Don’t be LGBTQ+ before Christmas.

For the past ten years, Georgina Tomsett-Rowe has been teaching languages in a variety of schools in Spain and the UK. Currently based in Hertfordshire, Georgie has been inspired by the acceptance and openness she has seen emerging in the classroom over the past decade, and is delighted to be playing even the smallest of roles in shaking up the outdated attitudes towards sexuality still rife in the education system. 

‘Never discuss your private life’. Along with ‘don’t smile before Christmas’, this is one of the first commandments drilled into you in teacher training, but what happens when your private life is visibly tied up with your identity?

2017 marks the 50th anniversary of the decriminalisation of homosexuality. The summer has been simultaneously shocking and celebratory, with a number of very public tributes to the individuals who campaigned tirelessly for this abolition and those who suffered under the consequences of the law.

Having sobbed our way through Peter Gale’s ‘Man in an Orange Shirt’, conversation turned to how invigorating it was to see these programmes so openly publicised. The current generation of school and university students are growing up in a world which, for the most part, celebrates diversity and acceptance. A world where openly gay characters are portrayed living mundane daily lives and ‘out’ members of the public appear, unclothed, on reality shows discussing naked suitors, with no one batting an eyelid. This couldn’t be further from our experiences growing up pre-internet, when the exposure to LGBTQ+ representation was through the scandalous 5 second lesbian kisses on Neighbours and Brookside, or sneaking down late at night to watch Queer as Folk and Bad Girls.

But whilst we are making enormous strides in our public attitudes, there remains one sector of society which is finding it hard to move on. Whilst individually, the majority of pupils approach life with an open mindset, as a collective group, our current student body are producing worrying statistics. According to a 2014 Stonewall report, of teachers surveyed, 86% acknowledged homophobic bullying, 89% say that they regularly hear homophobic comments and language and yet only 43% of these teachers say that they would intervene. Only a quarter of all schools provided clear policies on homophobic behaviour and in 65% of cases, even this is not properly enforced. How are we getting it so right in one area of society and yet so wrong in another?

To answer this, we must look to our own attitudes. I remember one of my peers asking our PGCE tutor about coming out in the classroom and the response stuck in my mind for years. ‘Don’t give the children anymore ammunition. They will never respect you again’. I was truly saddened by this response, not because of the negativity towards the LGBT issue, but because of the inherent suspicion and distrust she afforded the pupils. Now, at this stage I was not a misty-eyed dreamer, expecting to be adored for bestowing my pearls of wisdom upon eager young minds. I had had my eyes opened after teaching in an underprivileged and unenthusiastic school in northern Spain for a year and subsequently, working as a language assistant in two local state schools. I had seen horrendous examples of neglect, bullying, and gang related violence but never at any stage did I consider education to be a battle pitting teachers against students. I was shocked by her answer but I wasn’t surprised.

See, my PGCE tutor began her career in 1964 and when she entered the profession, homosexuality was illegal. Over the course of her career she saw the decriminalisation in 1967, worked under Section 28 (prohibiting open discourse about homosexual relationships) in 1988, witnessed the repeal of this law in 2003 and the establishment of Civil Partnerships in 2005. It is no wonder the response to the question seemed antiquated. To some extent we are all guilty of making assumptions based on our own experiences but if these attitudes are presented as lore, we are in danger of not allowing new teachers the momentum to move the profession forward. They say it takes three generations to change public sentiment, one to rewrite the rules, one to bluster through the change and one to have never known anything different. Yet schools and teaching can be inherently institutionalised and may be in danger of not moving on.

I started my teaching in a well-known public boarding school and soon began a relationship with another female member of staff. I heeded my tutor’s advice and, whilst one would always aim to be discrete in such an intimate environment, vowed never to allow this relationship become public knowledge amongst the pupils. My decision was confirmed by comments from a long-serving member of the Common Room that ‘people like you shouldn’t be trusted to work in the boarding houses’ and a close acquaintance asserting that I would ‘single handedly destroy the reputation of the school’. This led to 9 months of looking over my shoulder and cringing whenever a student mentioned anything LGBTQ+ related. I was never 100% comfortable hiding away, but believed it was the only option.

My attitude, however, changed over the course of one evening. One of the 6th form girls came to me in floods of tears between platitudes and armfuls of tissues, she managed to choke out ‘Miss, I think I’m gay and I don’t know who else to tell. I thought you might understand because… you know…’. My heart stopped. She knew. I felt the floor fall away beneath me but my instincts kicked in, I had to put her pieces back together before I could concentrate on mine. By the time we finished, she was bouncing out of the room talking excitedly about her Oxbridge offer. I however, had never felt so sick and immediately went to explain the situation to the housemistress, an insane but wonderful French woman. Far from the conversation I expected, she wittered on about how ‘delighted she was that this girl could come and talk to me’ and ‘how wonderful it was for the pupils to have a visible, gay role model’. Both tears and the scales fell from my eyes.

Far from protecting myself, I was perpetuating the myth that sexuality is something to feel ashamed and afraid of and was helping drive it back underground. I was standing in front of these pupils every day, encouraging them to be proud of their individuality, but refusing to heed my own advice. If we want our pupils to celebrate their diversity, should we not be leading by example? I promised myself that, from then on, I would be honest and open if and when the matter arose. When we married in 2013, one of the mothers made the cake, colleagues attended and pupils conveyed their happiness and congratulations. Why had I been afraid?

Since then I have experienced, almost exclusively, acceptance. The only negative moment was during a maternity cover at an all-boys Catholic school when the headmaster called me to his office to say they weren’t going to extend my contract as ‘my lifestyle didn’t suit their ethos’. I was, naturally, upset and furious and I wanted to spend months seething and plotting revenge. But I didn’t. That would be letting him win. He had the power over my contract but I refused to give him the power to poison my mood. Ultimately, I now didn’t want to work for this institution and the only person who would be hurt by my blistering temper would have been my wife. So I had a large gin, held my head high and ensured that I was particularly subversive in my final months to help create support networks for those who didn’t fit the mould.

Subsequently, any school I have worked for has encouraged me to be open about my sexuality, embracing the importance of visibility. When I was younger Section 28 was in force and, aside from the locker room speculations about the PE teacher, there were no visible role models in real life. Every year I have a couple of students come out to me and this reinforces my belief that we need to support teachers in being open, with no fear of recrimination. We cannot live in the past, allowing antiquated attitudes and our own prejudices to be handed down from generation to generation. We must help move society towards a place where someone’s sexuality is as mundane as their hair colour.

We are incredibly fortunate to be living in the modern world where many of the barriers have been broken down by those who went before us but, in all good conscience, I cannot say that every member of the LGBTQ+ community lives without fear. Yes, we can now celebrate same-sex marriages, proudly go into adoption and fertility treatment, and live our humdrum lives arguing about whose turn it is to make the tea; but to say that we all live without fear of retribution is to silence thousands of voices. We still read of too many cases of violence being perpetrated against members of the LGBTQ+ community, too many stories of young people taking their own lives through fear of social discrimination, too many examples of individuals being turned away from their families. How do we help close the gap between general public sentiment, and the experiences of thousands in their own homes? Acceptance of homosexuality needs to step out of the television screen and into reality but, to make a stand, we need use the resources available to us. Teachers are one our most powerful weapons in the fight against homophobia and we need to give them our full support to ensure that our arsenals are well stocked.

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Daniel GrayDon’t be LGBTQ+ before Christmas.