“Boys are strong and girls are pretty…” Why we need books like ‘A House for Everyone’

This is the second book from Jo Hirst, author and mother of a trans child. She is a board member of the group Parents of Gender Diverse Children and a well-known trans advocate in Australia, where she lives. Here, she reflects on the importance of having books like ‘A House for Everyone,’ that break down gender stereotypes and encourage children to be who they want to be.

All children deserve to see themselves reflected in picture books. It helps all of us to feel connected to our community and our wider world when we see ourselves included in media, films and books.

When I wrote my first book, The Gender Fairy, it was to help young transgender children, like my own child, feel normal and not so alone. It was also to help their friends gain a bit more understanding to help support their peers at school. Nothing makes me happier than seeing children who are thriving because they are completely supported as themselves.

Now that our society is gaining a greater understanding of gender diverse children, we are seeing more families and schools supporting kids to be themselves than ever before. The Royal Children’s Hospital, in Melbourne, Australia, puts the number of transgender children in our schools at 1.2% conservatively. That’s at least one in every hundred children, in every school. The Telethon Kids Institute in Australia released research in 2017 that told us that 48.6% of the young people they surveyed, identified as non-binary. That is, not identifying as exclusively male or female. We have experience and research that tells us that when families, communities and schools support transgender children, they have the same mental health and academic outcomes as their peers. Alternatively, we also have extensive research that shows us the dangers of not supporting transgender youth.

I’m privileged enough to see the positive benefits and positive long-term outcomes of affirming and supporting transgender young people through the families I talk to in Australia and around the world.

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LGBT+ inclusive lesson plans for secondary school teachers

Draw on youth culture to encourage participation in positive social change

Educate & Celebrate engages with accessible youth currencies to stimulate the link between LGBT+ people and popular culture using book collections, YouTube links, videos
and songs. Lesson plans draw on teenagers’ sense of justice, giving opportunities for student critique of current political and social issues and empowering them to create ‘a society which reacts angrily to any case of injustice and promptly sets about correcting it.’ Our intention is to give permission for our young people to join us on the journey to institutional change where recognition of discrimination through the protected characteristics is encouraged.

Some of the secondary schools we have worked with introduced and enhanced their Educate & Celebrate programme of curriculum with key moments in the school calendar, including:
• year group assemblies
• visiting speakers
• impact days focusing on equalities
• in the library, the schools provided LGBT+ inclusive literature – both fact and fiction – and highlighted these with a display at key points on the calendar such as Anti- Bullying Week and LGBT History Month.

LGBT+ lesson plans

(Full plans and resources are available on the Educate & Celebrate website)

Key Stage 3 French – Name the colours on the Rainbow Pride Flag and talk about what they mean: red for life, orange for healing, yellow for the sun, green for nature, turquoise blue for art, indigo for harmony and violet for spirit. Listen to the song ‘Ziggy’ by Celine Dion. This is about a heterosexual woman who is in love with a gay man. See how many words you can catch and translate. Analyse the text to understand the words used to describe Ziggy and how her friendship with him is different.

Key Stage 4 ICT – To understand the concept of the binary system in computing, discuss the meaning of ‘binary’ in different contexts, understanding that human gender is not binary. Students can learn to add eight binary numbers and be able to explain the words that describe different genders.

Key Stage 5 PE – Look at the golden triangle of success in professional sports – sport, media and sponsorship – and discuss how this idea of success might be implemented in the case of an LGBT+ footballer.

For more activities for secondary school teachers, check out  How to Transform Your School into an LGBT+ Friendly Place by Dr Elly Barnes MBE and Dr Anna Carlile. 

Follow this link for more LGBT+ inclusive books for use in the classroom. 

Follow us on Facebook @JKPGenderDiversity and Twitter @JKPBooks for more exclusive content from our LGBT books and authors. 

Tackling homophobia in school? You need to start with your own language

 

Former teacher Jonathan Charlesworth explains how our confidence to provide support to someone ‘coming out’ or to stop, then prevent, homophobic name-calling or bullying all starts with having self-assurance about the words we use.

If you’re a school teacher, college tutor or university lecturer eager to support your pupils or students regarding sexual orientation matters, and keen to challenge homophobia or biphobia, may I suggest the best place to start is with vocabulary. I’ve worked for over thirty years in Education: as a teacher and successively as the Executive Director of Educational Action Challenging Homophobia. EACH was established to affirm LGBT+ people and help employers and institutions meet their legal and social responsibilities regarding homophobic, biphobic or transphobic bullying or harassment through training, consultancy and resources.

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Why is LGBT+ teacher training so important?

Dr Elly Barnes MBE is CEO and Founder of Educate & Celebrate, a leading charity who work with schools to transform them into being LGBT+ inclusive. She was voted #1 in The Independent on Sunday’s Rainbow List 2011. 

Who would like to live in a world where we are all treated equally and fairly?… Then let’s begin our journey to LGBT+Inclusion…

As teachers, we all have enough to do on a daily basis in our school already without adding in yet another initiative….which is exactly why at Educate & Celebrate we do not advocate that you write more lesson plans, but simply employ strategies that make LGBT+Inclusivity part of the fabric of school life.

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What exactly is anxiety and why do we need it?

managing anxietyClinical psychologists Sue Knowles and Bridie Gallagher discuss what anxiety is and how, although it can sometimes feel unbearable for many people, we actually need our anxiety to make our lives work.  Their article has been adapted from their new book, My Anxiety Handbook: Getting Back on Track, which provides young people with guidance on how to recognise and manage anxiety’s difficulties.

Anxiety is what happens when our bodies think we are under threat.  It’s a feeling that most people describe as unpleasant, but the physical sensations can actually be very similar to feelings of excitement.  The difference when we’re anxious is that we also have anxious thoughts or interpret the feeling as “bad”.  Other words that are commonly used to describe feeling anxious are “nervous”, “fearful” or “worried”.

Everyone responds a little differently when they are anxious.  Some people feel anxiety mostly in their body with sensations in their stomach, chest and even sometimes their arms and legs.  Other people might say that anxiety is “in their head” because the main thing they notice is that their thoughts go very fast.  These things happen in our body and our mind because when our body notices a “threat”, it responds in the way that it has since we were living in caves.  Back then, we were threatened by predators and worried about being clubbed to death by other cavemen.  Now, we might be more worried about exams and feel threatened by new groups of people.  So, in the way that is has for eons, your brain uses the information collected by your eyes and ears to detect threats in your environment and, without consulting you, releases a number of chemicals that have immediate effects on both your body and the way you think.

These chemicals affect your breathing, your digestion, heart rate, blood flow and muscle tension.  The aim is to make you ready to get very far away from the threat quickly (flight), kick the hell out of that caveman (fight) or pretend you are dead so he goes away and leaves you alone (freeze).  So, your heart rate and breathing speed up, your blood flows away from you internal organs and towards your arms and legs so they are ready for action.  The unintended consequences can be that you feel tense and a bit sick, or get butterflies in your stomach.  You could start to sweat and feel light-headed or a bit dizzy, even though you might be sitting still.  All these reactions are clever ways ways of your brain helping you to be ready and prepared to manage threat.  However, as threats have changed significantly since this threat system evolved, these reactions are not as useful as they once were.  If we don’t understand what our body is doing, then these reactions themselves can cause even more anxiety.

Some people feel anxious every day; other people only feel anxious occasionally.  Some people’s brains will kick off the chemical reactions much more easily than others.  We think, from looking at the research, that this can be because they were either born with a sensitive threat system or because they have had more difficult and stressful experiences, or both.  There are lots of individual differences, but what we know is that everyone experiences anxiety.

When we are anxious, several things happen to the way we think.  It becomes easier to think of negative rather than positive outcomes, we get stuck on “what if” questions, and our thinking brain shuts down and our threat brain (focused solely on survival) takes over.  This means that we struggle to use the bits of our brains that usually would help us to solve problems and see the wider context, because these bits are offline whilst we manage the threat.  This is a really effective way of dealing with physical threats that were common for cavemen, but it does not serve us so well in complex social situations that we find ourselves in now.

That said, we wouldn’t want to be entirely without anxiety.  This may sound silly, especially if anxiety is making your life miserable, however it is important to remember that anxiety is useful and we wouldn’t want to be without it.  We developed flight, fight and freeze for a very good reason and although we now have more complex worries and things to be scared of, we still need our anxiety to make our lives work.

Imagine if parents didn’t feel anxious about their new baby?  Dads might not bother to baby-proof the house, mums might not bother to check that the car seats are attached properly.  None of these things work out very well for the baby.

Worrying about exams might be stressful, but is it worse than not worrying about exams?  If we didn’t have any anxiety about the future, then we would probably just sit and eat ice-cream rather than revising.  After all, which is more fun and pleasant?

In our new book, we do not aim to rid you of your anxiety.  This might sound like a blissful idea, but we really think that your anxiety is an important and useful part of your life.  It might just need some understanding, and maybe some taming, to make sure it is helping more than it is causing you problems.  We aim to provide you with information and young people’s stories that will help you to better understand your anxiety and where it might come from, and to explain a number of different approaches and strategies to help you to feel more in control of your anxiety.  The ideas that we have included come from research studies, our experiences of working with young people, and the experiences of young people and what they have found helpful.

Use code MAH for a 10% discount when you order this book from our website before the 10th February.

If you would like to read more articles like Sue and Bridie’s and hear the latest news and offers on our Mental Health books, why not join our mailing list? We can send information by email or post as you prefer. You can unsubscribe at any time.

A learning resource about a boy named Simon who gets physically bullied

physical bullyingAge range:

Ages 11 to 16

Description:

A story about a boy named Simon who gets an orange thrown at him by a group of boys and repeatedly knocked into as he walks past them in the playground.  It tells the story of the bullying from Simon’s perspective and the emotional impact this has on him.  The story can be read out loud to a class or individually. Also contained are strategies to overcome the bullying, such as using humour to deflect their behaviour, looking and behaving in a confident way and taking a different journey route.

Click here to download the resource

Simon’s story is taken from Michael Panckridge and Catherine Thornton’s Be Bully Free, which is a hands-on guide for young people aged 11+ on how to take control of being bullied.

Why do we need to talk about Religious Education?

Although Religious Education (RE) is a legal requirement in UK schools, it is an oft-neglected and misunderstood subject. It is important to seriously re-think this key subject at this time of low religious literacy and rising extremism, to protect communities from the consequences of hatred and misunderstanding.

We spoke to Mark Chater about his new book (co-edited with Mike Castelli) that brings together essays from prominent thought leaders in the theory and practice of RE, to promote wider discussion of what exactly is needed from a new model of RE within our education system to benefit wider society.

What were your motivations for writing We Need To Talk About Religious Education?

A creative anger that the voices of very able younger teachers are not being properly heard, that they deserve to become thought leaders for RE; also, an interest in listening to voices of experience and wisdom who can see change coming and welcome it; a desire to pump some life-giving fresh air into the old body of RE, to save it; and a professional and personal commitment to promoting the change debate in RE.

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Request a free Education and/or Autism catalogue this September

education resources

As part of our back to school promotion, we’re giving away free copies of our Autism and Education catalogues until the end of the month to all UK school staff. Just email hello@JKP.com, stating your address and the catalogue which you’d like, and we’ll send it in the post to you that same day.

Our education resources offer valuable guidance on important school issues such as mental health, special educational needs, bullying and peer pressure, safeguarding, restorative justice, sex education, trauma and attachment, gender diversity and more.

Join our Pastoral Care and SEN mailing list

teacher resourcesSign up to our mailing list to receive a free copy of our new Pastoral Care and Special Educational Needs catalogue.

Our resources offer valuable guidance on important school issues such as mental health, special educational needs, autism, bullying & peer pressure, safeguarding, restorative justice, sex education & more.

To request a free print copy of the JKP complete catalogue of books on Pastoral Care and Special Educational Needs, sign up to our mailing list below. Be sure to click any additional areas of interest so we can notify you by email about exciting new titles you might like.

You may unsubscribe at any time.

















What are the different forms of bullying and what strategies can be used to overcome the problem?

bullyingMichael Panckridge, co-author of Be Bully Free, takes a look at the different forms that bullying can take and suggests strategies that victims of bullying can adopt to overcome the problem.

Bullying is about power and the perceived need to gain dominance over another person either physically, intellectually, socially or emotionally. Research into the effect of bullying behaviour indicates that not only does it produce negative short-term psychological problems, but can also affect a person well into their adult life and even lay the foundations for significant and ongoing emotional health problems. Sometimes the bullying is overt and immediate. However, in many cases, the bullying is low-key and ‘hidden’, and the recipient may not be aware of it immediately.  Initially the recipient may think it is their own behaviour that is causing the bullying – that there is something wrong with them or what they do. When this happens, the recipient of the bullying tends to avoid being with other people and they use strategies to escape. This may include avoiding school, which can signal the start of school refusal. Continue reading