Classroom management skills & conflict resolution

INTRODUCTION TO TOPIC

Building on the knowledge of inclusive learning environments introduced in Module 3, in this module educators will acquire new competences related to classroom management and conflict resolution. The chosen approach provides the educator with guidance on how to deal with anti-LGBTQIA+ behaviour at several levels and stages. Conflict can be prevented or defused before escalation, but if all prevention measures fail, conflict strategies can be deployed, followed by support of the victim, but also of the perpetrator. All this is conducted in an environment backed by official policy of the educational institution. .

EXPECTED LEARNING OUTCOMES
At the end of this module the educator will be able to:
  • conduct conflict prevention work and deploy pre-emptive strategies
  • identify instances of discrimination and/or conflicts
  • consider strategies to defuse and resolve conflicts
  • support LGBTQIA+ learners through possible conflicts
  • benefit from institutional support provided by the educational institution


1. Conflict prevention and pre-emptive strategies
As we have seen in Module 3, it is important to create and maintain an inclusive learning environment in education and training institutions. However, it would be naïve to assume that even the most inclusive system can prevent all instances of discrimination. It is therefore prudent for educators and school management staff to be aware of risks and know how to deploy an array of strategies through which they can prevent, resolve and learn from conflict situations when it comes to LGBTQIA+ learners and educators.

Teacher’s mindset towards diversity and more particularly towards LGBTQIA+ learners.
Creating more inclusive school curricula stems from the need for representation and equity in education. The absence of representative texts in classrooms is a form of exclusion, making LGBTQIA+ students invisible and invalidating their identities. This invisibility marginalises not only these students but also affects how they are perceived by others, thus perpetuating homophobia. The curriculum, according to critical pedagogy, is not neutral but a reflection of societal values and ideologies. As a dialogic tool, the curriculum shapes and conveys political and social messages, often reinforcing dominant cultural norms while marginalising others.

Schools, through the selective inclusion or exclusion of certain texts, play a crucial role in shaping social narratives. Decisions on which stories are worthy of being told underline the need for inclusivity in curricula to ensure that all members of society are represented. The inclusion of LGBTQIA+ elements in the curricula is viewed as a necessary step toward fostering a more just and equitable society. Moreover, merely adding such elements to the curriculum is insufficient for meaningful change. Scholars like Banks (1995) and Winans (2006) argue for curriculum transformation rather than an additive approach. Simply including diverse materials without examining the power dynamics and dominant cultural assumptions embedded in traditional curricula risks maintaining the status quo.

Some argue that to truly address issues of sexual orientation and gender identity in schools, a deeper transformation is required—one that challenges binary models of sexuality and engages with power structures. Educators need to adopt a "queer pedagogy" that disrupts these binaries and fosters a more critical understanding of sexuality and identity. This shift requires more than just tolerance; it calls for educators to actively engage with and challenge heteronormative practices.

For meaningful change, teacher education programs must play a critical role. Preservice and in-service training should focus on intellectual freedom, text selection, and how to respond to challenges regarding inclusive curricula. Online workshops and resources, especially for rural educators, could provide essential support.

In addition, research is needed to explore how teachers can overcome discomfort and fear related to discussing LGBTQIA+ issues in the classroom. By providing teachers with the tools, ideas, and allies they need, they can become empowered to better support marginalised students. Ultimately, a transformation in educational practices is essential if schools are to genuinely value and care for all students, regardless of sexual orientation or gender identity.

References:
☍ journals.sagepub.com


Turning diversity into a positive resource
Diverse classrooms foster open discussion and embrace differing opinions. By encouraging constructive debate, various perspectives can coexist without the pressure of adhering to a single "right or wrong" mindset. In such environments, students are encouraged to express diverse viewpoints and understanding that many issues exist in the "grey" area is crucial for success.

For instance, a student who is the only one representing a particular identity might feel alienated during discussions, fearing isolation. However, in a classroom that includes a range of perspectives and identities, that student may feel more confident sharing their views, knowing that the classroom values diverse opinions.

Nurturing a spirit of curiosity and questioning of own beliefs
Nurturing a spirit of curiosity and questioning of own beliefs (teacher and learners)
As a follow-up on Module 3, one can never emphasise enough the importance of wonder, curiosity, and open-mindedness in education, challenging the rigid orthodoxy that often dominates pedagogical discourse. Maintaining a critical, reflective stance when engaging with new educational trends, allows us to avoid accepting “best practice” directives without question, but rather engage in meaningful dialogue, examine the evidence, and consider how various approaches align with educators’ own values and the needs of their students. Educators should ask questions, seek common ground, and remain curious, rather than succumbing to cynicism or rigid thinking. Staying open to new ideas while critically examining them is crucial for professional growth and maintaining a dynamic, student-centred educational environment. Educators must continuously evolve and adapt their practices rather than settling into fixed beliefs about what works best.

Wonder and inquiry are the antidotes to the orthodoxy that can stifle innovation and growth in education. By fostering curiosity and dialogue, educators can navigate the complexities of teaching in ways that promote meaningful, deep learning experiences for all. Building on the content of Module 3 about prejudice, bias and inclusiveness, let’s try a little exercise of self-reflection. Think of a concept that annoyed you recently, perhaps a confrontation of ideas, and then look at it again through the following questions. Think of how it makes you feel and why.

How to Question Your Beliefs?
  1. When did I first start believing ?
  2. Who taught me ?
  3. Did I ever question this teaching or seek to educate myself on the issue from various multiple sources?
  4. What would it mean if you changed your mind on this issue? Who would it affect?
  5. Have I ever discussed this issue with someone who disagrees or sees it in a different way?

References:
☍ jkathmurdoch.com.au


Creating opportunities for contact between representatives of different groups
Creating opportunities for contact between representatives of different groups to gain perspective on mutual inclusion and discrimination in order to look for common ground, unifying factors, values
Creating opportunities for contact between representatives of different groups to gain perspective on mutual inclusion and discrimination is essential for fostering understanding, reducing prejudice, and promoting social harmony. Such interactions encourage individuals to move beyond stereotypes and biases, helping them recognize shared human experiences and values.

When individuals from different groups come into contact, it challenges pre-existing stereotypes and preconceived notions. Face-to-face interactions offer an opportunity to humanise others, helping people see beyond labels. Personal experiences shared in these settings break down barriers, fostering empathy and understanding. By engaging with one another, members of different groups can recognize that many of their fears or assumptions about each other are unfounded.

Contact between diverse groups allows individuals to hear firsthand accounts of discrimination and exclusion. These personal narratives help participants understand the emotional and psychological impact of discrimination. When people listen to others' stories, they begin to empathise, recognizing the injustices faced by marginalised groups. This mutual understanding is the first step towards addressing systemic inequalities and fostering a more inclusive society.

Although people may come from different cultural, religious, or ethnic backgrounds, they often share common aspirations, values, and concerns. By creating opportunities for dialogue, participants can discover these unifying factors—whether it’s the desire for safety, education, equality, or opportunities for growth. Recognizing these shared values helps build solidarity and a sense of community, reducing the "us versus them" mentality. This realisation paves the way for cooperation and collaboration toward common goals.

A school that encourages interaction between different groups strengthens its social fabric. It reduces divisions, encourages collaboration, and fosters mutual respect. When individuals see that their concerns are acknowledged by others, regardless of background, they become more willing to work together. This unity reduces social fragmentation and promotes a more cohesive and harmonious society, where diversity is seen as an asset rather than a source of conflict.

Bringing people from various groups together to discuss mutual inclusion and discrimination encourages the exchange of ideas and experiences, which can lead to more innovative and effective solutions. Different perspectives provide fresh insights into challenges related to discrimination, leading to more comprehensive strategies for addressing inequality. Diversity in thought enhances creativity and the ability to approach problems from multiple angles, benefiting both individuals and society as a whole.

When individuals engage with others who have experienced different forms of discrimination, they become more aware of the challenges faced by different groups. This awareness fosters a sense of responsibility and encourages active participation in efforts to promote inclusion and equality. Participants in these dialogues are more likely to become advocates for social justice, working to address discrimination in their communities and beyond.

Misunderstandings between different groups often arise from ignorance or lack of exposure to diverse perspectives. By facilitating contact and dialogue, schools can reduce the social tensions that stem from these misunderstandings. When individuals engage in constructive conversations, they are more likely to resolve conflicts peacefully and collaboratively. This not only benefits the individuals at school but also contributes to a more peaceful and stable society.

Creating opportunities for contact between representatives of different groups to discuss mutual inclusion and discrimination is a powerful tool for building understanding, empathy, and social cohesion. By fostering dialogue, individuals can move beyond stereotypes, identify common ground, and work together towards a more inclusive and just society. In a world that is increasingly diverse, these interactions are essential for promoting unity, equality, and peace.



  • Navigating the fine line between informal rapport with learners while maintaining boundaries within a set institutional framework
  • Educators are under pressure to always be available to students. Establishing boundaries—physical, emotional, and mental—helps prevent conflict and role confusion while fostering professionalism and student independence. Boundaries should be set early, modelled appropriately, and adjusted based on student maturity and circumstances.
  • Educators should define their role clearly (teacher, not friend or counsellor) and maintain boundaries around communication and personal disclosure. When boundaries are crossed, it’s important to respond empathetically but firmly. Clear boundaries reduce anxiety and help students understand relationship roles, preparing them for professional interactions beyond the classroom.
  • Flexibility is also important, allowing teachers to accommodate individual student needs while maintaining limits on work hours and personal time. Professional development can help teachers refine their boundary-setting skills, promoting both student achievement and teacher well-being.
      • References:
      ☍ hbsp.harvard.edu


2. Early warning system for timely identification of conflict
Visible and less visible signs of potential conflict
In a school environment, potential conflict related to LGBTQIA+ issues can manifest in both visible and less visible ways. Recognizing these signs can help educators and administrators address and prevent conflict, fostering a more inclusive and supportive environment for all students.

Visible Signs of Potential Conflict
 Bullying or harassment targeting LGBTQIA+ students can manifest through direct verbal or physical actions. This often includes name-calling, insults, or even physical violence, all aimed at demeaning the students based on their gender identity or sexual orientation. A particularly harmful form of this behaviour is the use of slurs or derogatory language specifically directed at their identity, further contributing to a hostile environment.

Exclusion and social isolation are also significant issues faced by LGBTQIA+ students. Many find themselves intentionally left out of social groups, activities, or events, with others forming cliques that foster hostility and discrimination based on sexual orientation or gender identity. This exclusion can have profound impacts on a student's sense of belonging and overall well-being.

Vandalism or the use of hate symbols is another disturbing form of discrimination. LGBTQIA+ students may encounter graffiti or defacement of school property containing homophobic or transphobic messages or symbols. Acts of destruction may also be aimed at LGBTQIA+ resources or materials, such as rainbow flags or posters that promote inclusivity, further eroding the sense of safety and support within the school environment.

In some cases, LGBTQIA+ school events or programs, such as pride weeks, inclusive curricula, or LGBTQIA+ clubs, face organised opposition or protests. Disruptive behaviour during discussions or activities that address LGBTQIA+ issues can also arise, creating additional barriers to meaningful dialogue and progress.

Finally, public debates and tensions frequently occur in various settings, including classrooms, assemblies, or online forums, where heated discussions about LGBTQIA+ rights or gender identity take place. These conflicts can extend beyond the school community, as parents or community members may push back against inclusive policies like gender-neutral bathrooms or the introduction of LGBTQIA+ educational content, further complicating efforts to create an inclusive environment.

Less Visible Signs of Potential Conflict
 Microaggressions are subtle, often unintentional, comments or actions that demean or alienate LGBTQIA+ individuals. For example, this can include questioning a student's gender identity or making assumptions about their sexual orientation. Such behaviour may also be seen in the use of gendered language or stereotypes by teachers or students, which can exclude or marginalise LGBTQIA+ identities, often without conscious intent.

Emotional withdrawal or avoidance is a common response among LGBTQIA+ students who may feel unsafe or unsupported in their school environment. This can manifest as disengagement from school activities, a reluctance to participate, or signs of depression and anxiety. In some cases, students may express discomfort or unease around LGBTQIA+ topics but avoid openly addressing their feelings, further isolating themselves.

Curricular exclusion also contributes to the marginalisation of LGBTQIA+ students. When issues, people, or history related to LGBTQIA+ communities are absent from classroom discussions, textbooks, or other materials, it can lead to feelings of invisibility or erasure. Some teachers may also avoid or gloss over LGBTQIA+ topics in subjects like health, history, or social studies, leaving important aspects of identity and society unexamined.

LGBTQIA+ students may also be reluctant to seek help when experiencing bullying or harassment. This hesitation often stems from fear that their concerns won't be taken seriously or that reporting incidents will lead to further stigmatisation. Additionally, there may be a lack of visible, accessible LGBTQIA+-friendly support systems, such as counselling services or advocacy groups, leaving students without the resources they need.

Passive resistance can take the form of staff or students subtly undermining LGBTQIA+ initiatives. For example, they may not actively support inclusion efforts, using humour to dismiss LGBTQIA+ issues, or simply neglecting to comply with policies designed to promote inclusivity. This might involve misusing pronouns or refusing to engage with LGBTQIA+ topics in the curriculum, creating a subtle but significant barrier to progress.

Stereotyping or tokenism further trivialises the experiences of LGBTQIA+ students, teachers, or issues. Stereotyping assumes that all LGBTQIA+ individuals are the same, reducing their complex experiences to oversimplified narratives. Token gestures of support, such as superficial acknowledgment of pride events without genuine commitment or engagement, can also undermine efforts to create a more inclusive and supportive environment.

Addressing These Signs
Recognizing both visible and less visible signs of potential conflict is critical for creating a safe and inclusive school environment. Schools can address these issues through clear anti-bullying policies, staff training, inclusive curricula, and by promoting open dialogue about diversity and respect for all students



Possible preventive techniques
Possible pre-emptive techniques when dealing with unconfirmed or anonymous reports of conflict related to LGBTQIA+ students
Dealing with anonymous or unconfirmed allegations of LGBTQIA+ conflict in schools requires a thoughtful, careful, and fair approach. The absence of direct proof or identification can complicate investigations, but schools must prioritise student safety and well-being while ensuring fairness for all involved. It's important to take all reports seriously, even if they are anonymous or unclear. Dismissing a concern outright may discourage future reporting and allow harmful behaviour to persist. Additionally, it's crucial to respect the anonymity of students who may feel unsafe or fear retaliation, honouring their privacy while addressing the issue.

Creating a safe environment for reporting is essential. Schools should encourage safe, confidential mechanisms for students to express concerns, such as anonymous tip boxes, online forms, or trusted staff members. A climate of trust must be fostered, ensuring that students know their concerns will be handled with care and respect. The school's commitment to inclusivity and anti-discrimination should be consistently reiterated.

When an allegation arises, a preliminary investigation is key. Schools should gather as much relevant information as possible, even from anonymous sources, looking for patterns or indirect evidence such as witness accounts or behavioural changes. It’s also important to speak with both students and staff, inquiring about the school climate without making accusations, especially around LGBTQIA+ issues. Existing records, such as prior complaints or social media discussions, should also be reviewed for additional context.

Proactively addressing the school climate is another vital step. The situation can serve as an opportunity to initiate broader conversations about inclusivity, respect, and anti-bullying, without focusing on any specific case. Schools should emphasise that any form of discrimination or harassment based on gender identity or sexual orientation is unacceptable. Sensitivity training for both staff and students on LGBTQIA+ issues should be conducted to promote empathy and respect for all identities, helping to prevent future incidents, even if no proof is found in the current case.

Strengthening school policies is an important measure to ensure clarity and protection for all students. Anti-bullying and anti-discrimination policies should explicitly cover LGBTQIA+ issues, and both students and staff should be made aware of these policies and their consequences. Ongoing training for educators and administrators is also crucial, helping them handle LGBTQIA+ conflicts and respond appropriately to anonymous allegations while fostering a safe, inclusive environment.

Handling anonymous allegations carefully is essential for fairness. Investigations should be conducted neutrally, without assuming the guilt of any individual or group. Schools should view such situations as opportunities to explore the overall school environment for signs of tension or bullying related to LGBTQIA+ students. The rights of all students must be respected, ensuring that both potential victims and alleged offenders are treated fairly, and no one is unfairly singled out or punished without evidence.

Ensuring student safety is paramount. Even if allegations are anonymous, LGBTQIA+ students who feel unsafe should be offered support services, such as counselling, peer groups, or outreach from school staff. Confidential reporting options should also be made available for students who may feel more comfortable coming forward privately.

Monitoring the school environment is an ongoing responsibility. Schools should increase observation in areas where LGBTQIA+ students might feel vulnerable, such as bathrooms, hallways, or after-school spaces, to monitor potential conflicts or bullying behaviour. Consistent follow-up with students, support groups, and teachers is also important to assess the school climate and ensure there are no further incidents or concerns.

Reaffirming the school’s commitment to inclusion is crucial. Public, positive statements that support all students, especially those from marginalised groups like LGBTQIA+ individuals, should be made without referencing specific incidents. The school should highlight its values of inclusion, respect, and diversity, and engage the entire community—students, staff, and parents—in promoting a culture of acceptance and respect. Anonymous or uncertain allegations can be seen as opportunities for growth and awareness.

Finally, it’s important to remain vigilant. Even if no concrete evidence emerges, schools should continue monitoring for similar concerns or conflicts. If patterns develop, further action may be necessary. Periodically revisiting the concern with staff and students will help ensure that any potential LGBTQIA+ conflicts are effectively addressed and prevented.

By taking a proactive, inclusive approach, schools can handle anonymous or uncertain allegations of LGBTQIA+ conflict in a way that promotes safety, fairness, and a supportive environment for all students.

3. Defusing tensions and resolving conflicts
Identifying one’s own strengths to use as a defusing strategy
There simply is no “one single solution” to defusing conflict. The interaction between the perpetrator, the victim and the mediator will depend on the combination of their character traits and the nature of the conflict. And while you have no control over others, it will be most helpful to know your own character strengths in order to use your personality at its best when resolving conflict. Think of Gandhi and Kennedy, different people, different conflict resolution styles.

The concept of character strengths was developed by psychologists Martin Seligman and Christopher Peterson, with the VIA Institute on Character, founded by Seligman and Neal Mayerson, using the VIA Inventory of Strengths to identify these strengths. This inventory helps individuals recognize their positive traits and apply them to enhance their life and emotional well-being. The 24 identified character strengths have been studied across various cultures and are linked to overall well-being, influencing outcomes like job satisfaction and psychological health in chronic illness. By focusing on these strengths, people can better manage challenges, including conflict resolution.

The 24 character strengths are divided into six broad categories of virtues: wisdom, courage, humanity, justice, temperance, and transcendence. Each virtue encompasses several character strengths that reflect positive traits and qualities. These virtues and their corresponding strengths help individuals cultivate knowledge, interpersonal relationships, emotional resilience, and a deeper sense of meaning in life.

Wisdom refers to the virtue that allows individuals to acquire knowledge and use it creatively and effectively. People with strengths in wisdom excel at thinking through situations and exploring new ways to approach challenges. The core strengths in this category include creativity, which involves thinking of innovative ways to solve problems; curiosity, which reflects a broad interest in many subjects; open-mindedness, or the ability to examine issues from multiple perspectives; love of learning, which is the mastery of new topics and skills; and perspective, which involves offering wise advice and seeing the world in a sensible way.

Courage is the virtue associated with emotional resilience and the ability to face difficulties or opposition while working toward goals. The character strengths linked to courage include honesty, which is the practice of speaking truthfully and being genuine; bravery, which involves confronting challenges and threats without shrinking away; persistence, which is the determination to complete tasks despite obstacles; and zest, which refers to approaching life with energy and enthusiasm.

Humanity is a virtue centred on caring for and connecting with others. Those who are strong in humanity possess interpersonal strengths that foster kindness and compassion. Key character strengths in this area include kindness, or doing good deeds for others; love, which emphasises valuing close relationships with people; and social intelligence, which is the awareness of others' emotions and motives.

Justice reflects civic strengths that promote a sense of fairness and community well-being. Individuals who embody the virtue of justice are committed to equality and teamwork. The core strengths in this group are fairness, which involves treating everyone equally; leadership, which is the ability to organise and guide group activities; and teamwork, or working effectively with others in a collaborative setting.

Temperance is the virtue of self-restraint and moderation, helping individuals protect themselves from excess. The character strengths associated with temperance include forgiveness, which involves letting go of resentment toward those who have caused harm; modesty, or allowing achievements to speak for themselves without seeking attention; prudence, which is the ability to make cautious, thoughtful decisions; and self-regulation, which refers to discipline in controlling one's emotions and impulses.

Transcendence is the virtue that helps individuals connect with a higher purpose, whether through spirituality, religion, or a sense of awe and gratitude. The strengths in transcendence include an appreciation of beauty, which involves recognizing and valuing beauty and excellence in the world; gratitude, which is the practice of expressing thanks for the good things in life; hope, which reflects the belief that good things are possible and a commitment to making them happen; humour, which involves bringing joy and laughter to others; and religiousness, or the belief in a higher meaning and purpose in life.

Each of these virtues and their related strengths play a significant role in personal development, guiding individuals toward a life filled with purpose, resilience, and positive relationships.

References:
☍ verywellmind.com


Amicable conflict resolution
To achieve amicable conflict resolution, it is essential to adhere to key principles that foster understanding and cooperation among the involved parties.

Open communication is a foundational principle, where honest and respectful dialogue is encouraged to ensure that each party's perspective and concerns are fully understood. By creating a space for transparent communication, misunderstandings can be minimised, allowing for a more productive exchange of ideas.

Active listening plays a critical role in this process, as it ensures that all parties attentively hear one another without interruption. This kind of engagement helps validate each other's feelings and viewpoints, demonstrating that every individual’s perspective is valued. Additionally, empathy is encouraged to promote deeper understanding, asking individuals to consider the emotions and experiences of those they are in conflict with. This can help reduce tension and foster more compassionate solutions.

Mutual respect is crucial in maintaining a productive atmosphere, even when disagreements arise. It is important that all individuals involved in the conflict are treated with dignity, regardless of differing opinions. In the spirit of collaboration, parties should work together to find solutions that address the needs and interests of everyone involved. This collaborative approach emphasises finding a win-win outcome, where all parties benefit from the resolution.

Problem-solving is a key focus, shifting attention away from assigning blame and towards identifying the underlying issues at the heart of the conflict. By working together to develop practical solutions, the parties can address the real problems, fostering a more sustainable resolution.

In some cases, neutral mediation can be helpful. A neutral mediator or facilitator can guide the resolution process, ensuring fairness and preventing any one side from dominating the discussion. This helps create a balanced environment where all parties feel heard and supported.

Confidentiality is another important principle, as it respects the privacy of those involved by keeping discussions private. This not only builds trust but also protects individuals from potential repercussions that could arise from the conflict.

After a resolution is reached, follow-up is essential. It is important to ensure that the agreed-upon solutions are implemented and to revisit the situation if necessary. This ensures that any lingering or new issues are addressed and that the resolution remains effective over time.

Finally, education and training are vital for building conflict resolution skills among students and staff. Providing ongoing training equips individuals with the techniques and strategies needed to handle conflicts constructively, ultimately promoting a more positive school culture.

References:
☍ unesdoc.unesco.org


Conflict of opinion without victim/aggressor scenario
Explaining that someone's opinion or statement regarding LGBTQIA+ realities is incorrect can be done in a respectful and empathetic manner by following a thoughtful approach. It begins with active listening. Before sharing your own perspective, it is important to listen carefully to understand their point of view fully. This demonstrates respect for their feelings and ensures that your response addresses their actual concerns, rather than making assumptions.

Acknowledging their perspective is the next step. Even if you disagree, it's helpful to recognize the validity of their feelings or concerns. You can do this by saying something like, "I understand why you might feel that way because..." This shows empathy and creates a more open environment for dialogue. Using "I" statements is also key in framing your response. Instead of making absolute judgments, express your perspective by saying, "I see things differently because..." This keeps the conversation personal and non-confrontational.

Providing evidence or reasoning is an effective way to share your viewpoint. You can support your argument by offering logical reasons or referencing research, for instance, "Based on the research I've read, it seems that..." This grounds your disagreement in factual information without directly invalidating their experience or opinion.

Throughout the conversation, it is essential to stay calm and respectful. Keeping a measured tone and avoiding derogatory language helps prevent the discussion from becoming heated. Asking questions is another valuable technique, as it encourages the other person to reflect on their views. You could ask something like, "Have you considered this aspect of the issue?" This prompts them to think critically without feeling attacked.

Offering alternatives rather than simply pointing out what’s wrong can shift the conversation toward solutions. For example, you could suggest, "An alternative approach might be..." This not only addresses their viewpoint but provides a constructive way forward. Similarly, seeking common ground helps to build a collaborative discussion. You might say, "We both agree that this is an important issue, but..." Finding shared values keeps the dialogue positive and cooperative.

Being open to discussion is essential for fostering mutual respect. By showing a willingness to consider and discuss your own views, you demonstrate that you value their opinion and are open to constructive dialogue. This openness can help build trust and create a more productive conversation.

Finally, ending on a positive note, even if there is still disagreement, can preserve the relationship. You can conclude by saying something like, "I appreciate the chance to discuss this with you, and I hope we can both continue to learn from each other." This leaves room for future dialogue and shows that, despite the disagreement, mutual respect remains intact.

By focusing on understanding, respect, and constructive dialogue, you can navigate disagreements in a way that promotes growth and maintains positive relationships.

Escalating unacceptable homophobic and transphobic violence at school
LGBTQIA+ pupils are particularly vulnerable to harassment and homophobic and transphobic violence, whether from pupils or adults. Schools have a responsibility to protect them by taking preventive action, supporting victims and punishing perpetrators.

LGBTQIA+phobic behaviour can take many forms, and it’s important to recognize and address these harmful actions. One example is the non-consensual disclosure of a person's sexual orientation or gender identity, which can violate their privacy and create a hostile environment. Humiliating comments, mockery, stereotypes, and insults based on sexual orientation or gender identity are also forms of LGBTQIA+phobia. These behaviours, along with the imposition of gender norms, misogynistic remarks, homophobic jokes, and the refusal to use a student’s chosen first name or pronouns, all contribute to a disrespectful and unsafe atmosphere for LGBTQIA+ students

Certain places and situations within schools require special attention as they can be more prone to LGBTQIA+phobic behaviour. Private areas like toilets and changing rooms are spaces where students may feel particularly vulnerable. Similarly, communal areas such as playgrounds and canteens can be sites of exclusion or harassment. Physical and body-related activities may also expose students to discriminatory remarks or treatment.

To improve the response to LGBTQIA+phobic behaviour, schools can implement several measures. First, they can use measurement tools to identify incidents of LGBTQIA+phobia. Mobilising the school’s governing bodies and involving ‘gender equality’ advisors can also help in addressing these issues. Including the concepts of homophobia and transphobia in the school rules reinforces the message that such behaviours are unacceptable. Training educational staff and raising students' awareness of the consequences of LGBTQIA+phobic behaviour are essential steps in creating a more inclusive environment.

Supporting victims is a crucial part of combating LGBTQIA+phobic violence. Listening actively and sympathetically to what victims have to say shows them they are heard and valued. Schools should also refer students to specialist support services to provide them with the help they need.

When dealing with perpetrators of LGBTQIA+phobic behaviour, it is important to apply proportionate and educational sanctions. These could include accountability measures that encourage reflection on their actions. Additionally, helping perpetrators understand the stereotypes they are perpetuating and the consequences of their behaviour is key to preventing future incidents.

In conclusion, an effective response to LGBTQIA+phobic violence requires a comprehensive approach that involves the entire educational community. By fostering a respectful and inclusive school climate, schools can help reduce instances of LGBTQIA+phobia and support all students in feeling safe and respected.

What if the teacher is not neutral, but also LGBTQIA+?
Read the following testimony of a teacher who happens to be gay and of African heritage living in the UK. Would you have done anything differently when it came to resolving potential conflict situations?

Source:
☍ Reflection over a testimony article


4. Post-conflict support for the involved parties
In a school environment, post-conflict support is often governed by very precise rules: the interview method will be the same for the victim, the witness(es) and the perpetrator(s) in particular, but also for the parents. The aim of these interviews is to hear what each party has to say, so that we can understand and take the best possible action. The person in charge of the incident will conduct the interviews in the order shown below.

It is advisable to keep a written record of the incident, either in the form of a written report or on an interview sheet containing the following questions: who/what/when/where?

Keeping a written record makes it possible to ensure appropriate follow-up with the people involved and to keep a record of the various actions taken

Interview with the victim student
The victim student needs support. Depending on the context, it is necessary to:
  • Assess the student's ability to react to the situation
  • Find out how often they have been subjected to violence
  • Ask them how they feel
  • Reassure them by offering to ensure their safety, if necessary, to make them feel secure
  • Ask them what they need and if they have any wishes regarding the management of their situation, make clear and negotiable requests.
  • Inform them that their situation will be regularly monitored from now on
  • Suggest that they take part in resolving the situation and reward their efforts if they do.


Interview with the witness(es)
Witnesses will be received separately, regardless of their reaction or non-reaction to the harassment situation. Emphasis should be placed on the educational dimension of these interviews and on reassuring students, who may be insecure because of the violence they have witnessed. When witnesses have contributed to the harassment process by encouraging the perpetrator, it is also advisable to set up a group intervention to raise awareness and work on the psycho-social skills of the pupils.

Interview with of the perpetrator student
The perpetrator is informed that one of his peers has complained of repeated violence, without being given any details, so that he can express himself and give his version of events. Depending on the extent to which the facts are recognised, it is essential to remind them of the rules of living together and the values of the school, and to ask them to stop the harassment. It is also important to point out the consequences of harassment. It is necessary to check that the perpetrator(s) understand the seriousness of their behaviour and to re-explain the attitude expected of them, in order to make them aware of their responsibilities. It is also important to set a firm and reassuring framework in order to ask the student to help resolve the violent situation. Students can be asked what they need to do. Depending on the nature and seriousness of the harassment, the head teacher will inform the pupil of the possible consequences in terms of disciplinary measures. If several pupils are the perpetrators, they are received separately according to the same protocol.

Meeting with parents (as required by law)
  • The parents of the victimised pupil are heard, supported and assured of their child's protection. They are involved in the handling of the situation, informed of their rights and their approval of the actions taken is sought. The protective role of the school is emphasised, as is the need to mobilise all those involved to ensure that this role is fulfilled.
  • The parents of the student(s) responsible are received and informed of the situation. They are told of the consequences of the acts committed for the victim, the possible sanctions for their child and the reparation and support measures available. Their assistance is helpful in resolving the situation, particularly in terms of support and rewards for their child if he or she contributes to the resolution.
  • Active or passive witnesses to harassment play an essential role. Welcoming them and talking to their parents is therefore important in resolving problems.



5. Guidelines for institutional support in conflict situations
Identifying national legal framework
In this section, each language version of the module will make reference to a specific policy document, which can be used for inspiration by any school to create their own internal document to support the inclusion of LGBTQIA+ students and staff.
National policy can range from prohibiting any LGBT reference at school like in Bulgaria, to a multiannual national campaign on promoting LGBTQIA+ rights at school in France. It is clear that the path to inclusion is sinuous and far from being achieved.
For the purposes of the English language version, the reference document will be one from the England:

☍ Relationships and Sex Education in Schools


Suggested points of content for an institutional policy
A typical school policy for supporting LGBTQIA+ inclusion would have the following points:

✔ ORGANISING EVENTS
  1. Gender-inclusive language is used on all event communications, including invitations
  2. Event organisers are educated about students’ right to attend events with a date other than a student of the opposite sex, and to wear clothing of their choice.
  3. At least one member of the event committee is designated the “inclusivity planner” to ensure that every student feels welcome.

✔ PRIVACY
  1. School staff are never asked or required to reveal a students’ sexual orientation or gender identity without the student’s permission—even to the student’s family.
  2. School's privacy policies explicitly assert the confidentiality of information pertaining to students’ sexual orientations and gender identities.

✔ POLICIES
  1. School’s anti-bullying policy includes language that specifically prohibits harassment based on gender identity, sexual orientation and gender expression.
  2. The policy gives examples of harassment based on actual or perceived sexual orientation and gender identity.
  3. The effectiveness of the school's anti-bullying program is evaluated annually using student and staff surveys.
  4. Administrative forms and communications use gender-neutral language (singular "they," not “he or she”) and provide an opportunity for students to communicate their gender identity. Updates are made as needed.
  5. School’s anti-discrimination policy states support for LGBTQIA+ teachers and school personnel.

✔ ANTI-BULLYING
  1. School has a designated anti-bullying coordinator as well as an anti-bullying task force.
  2. Staff members are specifically trained to prevent and respond to bullying incidents involving LGBTQIA+ students.
  3. The name and contact information for the school's anti-bullying coordinator is posted in the office, on the school's website and in the student handbook.
  4. School communicates effectively and often with students, parents or guardians and the community about school climate issues such as bullying.
  5. Staff ensure that reactions to reports of harassment do not further stigmatise students who were targeted for their real or perceived LGBTQIA+ identities.
  6. Teachers and administrators are educated about common bullying myths, such as the idea that LGBTQIA+ students are “asking for it” by expressing their sexual orientations or gender identities.
  7. Counselling staff is well-versed in LGBTQIA+ issues.

✔ SCHOOL CULTURE
  1. School’s dress code is inclusive of a diversity of gender expressions, including for yearbook photos.
  2. School has gender-neutral restrooms or single stall bathrooms and private changing areas.


✔ TEACHING TOLERANCE
  1. Students can use bathrooms and locker rooms that correspond with their gender identity.
  2. School has a student association that combats LGBTQIA+ bullying and harassment.
  3. Within the school culture, other staff members are unafraid to be allies to LGBTQIA+ and gender nonconforming students.
  4. LGBTQIA+ educators and staff members feel safe to be “out” at work.
  5. School offers public praise or formal rewards for school staff members who promote a safe and inclusive environment—ex: an “equity leader” certificate at the end of the year.

✔ CURRICULUM
  1. School’s health and sexuality education is inclusive of all sexual orientations and gender identities. The curriculum does not take a heteronormative stance towards sexuality and gender (i.e., assuming students only need to know about heterosexual feelings and safe sex practices.)
  2. School’s academic curriculum includes LGBTQIA+ perspectives, voices, histories and current events.
  3. School’s library includes books and resources about LGBTQIA+ individuals, history, events and issues.


Links to “Diversity Ambassadors’ Toolkits”
To follow-up on these training modules, you are invited to get acquainted with the 3 Toolkits developed within this project. With your new knowledge, you can become your school’s Diversity Ambassador and help others improve the inclusion of LGBTQIA+ student and staff at school.
    ☍ Toolkit


6. Self-reflection questions
Conflict fuelled by anti-LGBTQIA+ discrimination can often be prevented with long-haul nurturing of a climate of acceptance and sharing. However, when telling signs have been missed and conflict arises, several strategies are available to an educator in order to protect the victim and support the perpetrator to learn from their mistakes.

CHECKLIST REVIEW OF LEARNING CONTENT
✔ Clear idea of prevention strategies
✔ Knowing how to spot and what to do with early-warning signs
✔ Being aware of conflict resolution techniques
✔ Deploying follow-up strategies towards all parties involved in the conflict
✔ Awareness of institutional policies to prevent, manage and resolve conflicts effectively


  1. Do you feel your point of view when it comes to LGBTQIA+ realities has evolved, making you wonder about further aspects of your teaching that you haven’t questioned before?


  2. Which examples of signs of conflict have surprised you? Are there conflicts you have ignored in the past?


  3. Do you feel confident in your own character skills and approach when it comes to defusing an LGBTQIA+ related incident?


  4. Does your school have a formal conflict management protocol?


  5. Would you consider becoming the Diversity Ambassador of your school and supporting the school team in improving the inclusion of LGBTQIA+ students and staff?