Dáil Éireann Debate, Thursday - 19 February 2004
28 Mr. Murphy asked the Minister for Education and Science the measures in place to tackle homophobic bullying in schools; if there is classroom instruction informing secondary school students of the detrimental effects of such bullying; and if he will make a statement on the matter. [5287/04]
Amharc ar fhreagraI take the issue of bullying in schools, in all of its forms, including homophobic bullying very seriously and my Department and I are strongly committed to removing all barriers to full participation in education, including barriers caused by the sexual orientation of students.
Recent education legislation and equality legislation have among their key objectives the promotion of equality of access to and participation in education and the prevention of discrimination on nine specified grounds, including sexual orientation.
As part of its ongoing response to this issue, in September 2003 my Department published a pamphlet called, Schools and the Equal Status Act. This outlines the main features of equality legislation as they affect primary and second-level schools and identifies ways in which equality legislation can be used as building blocks for the creation of the inclusive school. The Department in 1993 published guidelines on countering bullying behaviour.
In addition, a number of programmes and guidelines address diversity and equality from different perspectives, including sexual orientation. These include the SPHE, CSPE, RSE and exploring masculinity programmes. In SPHE work has been done on combating bullying and name-calling and this will have a positive knock-on effect on sexual orientation. In RSE, modules on sexuality have always formed part of the programme. Recently a two day inservice training programme has been provided to address sexual orientation and sexual health. The exploring masculinity programme is being currently reviewed and I await recommendations regarding future directions in this area. The NCCA is currently preparing guidelines on equality proofing which should assist schools as they deal with equality issues, including sexual orientation.
The National Education Welfare Board also has codes of behaviour that include the nine grounds of equality, including sexual orientation. Recommendations for further action have also been made in reports by the Equality Authority, Implementing Equality for Lesbians, Gays and Bisexuals, and the NESF, Equality Policies for Lesbian, Gay and Bisexual People: Implementation Issues. I have welcomed these recommendations. I am conscious that more needs to be done in schools and colleges to meet the specific concerns relating to the homophobic bullying of students on grounds of sexual orientation.
The central policy unit in my Department is addressing this issue and has had discussions with representatives from the gay, lesbian and bisexual community as well as the different sections in the Department involved in primary and post-primary education and with representatives from the relevant programmes and agencies. The aim of the deliberations has been to determine a best way forward in dealing with sexual orientation. The central policy unit is currently finalising a report of the deliberations, which will be provided to my Department's management advisory committee shortly.
