Gay and lesbian youth can develop severe forms of depression and anxiety as they grow up. Around 70\% of LGBT people experience Major Depressive Disorder (MDD) sometime in their lives. For LGBT individuals, MDD can be caused by any of the following: self-esteem, pressure to conform, minority stress, coming out, family rejection, parenting, relationship formation, and violence. Self-esteem and pressure to conform can cause anxiety for LGBT youth. When they are told what to look like and whom to love, it puts a toll on their self-esteem. When people make comments about who they are, what they look like, whom they love, etc. it begins to make them feel insecure, and as though they aren't good enough the way they are. Homophobic and transphobic violence in educational settings can be categorized as explicit and implicit. Explicit homophobic and transphobic violence consists of overt acts that make subjects feel uncomfortable, hurt, humiliated or intimidated. Peers and educational staff are unlikely to intervene when witnessing these incidents. This contributes to normalizing such acts that become accepted as either a routine disciplinary measure or a means to resolve conflicts among students. Homophobic and transphobic violence – as with all school-related gender-based violence – is acutely underreported due to subjects ’ fear of retribution, combined with inadequate or non-existent reporting, support and redress systems.GMR, UNESCO, and UNGEI, ‘School-related gender-based violence is preventing the achievement of quality education for all: Policy Paper 17 at 59th session of the Commission on the Status of Women in New York City’, 59th session of the Commission on the Status of Women in New York City. UNESCO, p. 16, 2015.Plan International, ‘A Girl’s Right to Learn Without Fear: Working to end gender-based violence at school’, Plan Limited, Surrey, 2013.S. Bloom, J. Levy, N. Karim, L. Stefanik, M. Kincaid, D. Bartel, and K. Grimes, ‘Guidance for Gender Based Violence (GBV) Monitoring and Mitigation within Non-GBV Focused Sectoral Programming’, CARE USA, 2014.Plan UK, ‘Ending school-related gender-based violence: Brie ng paper’, London, 2013. The absence of effective policies, protection or remedies contributes to a vicious cycle where incidents become increasingly normal. Implicit homophobic and transphobic violence, sometimes called ‘symbolic violence’ or ‘institutional’ violence, is subtler than explicit violence. It consists of pervasive representations or attitudes that sometimes feel harmless or natural to the school community, but that allow or encourage homophobia and transphobia, including perpetuating harmful stereotypes. Policies and guidelines can reinforce or embed these representations or attitudes, whether in an individual institution or across an entire education sector. This way, they can become part of everyday practices and rules guiding school behaviour.ICGBV, ‘Addressing School Related Gender Based Violence: Learning from Practice: Learning Brief No. 10’, Irish Consortium on Gender Based Violence, Dublin, 2013.F. Leach, M. Dunne, and F. Salvi, ‘School-Related Gender based Violence: A global review of current issues and approaches in policy, programming and implementation responses to School-Related Gender-Based Violence (SRGBV) for the Education Sector’, UNESCO, 2014. Examples of implicit homophobic and transphobic violence include: Asserting that some subjects are better suited to students based on their sexual orientation or gender identity/expression (for example, science for heterosexual male students and drama for gay male students). Suggesting that it is normal for heterosexual students to have greater agency or influence (for example, with the opinions of LGBTI students treated as marginal and unimportant). Reinforcing stereotypes related to sexual orientation or gender identity/expression in curriculum materials or teacher training, such as through images and discourse (for example, that refer to heterosexuality as ‘normal’ ). Reinforcing stereotypes related to sexual orientation or gender identity/expression in educational policies, rules and regulations (for example, by not even acknowledging that LGBTI students are part of the school community and by not specifying them in relevant policies).
Gay and lesbian youth can develop severe forms of depression and anxiety as they grow up. Around 70\% of LGBT people experience major depressive disorder (MDD) sometime in their lives. For LGBT individuals, MDD can be caused by any of the following: self-esteem, pressure to conform, minority stress, coming out, family rejection, parenting, relationship formation, and violence. Self-esteem and pressure to conform can cause anxiety for LGBT youth. When they are told what to look like and whom to love, it puts a toll on their self-esteem. When people make comments about who they are, what they look like, whom they love, etc. it begins to make them feel insecure, and as though they aren't good enough the way they are. Homophobic and transphobic violence in educational settings can be categorized as explicit and implicit. Explicit homophobic and transphobic violence consists of overt acts that make subjects feel uncomfortable, hurt, humiliated or intimidated. Peers and educational staff are unlikely to intervene when witnessing these incidents. This contributes to normalizing such acts that become accepted as either a routine disciplinary measure or a means to resolve conflicts among students. Homophobic and transphobic violence – as with all school-related gender-based violence – is acutely underreported due to subjects ' fear of retribution, combined with inadequate or non-existent reporting, support and redress systems.GMR, UNESCO, and UNGEI, ‘School-related gender-based violence is preventing the achievement of quality education for all: Policy Paper 17 at 59th session of the Commission on the Status of Women in New York City’, 59th session of the Commission on the Status of Women in New York City. UNESCO, p. 16, 2015.Plan International, ‘A Girl’s Right to Learn Without Fear: Working to end gender-based violence at school’, Plan Limited, Surrey, 2013.S. Bloom, J. Levy, N. Karim, L. Stefanik, M. Kincaid, D. Bartel, and K. Grimes, ‘Guidance for Gender Based Violence (GBV) Monitoring and Mitigation within Non-GBV Focused Sectoral Programming’, CARE USA, 2014.Plan UK, ‘Ending school-related gender-based violence: Brie ng paper’, London, 2013. The absence of effective policies, protection or remedies contributes to a vicious cycle where incidents become increasingly normal. Implicit homophobic and transphobic violence, sometimes called 'symbolic violence' or 'institutional' violence, is subtler than explicit violence. It consists of pervasive representations or attitudes that sometimes feel harmless or natural to the school community, but that allow or encourage homophobia and transphobia, including perpetuating harmful stereotypes. Policies and guidelines can reinforce or embed these representations or attitudes, whether in an individual institution or across an entire education sector. This way, they can become part of everyday practices and rules guiding school behaviour.ICGBV, ‘Addressing School Related Gender Based Violence: Learning from Practice: Learning Brief No. 10’, Irish Consortium on Gender Based Violence, Dublin, 2013.F. Leach, M. Dunne, and F. Salvi, ‘School-Related Gender based Violence: A global review of current issues and approaches in policy, programming and implementation responses to School-Related Gender-Based Violence (SRGBV) for the Education Sector’, UNESCO, 2014. Examples of implicit homophobic and transphobic violence include: Asserting that some subjects are better suited to students based on their sexual orientation or gender identity/expression (for example, science for heterosexual male students and drama for gay male students). Suggesting that it is normal for heterosexual students to have greater agency or influence (for example, with the opinions of LGBTI students treated as marginal and unimportant). Reinforcing stereotypes related to sexual orientation or gender identity/expression in curriculum materials or teacher training, such as through images and discourse (for example, that refer to heterosexuality as 'normal' ). Reinforcing stereotypes related to sexual orientation or gender identity/expression in educational policies, rules and regulations (for example, by not even acknowledging that LGBTI students are part of the school community and by not specifying them in relevant policies).
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Major Depressive Disorder
major depressive disorder
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’
'
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‘symbolic violence’ or ‘institutional’
'symbolic violence' or 'institutional'
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‘normal’
'normal'