Suicide Of Lucas In Colleges The Difficulty Taking Into Account School Harassment Against Students L

On January 18, Pap Ndiaye recalled, in front of the senators, saying with emotion that "homophobia kills.". The tale of 13-year-old Lucas, who committed suicide in Golbey (Vosges) at the start of January, was brought up during questions to the Minister of National Education.

His family claims that the teenager was the target of homophobic taunts and mockery from other students. Each year, about 10% of young people in college become victims of bullying.

And targets who identify as LGBT youth are particularly vulnerable. According to Pap Ndiaye, who testified before the Senate, "Sexual orientation is frequently a point of support for the perpetrators of harassment, such as physical appearance, origin, and social condition.".

The SOS homophobia association's 2022 report (PDF document) states that while teachers and members of the school administration are also occasionally responsible for hostile demonstrations in the classroom (26 percent of the time and 21 percent of the time, respectively), other students account for 63 percent of them. There are repercussions to this animosity or this rejection of the other.

A number of studies compiled in 2014 (PDF document) by Public Health France (then known as the National Institute for Prevention and Health Education) demonstrate that young LGBT people are 2–7 times more exposed to the risk of suicide than a young heterosexual person of the same age. When faced with these risks, how does the National Education protect young college students who are developing their identities? Following Lucas' passing, Pap Ndiaye declared that " president of SOS Homophobia at franceinfo While awaiting the development of these bodies, the first space where adolescents are confronted with issues of school harassment and discrimination are EMC courses (moral and civic educat How does the National Education protect young college students in the process of developing their identities?.

With the evocation of "different forms of discrimination: racial, anti-Semitic, religious, xenophobic, sexist, homophobic, transphobic, etc.," the program of this discipline (PDF document) calls for teaching in colleges about respect for differences. However, it seems challenging to introduce all of these concepts in a classroom setting in a program that is already overloaded.

Coline, a Toulouse student in the second grade, claims, "In college, we did a lot of prevention in EMC on harassment, but I don't remember having heard about LGBT issues. "We discuss harassment in the sixth grade.

Identity and respect for others are topics we cover in fifth grade. Rachid, a history-geography teacher in Normandy who oversees EMC courses, says that after that, "I personally address LGBT issues, but it must depend on sensitivities.".

"The issue of difference is never straightforward. You are at a point in your life when you are stupid, especially in light of these inquiries.

These are not straightforward questions, and I have heard from many of my colleagues that they are no longer willing to address them. Rachid, a teacher of history and geography in France, says as much. If you don't have any sensitivity for this issue, it's challenging to go to coal, so you need to be prepared. Some teachers also need educational tools.

Rachid uses texts and artwork, such as the song Kid by Eddy de Pretto, to engage in critical dialogue with his students and to approach the idea of "toxic masculinity.". "But it's true that I occasionally encounter homophobic statements, such as 'it shouldn't exist,' 'it's disgusting,' which I then attempt to deconstruct.

I substitute "Arab" or "black" for the word "homosexual.". We frequently come to a compromise along the lines of "they can do whatever they want as long as it doesn't affect me.".

It's a beginning," the teacher continues. There aren't many teachers who will bring up LGBT issues naturally when talking about discrimination because "the life of young people is in play.".

A lot of people will give up, and girls will love other girls. We are in a stage of life where we are searching for ourselves," says 15-year-old Coline.

"There should be discussion in these classes about LGBTphobia and gender stereotypes. The impact on harassment would be significant, according to Lucile Jomat.

However, a lot of educators are powerless to solve these problems and lack the necessary skills. Less than 20% of middle school students benefit from the three EAS sessions each year, according to a report from the General Inspectorate of Education that was provided to the ministry in 2021.

Less than 20% of schools include "the prevention of LGBTphobia" in these lessons, according to the same report, which makes this observation. As a result, many establishments ignore LGBT issues because "it takes time.".

and now needs to be applied generally. "Unfortunately, it takes time, and we are unable to move more quickly.

I recognize that the families and victims are not allowed to hear it. But specifically, there are a lot of people who need to be trained," says Caroline Vetcheff, academic director of the Phare program in Paris.

In accordance with the system, there will be student "ambassadors," or "young people trained to watch over their classmates and to turn to adult referents if necessary," as Caroline Vetcheff puts it. Additionally, the strategy encourages the use of shared concern, a "non-blaming" strategy meant to include bullied students in finding a solution.

According to Caroline Vetcheff, "The method has demonstrated itself and has undergone extensive evaluation.". Additionally, it collaborates with institutions on the "game of three figures," which aims to place students in the roles of harassment victim, witness, and perpetrator.

"After two and a half years of the pandemic, we thought that the question of empathy was central," she says. The Covid has significantly disrupted school life, as evidenced by the fact that students now have fewer friends than they did previously.

Caroline Vetcheff, academic supervisor of the Phare program in Paris, is quoted as saying, "If the means follow, the Phare program can prove to be an ambitious program to combat harassment, including related to LGBT issues. Any difference—regardless of its nature—is a justification for harassment.

Caroline Vetcheff echoes this sentiment, saying, "So, yes, we must demine stereotypes and address issues of discrimination. Even so, she observes that "there may still be old reflexes in the educational community to put the dust under the carpet," the new generations of students seem to grasp these concepts more readily.

While acknowledging the evolution of society, Lucile Jomat expresses concern about its fragmentation: "On the one hand, we have young people who are very open to LGBT issues and who occasionally know more about the topic than their teachers, and on the other hand, we have young people who are violent at times and who are in a position of rejection. Additionally, these groups are unable to communicate.

There are anonymous listening services available if you require assistance, are worried, or are dealing with a member of your group committing suicide. Call 01 45 39 40 00 to reach the suicide listening line, which is open twenty-four hours a day, seven days a week.

On the website of the Ministry of Solidarity and Health, additional information is also accessible. There is a free, confidential, and anonymous number, 30 18, that is available from 9 a.m. on Monday through Saturday, where you can report any instance of harassment, whether you are the victim or the witness.

m. to 8 p.

m. On the website of the Ministry of National Education, additional information is also accessible.

While acknowledging the evolution of society, Lucile Jomat expresses concern about its fragmentation: "On the one hand, we have young people who are very open to LGBT issues and who occasionally know more about the topic than their teachers, and on the other hand, we have young people who are violent at times and who are in a position of rejection.