SSA young people to be with 74% of abuse happening there Impact of abuse and discrimination: • Young people who had been abused fared worse on every indicator of health and wellbeing than those who had not • Felt less safe at school, home, social occasions and sporting events • More likely to self harm, report an STI and use a legal and illegal drugs • Those who had been abused more likely to have sought support from individual or organisations • More young people reported feeling safer in schools than 1998 16

Writing Themselves In Again Alcohol and drug use • 2004 - use of all drugs was down on reported use in 1998 • Drug use still substantially higher than for heterosexual young people, i. e. double no. SSAY have injected drugs • Significant relationship between experience of homophobic abuse and drug use 17

Writing Themselves In Again Disclosure and support • More young people had disclosed their sexuality in 2004 than in 1998 (95% vs 82%) • Support for those who had disclosed had increased • More young people disclosing to teachers and school welfare counsellors • Friends remained most popular confidantes - followed by mothers • Young people who are isolated and unsafe in day to day world can connect to world that is more supportive and accepting through the internet 18

Writing Themselves In Again Multiple layers of identity SSAY Culturally and Linguistically Diverse Backgrounds (CALD) • Less likely to have disclosed to parents and feel safe at home than anglo peers Religion • Issue of young people being forced to choose between their sexuality and religion. In many cases the rejection of their sexuality and the embracing of their religion resulting in young people hating and harming themselves. Rural areas • Less safe at social occassion than their urban peers • More difficulty accessing information through gay media 19

Writing Themselves In Again The way forward • Preventable abuse is predisposing young people to health risks incl. self harm and suicide • Schools, most importantly, need to address homophobia when it occurs - recognise it, name it and react with zero tolerance 20

Same-Sex Attracted Youth Suicide Why are we still talking about it? Suicide Prevention Australia National conference, Sydney, April 2001 Study by Jonathan Nicholas and John Howard • 528 young adults –up to 30 yrs (m=21 yrs) • Heterosexual – 94 males, 192 females • SSA – 123 males, 119 females • Includes people from non-urban areas 21

Same-Sex Attracted Youth Suicide Why are we still talking about it? Suicide Attempts • Gay male 20. 8% • Heterosexual male 5. 4% • Bisexual/undecided male 29. 4% • Lesbian female 28% • Heterosexual female 8. 3% • Bisexual/undecided female 34. 9% 22

Same-Sex Attracted Youth Suicide Why are we still talking about it? Lesbians first suicide attempts on average • 1. 9 years after becoming sexually interested in women, • 0. 2 years after self-identifying as SSA, and • 0. 8 years before another person found out they were lesbian, • 2 years before they had their first same–gender sexual experience 23

Same-Sex Attracted Youth Suicide Why are we still talking about it? Gay males’ first suicide attempts on average • 5. 7 years after becoming sexually interested in men, • 3. 5 years after self-identifying as gay, and • 0. 4 years before another person found out they were gay, • 0. 3 years before they had their first samegender sexual experience 24

Disclosure to Professionals • 22% had disclosed to a counsellor outside school (5/8 were supportive) • 13% to a special teacher (3/5 supportive) • 12% to a youth worker (2/3 supportive) • 11% to doctors (2/3 supportive) • 6% to a student welfare or school counsellor (2/3 supportive) 25

Coming Out to Parents • 72% had not told their mothers • 84% had not told their fathers • Generally it was slightly more likely that mothers would be more supportive then fathers • Reactions ranged from ignoring or discounting the information, through passive acceptance, tears, screaming, rejection and ejection from the family home • No parents celebrated the revelation 26

What is a whole school approach? 1. Policy development 2. Professional development and training 3. Inclusive curriculum frameworks 4. Student support and welfare 5. The broader school community 27

Policies & frameworks for schools Framework for Student Support Services National Safe Schools Framework Talking Sexual Health The Victorian Equal Opportunity Act Codes of Conduct Health Promoting Schools Mind. Matters 28

Responding to homophobia at school Developed by Felicity Martin, SSA Project Worker, Nillumbik Community Health Centre, 2003 N: name the problem A: refer to the ‘agreement” ie: “our ground rules/policies say no put downs” C: give consequences – “If you use a putdown again you will have to follow disciplinary procedures” 29

Responding to comments aimed at people 1. “I’m not sitting next to her –she’s so gay. ” “I don’t want to hear you putting people down” “A person’s sexual orientation is none of your business. ” “Go away and do some research for me about the word ‘gay’” “This is regarded as harassment - go and read the policy on bullying, harassment and homophobia” 2. “He’s a poofta. ” (A student explaining why they were aggressive towards another student. ) “What has their sexuality got to do with the situation? ” “How do you know the person is gay? ” (Be aware of personal attacks) “This is regarded as harassment - go and read the policy on bullying, harassment and homophobia” 3. “We hate Ms Sing – she’s such a big lezzo. ” “What do you mean by that? ” 30

Responding to comments aimed at objects 1. “I’m not sitting at that desk - it’s gay. ” “What do you mean it’s gay? ” –questioning the response. “How can you tell if it’s happy or sad by looking at it – have you been talking to it? ” “I didn’t know a desk could have a sexual orientation”. “Is it a boy desk that likes other boy desks or a girl desk that likes girl desks? ” “We accept both gay and heterosexual desks in this classroom” “All desks are celibate here” (in a catholic or religious school) “You’re using a term to discriminate against people” 2. “This movie is so gay. ” “Does it have a gay or lesbian theme? ” “What’s a better word to explain what you mean? ” “So are you saying you like it or you don’t like it? ” “What do you mean by “gay” – in an emotional sense? ” 31

Responding to comments aimed at objects 3. “We’re not getting in that car – Fords are gay. ” “Are all Fords gay? – Falcons, Utes? Fords come in all shapes and sizes. ” “If you were a Ford how would you feel? ” “So you would prefer a Volvo? ” “How can you tell? ” “So you’d prefer to walk? Look what you’re missing out on. ” “I really don’t like it when you talk like that. ” “How would you feel if everything I didn’t like I called ‘het’? ” “It’s got a steering wheel so it swings both ways. ” 32

Creating SSAY friendly environments Created by Felicity Martin, Nillumbik & Banyule SSAY Support Project Modelling inclusiveness of all students, including those of different cultures, religions and sexual orientation, will say so much to a young person. Assume at least 10% of people are SSA • Respond to homophobic abuse in the same way you’d respond to racism or sexism • Display posters and brochures in pastoral care and welfare areas • Buy books and videos for the school library • Make every classroom a ”SEXISM, RACISM, HOMOPHOBIA–FREE ZONE” • Include different family structures in any discussions on family and community • Organise a whole school review of your anti-bullying and anti-discrimination policies • Ensure that school computers allow internet access to sites discussing SSA issues • Be openly supportive towards, and a resource for, SSA young people in your school. • Advertise the local SSAY social & support group • Display rainbow stickers around the school. 33

Some points to remember • Silence • Same sex attracted (SSA) young people attend your school • For most of these students their experience is likely to be challenging • There are options for supporting SSA students and addressing homophobia at your school Adapted from information by Daniel Witthaus, Pride and Prejudice program. 34