Measures at Educational Institutions to Detect, Minimise and Combat Bullying Based on Gender Expression

Mr Deputy Speaker, Sir, MOE takes a serious view on bullying. We have zero tolerance for bullying in any form and every student has a right to feel safe and secure in all our schools and post-Secondary educational institutions (PSEIs). While students generally get along well with one another, there are incidents of bullying in our schools and PSEIs from time to time. When such cases are reported, they are promptly investigated and followed up with counselling support for victims and appropriate disciplinary action against the perpetrators.

It is also very important for parents to reinforce the same values and expectations on their children's behaviour. Therefore, schools also work closely with parents to help the perpetrators take responsibility for their actions and restore relationships with whom they have hurt. We have professional counsellors and also trained teachers, academic mentors and peer helpers, trained to look out for students in distress and be proactive in attending to and also addressing all hurtful behaviour, including acts directed against students due to their sexual orientation, gender identity or expression.

In their school curriculum, and especially through Character and Citizenship Education and subjects such as Social Studies, students are also taught the importance of respect and empathy for others. Students are also taught to speak up against and report bullying to school authorities. These education efforts are continued in the PSEIs which create and raise anti-bullying awareness with modules such as teaching lifeskills, lunchtime talks and also student outreach initiatives.

Instilling good values in our students is a shared responsibility between parents, schools and the community. It is therefore imperative that we work in partnership to develop sound values and good character in our young.

Mr Deputy Speaker, Sir, I thank the Senior Parliamentary Secretary for her reply. The reason why I am asking the question is that, the NGO Sayoni has documented bullying against lesbian, gay, bisexual and transgender (LGBT) youths in the schools. This bullying often takes the form of humiliation, punishments when youths do not conform to gender stereotypes. Such youths are isolated at an early age because of their sexual orientation and stigmatised by society. What I am worried about is that teachers and staff, sometimes, inadvertently, reinforce the bullying by requiring youths to conform to stereotypes or by disclosing their stigmatised identity to the parents or the peers.

I just have two supplementary questions. First, are there plan to develop any initiatives to combat gender stereotypes and roles in both our educational curriculum as well as in anti-bullying measures? Second, are there plans to develop anti-bullying guidelines or programmes including sensitivity training for staff and teachers that specifically addresses this type of sexual orientation or gender role identity kind of bullying.

Mr Deputy Speaker, I thank the Member Assoc Prof Walter Theseira for his views and questions. I want to assure the Member that, no bullying of any form is tolerated at any time in our schools and PSEIs. Bullying is a school offence and it comes with very serious consequences for the perpetrators.

Allow me to talk about what happens when the counsellors work with students with sexuality-related issues. When working with students with sexuality-related issues, our school counsellors understand the sensitivity and they adopt an objective approach to ensure the overall best interest of the students. At the heart of everything, it is the interest of the students.

We know, sometimes, they do not feel that they are ready to share their inclination with their parents as yet. So, the counsellors provide a safe environment – the word here is a "safe environment" – for the students to discuss their experiences, to receive support regarding social and emotional issues. Maybe they are at an age where they are processing it themselves, they are not quite clear; and also issues related to communications with parents and lack of understanding from peers.

The counsellors support the students by equipping them with problem solving skills, emotional regulation skills and also normalising help-seeking – that it is all right to seek help. School counsellors also facilitate school and – where relevant and when the timing is right – family support for the students, which will help to prevent the students from being ostracised in a social context or even prevent further mental health issues from emerging. When these parents are eventually engaged, the school counsellors also facilitate discussions that enhance the parents' understanding of the students' concern and issues. The counsellors, where relevant, will also share suggestions to help the parents to talk to and also better support their children.

So, I want to assure the Member that MOE, our schools and PSEIs are committed to very high standards of discipline and we have put in place systems and a series of measures to create a safe, secure and conducive learning environment for our students. Teachers are given very extensive training. For example, teachers are trained to handle bullying. Teachers are also equipped with the strategies to address actions that are mean or hurtful. They are also trained to manage behaviour such as those targeting gender identity or sexual orientation. The teachers are also taught in NIE, how to foster a positive classroom culture without imposing their own prejudice. Such training is actually core in all the teachers' preparation programme in NIE.

Furthermore, the teachers are also supported in student management matters by senior school staff and also very experienced educators. For example, the Year Head will facilitate holistic development and also encourage peer support amongst students. In the PSEIs and schools, we have now percolated the Peer Support Group because sometimes, it takes the best friend or close friend to approach the teacher and share observations that their friend is suffering, not behaving in a normal way and may need some help. In so doing, the teacher will make sure they protect the identity of the student who came forward to share the information.

MOE also provides schools and teachers with resources and information on how to instil good character and discipline. So, I want to assure the Member that MOE will continue to look at how we can improve our systems and measures to make sure that we provide a safe, secure and conducive learning environment for all our students.