Hansard

I refer members to my register of interests.

As a member of the Equality and Human Rights Committee, I first thank the clerking teams for their hard work in comparing the findings of our committee’s fifth report this year and the Education and Skills Committee’s seventh report this year in order to highlight prejudice-based bullying and harassment in schools. I welcome both reports’ recommendations.

I will also take the time to acknowledge the contributions from children and young people who shared their extremely moving stories with us. It was their stories and shared experiences that provided us with the greatest insight into the extent and nature of prejudice-based bullying in schools. I offer them my heartfelt thanks; I appreciate how difficult it was for many of them to share such personal experiences.

When children and young people are continuously bullied because of their race, age, disability, gender or gender identity, religion or beliefs, or sexual orientation, they are told to accept the negative identity that others give them. The policy recommendations that came out of the reports that are being discussed in the debate focus on changing attitudes and behaviour among young people and teaching staff.

Young people should see all students and staff being treated with respect, because the quality of relationships and the ways in which pupils, staff and the wider community interact provide vital indications of an inclusive educational experience. Policies and approaches need to adapt to the changing nature of technology and social media. Although social media can provide a platform from which to voice our opinions, they can also ruin a child’s life in a moment.

By the time we reach 18, each of us has spent 11,000 hours of our life in school. Our time in school can have a great influence on our character, our beliefs and our attitudes, because we spend more time with our peers than we do with our parents. In order to promote a stronger anti-bullying policy, we need to understand that the voices of young people are the first ones that should be heard.

The committee had the pleasure of welcoming Cameron Bowie and rector Derek Allan from Kirkcaldy high school to one of our meetings, to discuss the challenges that young people face in my community. Every school in Fife is required to develop and maintain its own anti-bullying policy, to be developed in conjunction with children and parents. Kirkcaldy high school continues to impress me in valuing respect for others in the classroom as well as in informal school settings.

The presence of young voices around the policy-making table is crucial in formulating anti-bullying legislation, and we must continue to encourage students to voice their concerns to parents, teachers and their representatives. I believe that Kirkcaldy high school is leading the way in equality, acceptance and inclusivity in education in my constituency. That was recently echoed when the school was identified by Stonewall Scotland as leading practice nationally, and was named as a Stonewall champion school.

The extremely positive ethos at Kirkcaldy high school has been achieved by reinforcement of a consistently strong and clear message by all staff, and a strong education programme that focuses on topics including prejudice and stereotyping. The LGBT+ group at Kirkcaldy high school, which is made up of about 30 young people, has played a major role in attaining the positive culture that exists in the school. The group was formed in 2015 and has become an integral part of the school, thanks to its having a highly visible presence in the school and outside it. Following an invitation from the director of the respectme service, the group recently gave a presentation on bullying and discrimination at its national conference.

All too often, young people’s voices are drowned out. The amazing efforts of pupils at Kirkcaldy high school prove that if we give young voices the means of tackling bullying, they will have the power to shape anti-bullying culture and give younger people a better school experience.

Bullying diminishes confidence, therefore it is crucial that we help children to fulfil their full potential. Recent studies have shown that bullying has long-term impacts that last long into their adult lives. Children who experience bullying as early as four years old are much more likely to be physically, psychologically and mentally disadvantaged. Therefore, bullying is not only a problem for our children; it becomes a problem for our adults too.

As, I am sure, everyone is aware, I have a great passion for scouting. Scouting is a place for people to be themselves, and it welcomes all young people and adults, regardless of their sexuality or gender identity. The Equalities and Human Rights Committee recently heard evidence from a range of people, all from very different backgrounds. The evidence that affected me most, on a very personal level, was from Girlguiding Scotland. The results of its research included the startling statistic that nearly two in three girls aged between 13 and 21 have experienced some form of harassment in school. It is therefore a priority to ensure that all young people feel that they are able to thrive and feel safe in a supportive environment that celebrates differences and inclusivity, and that the LGBTQA+ community can access support.

Scouts Scotland has a national scout active support unit called flags, which actively supports the recruitment and support of LGBTQA+ adults to the Scout Association. Our equal opportunities policy has covered LGBT rights for more than 20 years, and we do lots more actively to reach the LGBTI community. We welcome LGBTI members at all levels of our organisation, we appoint volunteers specialising in diversity, including an LGBTI adviser, and we have attended Scottish pride festivals for the past five years. I continue to be impressed by evidence from several youth organisations that have already recognised the importance of that, and have implemented measures to address the issue and ensure inclusivity for all.

In conclusion, I welcome the cabinet secretary’s response to the 29 recommendations and I look forward to working with the Scottish Government to advance awareness of and to tackle prejudice-based bullying, as well to continue to hear evidence being shared across Scotland.

We need to empower young students to feel part of the solution—not the problem. Policy makers, teachers and local authorities need to co-operate on anti-bullying policies alongside their students, and to work with them to come up with a solution. When young people participate—when the rules become their rules, too—they are more inclined to follow the rules. Schools are an excellent way to promote respecting and celebrating difference and diversity, and to learn to stand up to bullying. We need to send a message to our young people—