Student Number: 2102597
Module: TEI531: Report
Word count: 1465
Deadline: 23rd January 2023
, 2102597
The duty of care we must provide to our students as teachers is
paramount to ensuring that the children feel safe in school, protected
from discrimination and ensuring they are treated equally to each other,
as well as, ensuring we “have a clear understanding of the needs of all
pupils” (Department for Education, 2011). As outlined in the Equality Act
the protected characteristics such as sexual orientation which this report
will discuss is protected from any sort of discrimination, “a person (A)
discriminates against another (B) if, because of a protected characteristic,
A treats B less favourably than A treats or would treat others” (Equality
Act 2010, s.12). LGBTQ children in school face a number of different
barriers that effect their learning such as bullying, “nearly half of lesbian,
gay, bi and trans pupils (45 per cent) are bullied for being LGBT at
school.” (Stonewall, 2017, p.6). This report will explore the barriers that
children part of the LGBTQ community face as well as how we should
address these barriers with supporting the children. Firstly this report will
explore the barrier of bullying and the effects it has on LGBTQ children
and their learning. Secondly, we will discuss the support that can be put in
place to support the children and ensure that their learning is not
impacted as well as supporting the children in other ways such as
emotionally and socially. Finally, we will conclude on the focus as an
overall with an outcome.
Bullying in schools has always been a concern and the impacts that can
occur from it, “bullying in schools has immediate, extensive, and, in some
cases, lifelong negative consequences” (Cowie, 2018, p.i). The is a
number of different forms in which bullying takes place as shown in
Page 2 of 9
Module: TEI531: Report
Word count: 1465
Deadline: 23rd January 2023
, 2102597
The duty of care we must provide to our students as teachers is
paramount to ensuring that the children feel safe in school, protected
from discrimination and ensuring they are treated equally to each other,
as well as, ensuring we “have a clear understanding of the needs of all
pupils” (Department for Education, 2011). As outlined in the Equality Act
the protected characteristics such as sexual orientation which this report
will discuss is protected from any sort of discrimination, “a person (A)
discriminates against another (B) if, because of a protected characteristic,
A treats B less favourably than A treats or would treat others” (Equality
Act 2010, s.12). LGBTQ children in school face a number of different
barriers that effect their learning such as bullying, “nearly half of lesbian,
gay, bi and trans pupils (45 per cent) are bullied for being LGBT at
school.” (Stonewall, 2017, p.6). This report will explore the barriers that
children part of the LGBTQ community face as well as how we should
address these barriers with supporting the children. Firstly this report will
explore the barrier of bullying and the effects it has on LGBTQ children
and their learning. Secondly, we will discuss the support that can be put in
place to support the children and ensure that their learning is not
impacted as well as supporting the children in other ways such as
emotionally and socially. Finally, we will conclude on the focus as an
overall with an outcome.
Bullying in schools has always been a concern and the impacts that can
occur from it, “bullying in schools has immediate, extensive, and, in some
cases, lifelong negative consequences” (Cowie, 2018, p.i). The is a
number of different forms in which bullying takes place as shown in
Page 2 of 9
