One of the pieces of advice given by Tim Ramsey (2016) to teachers when pupils come out as gay is “Don’t pretend to know more than you do” . Ramsey (2016) adds that “If you’re not LGBT, don’t try and talk about how it must feel”. It is difficult to understand the feelings of LGBT pupils; therefore, this part will focus on how LGBT people view themselves and how they are viewed by people around them. In addition, this part will shed light on the reasons behind diverging views on homosexuality among different cultures and communities.

1. Self-perception of homosexual individuals

Sexuality is an element of an individual’s identity that shapes one’s entire character (Kietzer, 2015). However, it is also affected by external factors to some extent. For homosexual or bisexual individuals, this is no different. What is more, since homosexuals are regarded as minority groups, they face difficulties in their lives such as social rejection, isolation and discrimination which can hinder their sexual identity development (Mayer et.al. 2014). These difficulties may inhibit social integration and may make it harder for them to have healthy sexual relationships. LGBT individuals who experience shame may also hold or develop the belief that they are inferior to others because of their sexuality (Kietzer, 2015). Likewise, Riddle-Crilley (2009) states that LGBT individuals are faced with a vital problem: an identity discrimination which leads to low self-esteem. In a study with genderqueer females all participants admitted that they experienced gender non-conformity and most of them have changed their gender expression during their lifetime (Evans, 2010).

Sexuality is an element of an individual’s identity that shapes one’s entire character (Kietzer, 2015). However, it is also affected by external factors to some extent. For homosexual or bisexual individuals, this is no different. What is more, since homosexuals are regarded as minority groups, they face difficulties in their lives such as social rejection, isolation and discrimination which can hinder their sexual identity development (Mayer et.al. 2014). These difficulties may inhibit social integration and may make it harder for them to have healthy sexual relationships. LGBT individuals who experience shame may also hold or develop the belief that they are inferior to others because of their sexuality (Kietzer, 2015). Likewise, Riddle-Crilley (2009) states that LGBT individuals are faced with a vital problem: an identity discrimination which leads to low self-esteem. In a study with genderqueer females all participants admitted that they experienced gender non-conformity and most of them have changed their gender expression during their lifetime (Evans, 2010).

Since the self-perception of homosexual students is affected by their environment, the school atmosphere should be positive: supportive teachers and peers may help homosexual or bisxual students develop healthy self-esteem and self-confidence. For the purpose of this module, eight teachers from Turkish primary and secondary schools were interviewed (Güryay & Oruç Ertürk, 2018). They were asked how to build and strengthen homosexual students’ self-confidence. Two teachers explained that they can achieve this by giving these students the same opportunity to speak in the classroom, to keep eye contact with the student while they are speaking to show that s/he pays regard to them. A teacher with two years of experience indicated that she would say to the homosexual student that s/he is not alone and s/he should not be ashamed of their homosexuality. Two teachers suggested giving homework and projects that would allow homosexual students to reflect his/her feelings. Another suggestion of two teachers is directing that student to the guidance and psychological counselling department of the school and get professional help. Ignoring and not emphasizing the sexual orientation was also reported to be helpful in developing self confidence.

Besides self-confidence, the participants were inquired about ways to help develop a healthy self perception or self-esteem in homosexual students. Their answers can be categorized as follows:

• Don’t know: Since I do not have enough knowledge related to this issue I wouldn’t do anything (Teacher 8). I don’t know (Teacher 3).
  Behaving the same: I would treat homosexual students the same way I treat other students (Teacher 8). I would ensure them that they are not different and the most important thing is being a good person in society (Teacher 2).
• Giving homework and project: I would give homework and project topics through which homosexual students can reflect their feelings (Teacher 6).
• Assuring that they have peace of mind: I would ensure that homosexual students feel free to talk to me related to their problems (Teacher 7). I would assure that homosexual students are happy with themselves and their bodies. If they have peace of mind they wouldn’t care for what others say (Teacher 5). I would suggest them to look at themselves as a whole and go after their interests, talents (Teacher 4).
• Involving the family, psychological guidance and counselling department and teachers: Including family, psychological guidance and counselling department and teachers is very important in developing self perception of these students (Teacher 1).

All in all, the participants of this qualitative study have different suggestions for bettering self perception of homosexual students. However, they agree on the importance of treating homosexual students the same as they treat other students.

2. External perception of homosexual individuals

Numerous studies have proved that internalized homophobia is a risk factor for mental health illness in homosexual individuals, whereas the perception of social support is a protective factor for their psychological well-being. (Lorenzi et.al., 2015). Since the self-perception of homosexual individuals is affected by their external perception, this issue should also be closely analysed.

Homosexual individuals are perceived in diverse ways across the world and even within the same country or culture. Homosexuals may be seen as different from the majority and ignored, or they can be humiliated and bullied. This discrimination can extend to denying them certain human rights and they can even be punished for being homosexual. In some cases, homosexuals are regarded as patients to be treated. On the other end of the spectrum, LGBT people may experience acceptance and be recognised for who they are.
In Europe there have been great improvements in the perception and acceptance of LGBT individuals. Although there have been improvements in the external perception of LGBT people, they still face many problems. Many LGBTI activists have to deal with populist, anti-democratic opinions. Far-right extremism still exists in many countries, including Poland, Turkey and Hungary (ILGA, 2018). Therefore, “the work on LGBTI equality is nowhere near done” (ILGA, 2018:12).

The results of a very large scale survey conducted with European LGBT participants indicated important differences among countries and age groups in external perception of LGBT (FRA, 2012). For instance, fewer participants from Belgium, the Czech Republic, Denmark, Finland, Luxembourg, the Netherlands, Spain and Sweden indicated that they had been victims of violence, discrimination or negative attitudes because of their LGBT identity and younger respondents were more likely than older respondents to perceive their environment as intolerant towards LGBT people (FRA, 2012).

A study with LGBTI respondents supports the fact that LGBTI people experience homophobic and transphobic bullying and harassment by their peers in the school, which affects their mental health negatively and which can lead to depression, anxiety or self-harm (Higgins et al, 2016).

In the study carried out by Güryay & Oruç, E. (2018) the majority of the interviewees indicated that they would treat homosexual students the same as they treat heterosexual students. They think that they should not discriminate among their students. However, one of the teachers added that “I cannot change my student’s personality” which shows her negative attitudes towards homosexuality. The teachers were also asked about factors affecting the external perception of homosexual students. Among their answers, the most important and frequent one was culture and society. The others are generation gap (younger people tend to be more accepting of LGBT people than older ones - although this does always hold true), childhood traumas, socio-economic background, education level, hometown, family, the fear of being homosexual themselves, homosexual friends or relatives and the lifestyle of these homosexuals.

A final factor impacting on how homosexuality is viewed is religion. Religion typically approaches homosexuality in one of three ways: , namely:

1. Rejectionism: It is a system of belief that entirely objects to the idea that homosexuals deserve equal rights, which is held by Judeo-Christian denominations that embrace a more Biblical interpretation of sexuality, as well as many Islamic nations.
2. “Love the sinner, hate the sin”: This perspective accepts that sexuality cannot be changed but claims that one can only be obedient to a higher power as long as the refrain from acting on their desires.
3. Full acceptance: This approach asserts that homosexuality is not a sin and LGBT people have all of the same civil and social rights as their heterosexual counterparts. (http://www.soc.ucsb.edu/sexinfo/article/homosexuality-and-religion)

Homosexuals can face bullying because of their sexual orientation in any context or situation. Nevertheless, the place where they are most negatively affected is probably the school. When these young people are still trying to get to know themselves and need the acceptance of their peers, bullying can be detrimental. Therefore, school administration and teachers should be mindful of the risks these students run, and should fully support them. In the interviews with teachers (Güryay & Oruç Ertürk, 2018), participants were asked what can be done to prevent homophobic bullying in schools. The teachers suggest positive attitudes of the teacher, group and pair work, giving some projects that explore homosexuality, giving advice related to respecting different people. Educating parents related to homosexuality is also important, because children are affected by their family’s views.

To summarize, how LGBT individuals view themselves and how they are viewed by others are two complex phenomena which can change greatly from context to context. Society, religion, socio-economic status and education may have an effect on the internal and external perception of LGBT people. Even within the same context it should be handled delicately as each individual and his/her experiences are unique. It’s therefore important that trainee teachers have an understanding of how LGBT students perceive themselves and how the society view them.

• How do LGBT people view themselves? What problems or challenges might they face with regard to their self-perception?
• What can be done to develop and strengthen the self-esteem of LGBT students? How can they be encouraged to view themselves positively?
• What are the factors that affect the external perception of LGBT people? What makes people view them positively or negatively?
• As an educator, how can you help build an understanding of LGBT students by their peers? What kind of actions can you take to build a welcoming, positive classroom atmosphere?
• As an educator, how can you help LGBT students develop a healthy self-perception?

Videos related to self-perception and external perception of homosexuals:

• Is some homophobia self-phobia?  http://www.rochester.edu/news/show.php?id=4040
• TEDx Talk: Why LGBT Equality Is Gender Equality  https://www.huffingtonpost.com/sarah-mcbride/post_12403_b_10691726.html 

• Brian A. Feinstein , Joanne Davila & Athena Yoneda (2012) Self concept and self-stigma in lesbians and gay men, Psychology & Sexuality, 3:2, 161-177, DOI: 10.1080/19419899.2011.592543
• Evans, J. L. (2010). Genderqueer identity and self-perception. Alliant International University, San Francisco Bay.
  FRA European Union lesbian, gay, bisexual and transgender survey Results at a glance, 2012. http://fra.europa.eu/en/publication/2013/eu-lgbt-survey-european-union-lesbian-gay-bisexual-and-transgender-survey-results
• Guimarães, Fernando Augusto de Souza (2018). Corpo e espírito: representações da homossexualidade no espiritismo. Unpublished dissertation. Universidade Federal de São Carlos, São Carlos.
• Higgins et al (2016). LGBTIreland Study: An Exploration of Lesbian, Gay, Bisexual, Transgender and Intersex Lives in the Republic of Ireland. Dublin: GLEN and BeLonG To Youth Service.
• Güryay, B.& Oruç Ertürk, N. (2018). Unpublished study related to the views of Turkish teachers on homosexuality.
• ILGA (2018) Annual Review of the Human Rights Situation of Lesbian, Gay, Bisexual, Trans and Intersex People in Europe. https://www.ilga-europe.org/sites/default/files/2018/full_annual_review.pdf
• Kietzer, C. (2015). Development of Self Identity as Lesbian, Gay, Bisexual, Trangender. Unpublished master’s project. The Faculty of the Adler Graduate School.
• Mayer, K. H., Garofalo, R., & Makadon, H. J. (2014). Promoting the Successful Development of Sexual and Gender Minority Youths. American Journal of Public Health, 104(6), 976–981. http://doi.org/10.2105/AJPH.2014.301876
• Mireshghi, S.I, Matsumoto David (2008) Perceived Cultural Attitudes Toward Homosexuality and Their Effects on Iranian and American Sexual Minorities. Cultural Diversity and Ethnic Minority Psychology, Vol. 14, No. 4, 372–376.
• Riddle-Crilley Michael (2009) What Are the Identifiable Causes of Low Self-Esteem Among Lesbian, Gay, Bisexual, or Transgender Individuals?. Unpublished bachelor’s thesis. The Faculty of the Psychology Department Chapman University College.
• Ramsey, T. (2016) https://www.theguardian.com/teacher-network/2016/apr/10/what-not-say-lgbt-pupils-if-they-come-out-teachers
  (https://www.theatlantic.com/national/archive/2015/01/have-gay-americans-outgrown-their-community/384996/)
  (http://www.soc.ucsb.edu/sexinfo/article/homosexuality-and-religion)