A study of young lesbian and gay people’s school experiences

Educational psychologists’ constructions of sexuality and the implications for practice

“…For example, an article by Williams (2008) highlights the continuing need for action in this area, with its assertion that EPs demonstrate a lack of awareness of the pervasive nature of homophobia and heterosexism in school environments. Research by McIntyre (2009) and Robinson (2010) also demonstrates interest in the link between EP role and the sexuality equality agenda. McIntyre (2009) examined teacher discourse (from one local authority) with regard to the barriers and facilitators to the inclusion of lesbian, gay and bisexual (LGB) pupils in schools.…”

“…This attempt at normalising sexuality serves to highlight its abnormality, again reflecting the heterosexist binary distinction (Plummer, 2004). This discourse of invisibility reflects a large body of literature (Epstein & Johnson, 1998;Foucault, 1978;Robinson, 2010). Atkinson and DePalma (2008) argue that such discourses contribute to the maintenance of heteronormativity which pervades school environments.…”

“…Plummer (2004) defines heterosexism as a diverse set of social practices -from the linguistic to the physical, in the public sphere and the private sphere, covert and overt -in an array of social arenas … in which the homo-hetero binary distinction is at work whereby heterosexuality is privileged. (Plummer, 2004, p. 19) Much of the research into sexuality or sexuality diversity has attempted to capture the current or retrospective experiences of sexual minorities in the education system and relate this to future action (for example, Robinson, 2010;Walker, 2001). However, Clarke, Kitzinger, and Potter (2004) have aimed criticism at previous research which has studied the voices of the "oppressed", arguing that it leads to further 72 C. Marks categorisation and marginalisation.…”

“…Research by Robinson (2010) draws on the voices of lesbian and gay young people describing their school experiences retrospectively and providing suggestions for inclusive practice in the area of sexuality diversity for schools. Conclusions centred on the need for EPs to support schools, Local Authorities (LAs), SMYP and their families in ensuring the inclusion of SMYP within the educational sphere.…”

Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25

“…This includes identifying and supporting young people who are not in education, employment or training (NEET) (Arnold & Baker, 2012;Currie & Goodall, 2009); post-school transitions (Bradley, 2012;Craig, 2009;Knox, 2011;Mallinson, 2009); supporting the development of young people's sexuality (Robinson, 2010) and working with young people at risk of social exclusion (Jane, 2010).…”