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J3 lecture theatre, The University of Auckland, Faculty of Education and Social Work

74 Epsom Ave

Auckland, Auckland 1023

New Zealand

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Strategies to support LGBTQI+ students in secondary schools

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Providing an equitable education system that works for all young people is identified as a government priority requiring concerted, consistent, and vigorous action. However, despite New Zealand society become increasingly diverse, it currently has the second highest rate of bullying in schools in the developed world. Recent NZ research shows that heteronormative environments are endemic in schools and contribute to a culture of bullying and exclusion for students who identify as sex, gender, and sexually diverse. This is more evident in health and physical education spaces due to the inherent focus on the body, fostering normative discourses and marginalising LGBTQI+ students even further. The Ministry of Education (2017) and the Education Review Office (2018) note that when peer to peer queer youth groups such as Queer Straight Alliances are in place, LGBTQI+ students report less harassment and bullying based on sexual orientation and gender identity. In this seminar we will share our experience of running an inquiry-based, co-constructed and co-facilitated Queer Straight Alliance and the positive effect this group has on teacher’s pedagogy, curriculum, uniforms, bathrooms, the wider school environment, and ultimately rainbow student’s safety and wellbeing at school.

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Hayley McGlashan is a professional teaching fellow in health and physical education at the Faculty of Education and Social Work at the University of Auckland. She teaches and researches in health education, sexuality and physical education. Hayley has a background teaching health and PE in secondary schools and is currently completing her PhD research which was a critical ethnographic study with queer youth in a co-educational secondary school in Auckland, New Zealand. The focus of this research was to explore how LGBTQI+ students actively negotiate their identities within the performative space of the schooling environment, and how the school supports them in so doing.

Margaret Hoogendorn was born and bred in the Netherlands. She has worked at Mount Roskill Grammar School as Head of Guidance for 24 years. She has a passion for suicide prevention, restorative practices, pro-active student co-led wellbeing projects and building strong rainbow communities in schools.

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J3 lecture theatre, The University of Auckland, Faculty of Education and Social Work

74 Epsom Ave

Auckland, Auckland 1023

New Zealand

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