Concerning the introduction of the subject of LGBTQ + community in schools, some
students may be uncomfortable, uncomprehending, and questionable. As a matter of fact, some
parents fear that the discussion about homosexuality in school may have undue influence on the
children. Additionally, the parents claim that the discussion may undermine what children are
taught at home. According to Gerald Walton (2004), teachers often avoid discussing the LGBT
issues in the classroom because of parental who do not approve its content as well as
administrative reactions. Negative attitudes and perception of students who are gay, homosexual,
bisexual, and transgender are at times promoted by teachers and administrators. Although
handling the issue of homophobia and integrating LGBT in schools are vehemently fought, I
would incorporate the following as a teacher. Read more

First, I would advocate full inclusion of LGBT students in all aspects of the school
environment by launching internal campaigns. More often, the LGBYQ+ community students
are not involved in some aspects of school environment and this may influence psychological
violence. Secondly, I would promote measures to protect the safety of LGBT students. I would
do this by educating all the students that regardless of the sexual orientation, all students are the
same and should be equally protected. Thirdly, I would circulate educational literature material
on homophobia and heterosexism in schools for LGBTQ students and allies. Fourth, I would
ensure that students who identify with LGBYQ+ are not exposed to bias or prejudice. This is
because LGBYQ+ students are more often bullied and, therefore, do not enjoy the same rights as
do those students who are straight. Such students experience discrimination in areas such as
privacy, speech, harassment, and gender expression to mention a few.

References

Walton, G. (2004). Bullying and homophobia in Canadian schools: The politics of policies,
programs, and educational leadership. Journal of gay & lesbian issues in education, 1(4),
23-36.