One historical solution has been to turn the other way. Meyer (2009) researched the topic of teacher efforts in addressing homophobia, finding that it has been a strategy based more in inaction than confrontation. She finds that this, in essence, condones any homophobic actions or words that might be going on in the classroom. A student who takes the role of bully is, in effect, supported by this strategy, furthering an already-dangerous situation. Policies that explicitly advise teachers to ignore such bullying hold wide-ranging effects that reach the students directly, according to the Human Rights Watch (2001). Those bullied individuals, specifically in the LGBTQ population, accept the abuse as an expected and ordinary aspect of education. The report found that students begin to associate academic settings as dangerous and hostile, leaving them scared and dissuaded from pursuing education further. And education for youth is not often full of choices. Students are limited by physical location and the wealth or resources of their families, which can create
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This strategy, focusing on giving educators more resources and guidance, is often buoyed by material from the government or other organizations. The report from Warwick & Douglas (2001) at the University of London states its purpose bluntly, if perhaps a bit underwhelmingly, saying that “people are not always clear about what can be done in schools to prevent homophobic bullying … we have attempted to provide a range of ideas and suggestions about what could be done to enhance the physical and emotional well-being of all pupils” (p. 5-6). This assistance is well-intentioned but an article from The Guardian after the University of London report explained that resources are offered as guidelines, rather than
This strategy, focusing on giving educators more resources and guidance, is often buoyed by material from the government or other organizations. The report from Warwick & Douglas (2001) at the University of London states its purpose bluntly, if perhaps a bit underwhelmingly, saying that “people are not always clear about what can be done in schools to prevent homophobic bullying … we have attempted to provide a range of ideas and suggestions about what could be done to enhance the physical and emotional well-being of all pupils” (p. 5-6). This assistance is well-intentioned but an article from The Guardian after the University of London report explained that resources are offered as guidelines, rather than