A “return
to normal” is not good news for students bullied at school
As the Covid-19 pandemic slows in
Hong Kong, hopes have emerged that things would return to normal soon, and so
have plans for classes to resume.
For some students, however, life
before the coronavirus outbreak had its own share of pains and woes. School
bullying, in particular, was – and continues to be – a seamy side of campus
life that haunts students deemed “different” by their peers, including children
with special educational needs (SEN), LGBT teenagers and others.
Some may shrug off banter and
pranks as a harmless and inevitable part of school life, thus discouraging
victims from speaking up. There are also those who believe, out of a grossly
stereotypical and toxic view of masculinity, that “what doesn’t kill you makes
you stronger”.
But downplaying the problem is just
adding to the trauma of the victim. Bullying, even in the most light-hearted
guise, can have a devastating and lasting impact on the self-worth and
well-being of minority students, whose life chances are already compromised
because of entrenched barriers in society.
In some cases, bullies can risk
breaking the law. Just last month, the Equal Opportunities Commission (EOC)
instituted legal proceedings under the Disability Discrimination Ordinance
(DDO) in the District Court on behalf of a minor, represented by his father.
The boy has Tourette’s syndrome,
and suffers from involuntary movements, such as eye rolls, head jerks and wrist
flicks. He alleged that when he was studying in P6, four of his schoolmates
subjected him to harassment by mimicking his motor tics and making insulting
remarks about them in front of others.
Under the DDO, harassment refers to
any unwelcome conduct based on a person’s disability where it can be reasonably
anticipated that the person would be offended, humiliated or intimidated.
Examples may include insults or
jokes about a person’s disability. It is unlawful for a student of an
educational establishment to harass a fellow student on the ground of
disability.
At the heart of the problem is an
educational system that is struggling to cultivate a sense of respect for
difference and diversity among the younger generation, an issue that manifests
yet again in the experience of LGBT students at local schools.
According to a study released
by the EOC in 2016, LGBT students in Hong Kong face hostile treatment from
their peers and, in some cases, teachers, principals or even counsellors.
Verbal attacks often include pejorative terms such as sei gei lo (a
Cantonese equivalent of the homophobic slur “faggot”) and other vulgar and
degrading labels.
The bullying does not stop at
name-calling. One respondent, a gay student, recalled having his homework
stolen and his name written on the blackboard under the word “freak”, and being
pushed into a toilet cubicle and down into the toilet bowl.
While Hong Kong’s current four
anti-discrimination ordinances – the DDO, the Sex Discrimination Ordinance
(SDO), Family Status Discrimination Ordinance (FSDO) and Race Discrimination
Ordinance (RDO) – do not outlaw discrimination, harassment and vilification on
the ground of sexual orientation, provisions against sexual harassment under
the SDO may protect LGBT students from any unwelcome act of a sexual nature
that they, and a reasonable third person, would consider offensive, humiliating
or intimidating.
Jokes or insults directed at LGBT
students and referencing a person’s body parts or sexuality can well fall
within the definition of sexual harassment under the SDO, which is enforced by
the EOC.
In fact, as revealed in a study
the EOC released in 2019, which surveyed over 14,000 undergraduate and
postgraduate students in Hong Kong, LGBT students and those with disability
studying at local universities are more likely to experience sexual harassment
than their heterosexual, cisgender and able-bodied counterparts.
Legal safeguards aside, both the
Government and schools should consider investing more resources in nurturing
ideas of diversity and inclusion among teachers and students alike.
Specifically, there is an urgent
need to modernise our moral or value education curriculum, so that it can
properly address issues arising from the developments of technology, be it the
misrepresentation of people with disability in “funny” YouTube videos, hate
speech in chat groups, or stereotypical gender portrayals on Instagram.
From illustrated storybooks for
children such as the Tally
& friends series to recommendations to the Education Bureau for a
holistic reform of
sexuality education, the EOC has stepped up its effort in recent years to
build schools’ capacity for teaching empathy and compassion to students.
But at the end of the day, countering
bullying must be a collaborative effort among parents, teachers, school
administrators, the media, content platforms, and the Government.
This month marks two important
occasions for minorities: the Tourette’s Syndrome Awareness Month from 15 May to
15 June, and the International Day Against Homophobia, Transphobia and Biphobia
(IDAHOT) on May 17.
As the Government floats plans for
letting schools resume in phases before the summer break, let us all take a
moment to think about what we can do to build a campus that is not only safe
from the virus, but also free from any form of bullying and harassment.
Ricky CHU Man-kin
Chairperson, Equal Opportunities
Commission
(Note: A version of this article
was released in Hong Kong Free Press
on 11 May 2020, and on Inmediahk.net on
12 May 2020.)