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Chapter 1

INTRODUCTION

Situation

“All young people, regardless of sexual orientation or identity, deserve a

safe and supportive environment in which to achieve their full potential, “quoted

Harvey Milk. Schools should be safe places for everyone plus as said it should

be our second home. But in our country’s contemporary state, students who are

lesbian, gay, bisexual and transgender (LGBT) often find that schooling experience

is marred by bullying, discrimination, lack of access to LGBT-related information,

and in some cases, physical or sexual assault. These mistreatments can cause

deep and lasting harm and restrain students’ right to education. (Thoreson, 2016)

One way that schools can address bullying and discrimination and ameliorate

their effects is by providing educational resources to students, teachers, and staff to

familiarize them with LGBT people and issues. Unfortunately, positive information and

resources regarding sexual orientation and gender identity are exceedingly rare in

secondary schools in the Philippines. When students do learn about LGBT people and

issues in schools, then messages are typically negative, rejecting same sex relationships

and transgender identities as immoral or unnatural. (Gaffney, 2019)

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In 2001, Human Rights Watch published Hatred in the Hallways: Violence and

Discrimination against Lesbian, Gay, Bisexual, and Transgender Students in schools. The

report documented rampant bullying and discrimination against LGBT students in

schools across the country, and urged policymakers and school officials to take concrete

steps to respect and protect the rights of LGBT youth.

When students face these issues-whether in isolation or together- the school can

become difficult or hostile environment. In addition to physical and psychological injury,

students described how bullying, discrimination, and exclusion caused them to lose

concentration, skip class, of seek to transfer schools-all impairing their right to education.

For the right education to have meaning for all students-including LGBTQ students-

teachers, administrators, and lawmakers need to work together with LGBT advocates to

ensure that schools become safer and more inclusive places for LGBT children to learn.

As DepEd and Congress recognized with their initial efforts to address bullying in

schools, exclusion and marginalization can exact a damaging toll on the rights and well-

being of LGBT youth. In addition to the documentation contained in this report, data

collected by the Philippine government, academics, civil society organizations illustrate

how bullying and harassment, discrimination, and lack of access to information and

resources are adversely affecting LGBT youth across the Philippines.

In this study, we address gaps in the literature on peer victimization of youth who are part

of the LGBTQ. The goals are to increase understanding of bullying of lesbian-and gay-

identified youth and inform intervention strategies. Given the lack of literature on
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bullying of LGBTQ youth, we explore this phenomenon through the perspectives of key

informants most of whom are lesbian and gay themselves who work with lesbian and gay

youth.

Whereby the dynamics of bullying are understood as extending beyond the

children or youth who are victimized or bullied. The attitudes of parents, teachers,

and school administrators may contribute to children’s victimization and societal

factors, such as attitudes toward violence. In this paper, we convey on a

qualitative investigation of the effect of School Based Anti-bullying programs in

preventing discrimination among LGBTQ.

Statement of the Problem and Objective

The study will be conducted to determine the relationship between a

School Based Anti-Bullying Program and the prevention of discrimination against

LGBTQ. Specifically, the study aims:

1.) To determine the number of discriminated LGBTQ students before and

after the program.

2.) To determine the relationship of school based anti-bullying programs in

preventing discrimination against LGBTQ.

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Statement of the Hypothesis

There is no significant relationship between school based anti-bullying

programs and the prevention of discrimination against LGBTQ.

Significance of the study

The result of the study will be beneficial to the following:

STUDENTS: The outcome of the study will be most beneficial to the students,

specifically the gender-challenged youths because their fellow schoolmates would

be aware of their LGBTQ rights.

TEACHERS: The results of this study will be able to benefit teachers because

the spaces between differences are tackled thus making communication inside

classes more easy.

PARENTS: The succession of this study would help parents on how to get along

with their children hence making the guidance of youth at ease.

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Scope and Limitation of the Study

This study sets limits to the 53 LGBTQ/ gender-challenged students of Tapi

National High School for S.Y. 2020-2021. These students tend to have a hard

time socially because of being discriminated. A school based anti-bullying

program will be enabled as an intercession in preventing the discrimination among

these students. The intercession will last for a day and will be observed before

then after 5 months of the program.

Definition of Terms

LGBTQ: The acronym for lesbian, gay, bisexual, transgender and questioning.

These terms are used to describe a person’s sexual orientation or gender identity.

(Dastgir,2017)

DISCRIMINATION: The act of treating someone differently or unjustly based

upon some characteristics. (Williams, 2015)

GENDER-CHALLENGED: A general term for a person who does not display

traditional gender identity and is confused about what gender they are.

Abnormally, they are sexually attracted to the same gender as them. (BMW;

Lepidus, 2013)
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SCHOOL-BASED ANTI-BULLYING PROGRAM: A program that addresses

disruptive and antisocial behavior by teaching self-awareness, social skills, social

problem solving, conflict resolution or team work. (Farrington, 2009)

Research Framework

One way that schools can address bullying and discrimination and

ameliorate their effects is by providing educational resources to students, teachers,

and staff to familiarize them with LGBT people and issues (Thoreson, 2017).

There have been many previous attempts to establish what works in bullying

intervention and prevention. Farrington and Ttofi (2009) found that school-based

anti-bullying programs were effective in reducing bullying perpetration by

approximately 20-23% and bullying victimization by approximately 17-20%.

More recent analyses have found that anti-bullying programs are effective

in reducing both school-bullying perpetration and victimization, but these reviews

are limited in various ways. For example, some previous systematic reviews have

failed to conduct a meta-analysis to quantify the effectiveness of school-bullying

intervention programs (i.e., Cantone et al. 2015; Evans et al. 2014). Thoreson (2017)

also stated that, “For the right to education to have meaning for all students

including LGBT students- teachers, administrators, and lawmakers need to work

together with LGBT advocates to ensure that schools become safer and more

inclusive places for LGBT children to learn.”

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Figure 1: Schematic Diagram of the Research Framework

Number of School Based Number of

Discriminated Anti-bullying Discriminated
students program students
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Chapter 2

METHODOLOGY

Research Design

The researchers will use the non/ pre-experimental design specifically the

Pre-test-Post-test design where measurements are taken both before and after the

School Based Anti-bullying program in order to determine the effectiveness of the

intervention.

Locale of the Study

The study will be conducted at the covered court of Tapi National High

School, Brgy. Tapi, Kabankalan City, Negros Occidental, Philippines.

Participants of the Study

The participants of the study include the students of Tapi National High

School.
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Data Gathering Instrument

The researchers will use a 10-item standardized questionnaire in gathering

data needed in the study.

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REFERENCES

Gaffney, Farrington & Ttoffi, Maria(2019) . Examining Effectiveness

of School-Bullying Intervention Programs Globally. Retrieved from

https://link.springer.com/article/10.1007/s42380-019-0007-4

Mishna, Newman, Daley & Solomon(2008). Bullying of

Lesbian and Gay Youth Oxford University Prest. Retrieved from

https://academic.oup.com/bjsw/article/39/8/1598/1624782

Thoreson, Ryan(2016). Just Let Us Be . Human Rights Watch. USA. Retrieved

from https://www.hrw.org/report/2017/06/21/just-let-us-be/discrimination-

against- lgbt-students-philippines
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SCHOOL BASED ANTI-BULLYING PROGRAMS TO PREVENT

DISCRIMNATION AMONG LGBTQ

An Action Research

Presented to

Mrs. Eden G. Lacuesta

Faculty of Tapi National High School

In Partial Fulfillment

Of the Requirements

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Researchers:

Guilaran, Aubrey Louisse

Morales, Kayla

Ligason, Justine Mark

Esposo, Brent

March 2020