To all fellow educators who want to create safer and more inclusive classrooms for all students, including LGBTQIA+ youths in Singapore, this guide is for you!
The repeal of Section 377A as announced on 21 August 2022 is a great step towards inclusivity! But in the immediate aftermath, we will likely experience trickle-down effects of the law and these changes. Many educators, parents, school leaders and other invested parties in Singapore are likely to still be grappling with shifts in their understanding of LGBTQIA+ people, including many possible misconceptions or fears. Your queer/trans students will have to navigate this landscape both within and outside the school setting, in-person and online.
In this quick guide, you will find suggestions on how to manage some potential situations within the school setting. We hope this will help you manage your diverse classes, support the well-being of your students, and minimise harm/risk to students where possible.
This is an ongoing project, and we intend to update it. Do check in for updates.
Last updated 26 Oct 2022
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As an educator, you may sometimes have gender non-conforming or queer/trans students disclose their identities to you. This act of “coming out” is often important for them because it helps them feel like they are no longer hiding who they are. If a student comes out to you, you could:
Appreciate the student’s trust.
Affirm them.
Assure the student that you will keep things confidential.
Don’t worry about seeming ignorant; allow the student to educate you.
Listen, listen, listen.
Don’t assume that the student needs help, but provide resources, if needed.
Let them know that this dialogue can continue.
Next steps: Check in with the student from time to time.
For more detailed suggestions (including examples of what you can say), refer to Sentence Starters.
A student may privately tell you that they are being bullied for being gender non-conforming or queer/trans.
Appreciate the student’s trust, and be an active, empathetic, non-judgmental listener.
Assure the student that you will keep things confidential. (see exception below)
Do not make assumptions about what the student is experiencing. Ask the student how they feel, and what they need or want.
Direct students to relevant trained support if needed.
If the student is in danger (e.g. harm by themselves or others), let the student know you will need to inform other school authorities (e.g. students' form teacher(s), school counsellors, Year Heads and school leaders) and the student's parents for more support. Even in that situation, try your best to inform school leaders of the danger the student is in without outing the student (unless you have their consent).
Next steps: Check in with the student regularly.
For more detailed suggestions (including examples of what you can say), refer to Sentence Starters.
Don’t make assumptions about any student’s gender, sexuality, or family structure.
For more detailed suggestions (including examples of what you can say), refer to Sentence Starters.
If you are comfortable doing so, you could establish yourself as a ‘safe person’ for queer/trans students to talk to.
Be authentic, approachable, and compassionate to your students.
Model empathy and inclusion in your interactions.
For more detailed suggestions (including examples of what you can say), refer to Sentence Starters.
Students who are gender non-conforming or queer/trans can sometimes be the subjects of peer bullying and harassment. Whether or not there is a (known) queer/trans person in the classroom, it is important to model inclusion and address any form of discrimination that occurs.
While schools may not explicitly support LGBTQIA+ students, the Ministry of Education has stated that "no bullying of any form is tolerated at any time" in Singapore's schools and post-secondary educational institutions (PSEIs). [source]
Bullying can include name-calling, slurs, insults, violence, gender policing, microaggressions e.g. threatening to ‘out’ queer/trans students publicly or to unsupportive authority figures, or referring to a negative situation as 'gay' etc. If you witness a microaggression happening in class, you could:
Breathe. Pause. Stay as calm as possible.
Ask for clarification from the perpetrator.
Listen actively and respond to the perpetrator’s response.
Support students in critical reflection on the situation.
Reestablish the classroom as a safe space for all.
If the perpetrators are resistant, you may not want to force the issue right away. Be aware of the damaging consequences of forcing the victims to listen to the perpetrators.
Follow up as needed, check in with the victim and perpetrator privately (and individually), if necessary. Identify other possible sources of support, if needed.
For serious/continued cases of bullying, you can inform school authorities, though you should check that this process does not out the victim (if they do not consent).
For more detailed suggestions (including examples of what you can say), refer to Sentence Starters.
Avoid disengaging from the conversation by accepting superficial responses or dismissing the topic.
Avoid responding with hostility.
Avoid looking to marginalized students to be experts on issues related to their identity group.
Avoid giving full attention to the perpetrator by asking about a) the intent of the perpetrator, b) what each person said or did c) Who’s right or wrong, while ignoring the target(s) of the microaggression.
For more detailed suggestions (including what you can say), refer to Sentence Starters.
Check in with yourself - How ready are you to address the issue with this colleague?
If you are able to, privately ask your colleague for clarification to try to understand where they are coming from.
Help the colleague see that their words/actions have the potential to hurt, perhaps by explaining how it makes others feel.
If a student has been unfairly penalised (perhaps due to issues related to gender presentation or sexuality), you may wish to seek help or advice from other supportive colleagues who could advocate together on the student’s behalf.
Possible next steps: Ask school leaders to consider providing sensitivity training for all staff, based on professional, evidence-based resources.
For more detailed suggestions (including what you can say), refer to Sentence Starters.
Supporting LGBTQIA+ students is already a challenge for educators, and it is more so for trans students who may need additional support. In 2021, Transbefrienders developed the Educators' Guide to Supporting Transgender Students in Singapore to help educators gain a better understanding of the challenges faced by trans students in local schools. The guide lays out some approaches that schools can take to create a safe, conducive learning environment for trans students, enabling them to participate fully in school life and benefit from the same opportunities and protections as their peers.
Before attempting to facilitate a class discussion on LGBTQIA+ issues, consider:
Your own comfort level and readiness.
Your students’ maturity and readiness for mature, respectful conversation.
The overall timing and national climate (e.g. amid/just after a change to a divisive policy).
Ongoing public controversies may seem like opportunities for conversation, but can also harm queer/trans students if:
Students repeat/reinforce harmful stereotypes about LGBTQIA+ people.
Students discuss/debate these policies without realising the direct and personal impact that such policies might have on their classmates.
If 377A or other such policies are brought up organically by students, do emphasise the principles of non-discrimination:
LGBTQIA+ people should not be discriminated against.
People with religious beliefs deserve the freedom to practice their religion without being discriminated against, and without discriminating against others.
For more detailed suggestions (including what you can say), refer to Sentence Starters.