Inside Millburn Academy's LGBT+ group: Inverness pupils say "we're just being us" at Highland capital school
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In 2021 Scotland became the first country in the world to embed LGBT+ inclusive education across the school curriculum.
That moment marked a significant change from decades gone by, where the "promotion of homosexuality" was banned in local authorities – including schools – by Section 2A (known as Section 28 in the rest of the UK) which was a law only repealed in Scotland in 2000.
Even so, the time since has seen some parents voice concerns about what that inclusive education means at a practical level, and whether materials are age appropriate for children.
At Millburn Academy, one of the forms that inclusive education takes is in first and second year art, where there is a social and cultural art design unit.
Pupils can develop their drawing skills, usually in the form of drawing hands, while integrating that into subject matter of their choice.
Often pupils will choose to depict rainbow colours representing the LGBT+ community, but there is no obligation to – in fact, one pupil chose to focus on French culture instead.
"In class, it's always from the standpoint that these are people who live in the world," Millburn art teacher Lindsay Bennett said.
"As part of the Curriculum for Excellence we teach pupils to be responsible citizens, and part of that is learning about different people, different lives and different stories – and treating them respectfully and with the same grace you would treat someone just like you.
"I've not had any issues with parents saying they haven't been happy with this.
"We're just learning about artists and designers, we're learning about colours and patterns and symbolism that represents communities.
"For pupils who maybe don't feel comfortable working on that, there is that extra bit where they can work on culture instead.
"When we learn about artists and designers, we talk about their lives, and if being LGBT+ impacts their work then that comes up. If it is relevant, we will say 'this person lived their life like this, and we can see this in their work'."
Creating a space in school
Outside of class, Bennett leads an LGBT+ drop in session at the school one lunchtime a week.
There, pupils from first year to sixth year attend, and they are free to hang out with friends and talk about whatever they wish – whether that is related to LGBT+ issues or anything else.
Some pupils who go along do not identify as LGBT+ themselves, but do so to support friends who are.
The impact of being around others who simply understand, too, cannot be underestimated.
One third year pupil said: "It's a safe space for people like us – and supporters. There's no judgement." Another added: "It's about the people who are here, and the people who aren't here as well. Nobody is going to judge you" while another chipped in with: "I support my friends so I go to this group. I don't think I am LGBTQ+, but I'm still young."
Pupils certainly felt like it was an opportunity to be themselves where they may not feel able elsewhere, saying: "I like this club because I'm free" and "You get to be who you want to be".
When asked what school would be like if the group did not exist, responses were overwhelmingly negative.
"School would be boring if we didn't have this club," one pupil said, while another commented: "It would be worse because we wouldn't have anywhere to go to get away from bullies."
The social aspect of the group also featured prominently in answers, with one saying: "I wouldn't know a lot of the people that I know now" and another adding: "I would be very sad. I would not have a place to hang out."
The idea of it being an outlet came up too. "I would be sad all week," one pupil admitted. "This is the only day of the week I like because I come here."
Having an impact
From Bennett's point of view, being able to get involved in such a club was a goal of hers going into teaching.
The timing was fortuitous, as Millburn's group had originally been started by a sixth year pupil who left – meaning a leadership chasm opened up that needed to be filled.
Coupled with notes from parents that they would prefer a teacher to oversee goings on, it made sense for Bennett to step in.
She still allows the group to be directed by pupils, with plans being put in place for a rainbow day at the school next term.
In the meantime, though, she has already seen the space have an impact for the better on pupils' confidence.
"I was shocked, very surprised (to see a group already in place)," Bennett explained.
"It's very much an open thing. I'm not here pushing anything at all – pupils get to come in and do what they want to do.
"I think there are some who have got more and more confident as time has gone on. There are pupils in the group who I don't teach, and I've even seen a difference in them from when they first started.
"It's nice to see people getting more and more confident in the space that they're in.
"They have been able to speak to me not as a classroom teacher. I'm here on my lunchtime, and they're on their break as well, which I think changes the dynamic a bit. It's been lovely, really nice.
"I think I would have felt like I could come out in school (if a similar group had existed). Even to my friends, I wasn't out until after I had left."
Being who you are
That confidence extends to a sense of self, and pupils knowing and understanding their identity at an early age.
One criticism that is often levelled at schools is that students are too young to know their sexuality or gender identity, but that is a suggestion rejected by the pupils themselves in Millburn's LGBT+ group.
For other pupils, if not taught how to approach potentially delicate situations tactfully, asking questions the wrong way can come across as aggressive which will have an impact on emotionally vulnerable youngsters.
One pupil had experienced that first-hand, saying: "Recently, I got a lot of people asking about my gender, and they ended up saying a slur because I didn't want to tell them.
"I'm non-binary, and I get a lot of questions about my gender. I don't care, but other people might care and get really upset about it."
Another pupil had also experienced negativity, saying: "I've had people calling me the f-slur before in school."
Some benefit of the doubt was given, with one pupil saying: "Sometimes people don't mean to be mean, they're just curious, but they come across as being a bit violent towards us."
On the point of being too young to know who they are, one third-year pupil added: "I think we could use more awareness, and more support from pupils. I think the problem is that a lot of pupils are misinformed about it.
"For a lot of people we're just complicated, or just trying to be different or rebellious, but we're not – we're just being us."
