Today marks the end of LGBT History Month. It is a month that aims to increase the visibility and awareness of LGBT people, their history, lives and experiences in order to make institutions safe places where LGBT people can feel able to contribute fully, and as a result, benefit society as a whole.

I would argue that educational institutions and the staff within them should be at the forefront of making sure these aims become a reality.

Thankfully, the education sector has always been progressive and open-minded because it has always been concerned with the next generation and making sure young people have the skills to be successful in our sometimes overwhelming, fast-paced world with mass-information at our fingertips.

However, these skills are not just limited to acquiring knowledge which is assessed by exams and grades; the education system has the utmost responsibility in teaching students about what it is to be a decent human being, encouraging empathy, tolerance and acceptance. This is more achievable and successful in my view if staff are open with their students. 

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‘This openness would have been so valuable’

Recently, I tweeted that I have always been honest and open with my students regarding my own sexuality. And, the more I think about it, this is surprising, considering my own schooling.

I grew up in rural Oxfordshire, where over 95 per cent of students were white. And despite having several inspiring teachers, none of them was open about their own sexuality - although, as an adult, I consequently found out some identified as LGBT.

I often think how beneficial it would have been if my teachers had unashamedly shared who they were with their pupils so I could have learned early on that people can achieve anything regardless of who they are; that anyone can make a positive difference.

As a gay teenager growing up in a world of heteronormativity (which my education perpetuated), this openness would have been so valuable.

Not all teachers are an open book

I teach English, which is a beautiful subject. Not only does it teach the joy of the written word, creativity and the power of the imagination, it also develops students’ emotional intelligence, human values and how to understand people.

I have taught texts such as Of Mice and Men, To Kill a Mockingbird and The Boy in the Striped Pyjamas, which are usually chosen by English departments because of the highly emotive content and their didactic messages regarding tolerance, respect and acceptance.

But, I now find myself wondering how many teachers are teaching these texts while keeping their own identity private?

Surely, being open with students gives them a real-life example that these qualities are important in society and not limited to the imagined worlds or characters in a novel?

‘I refuse to have it any other way’

I keep an unlocked Twitter account. Many, who lock themselves away online (and, as a result, impede their own ability to get the full benefit of social media), would regard this as risky.

Conversely, I refuse to be oppressed and forced to hide behind a padlock just because of the career I have chosen. Whereas nothing I tweet is ever unprofessional and I always think twice about what I’m posting, it isn’t difficult to work out I am gay and a teacher from my posts.

I refuse to have it any other way. I am well aware that students (and colleagues) see my tweets and have done for years.

I could view this is intimidating with my privacy being impeded, but I choose to see it as making up for the lack of openness my teachers trusted to me and my peers.

Teaching is my utopia

I fully believe that students have everything to gain from seeing their teacher being open in the same way I wish I had done. It shows I trust them, value them enough, affording them the opportunity to ask questions that may help them build tolerance and awareness of difference, in-keeping with LGBT History Month’s aims and the “British values” agenda more broadly.

Equally, it isn’t just about being open about my sexuality. Students seeing my tweet “I’ve just spent six hours marking essays” allows them to see the amount of work, dedication and sacrifice teaching demands in order to help them achieve their potential. If I had seen my teachers say this, I would have valued them so much more.

I am fortunate enough to teach at a wonderful FE college in Warwickshire: all staff have compulsory equality and diversity training which is renewed every three years; many staff are out to their students and currently, we have rainbow flags flying proudly to mark LGBT History Month, with extensive wall displays in atriums and libraries.

None of my students has ever reacted negatively to my sexuality, and my colleagues (who I’m fortunate enough to call close friends) have always been supportive and understanding. For me, this is my utopia.

Unlocking yourself can unlock your students

Of course, not everyone is this fortunate and nobody should feel forced to be open with their students; I feel sympathy for anyone who feels coming out would create more problems than it solves.

However, as teachers who are trusted with the responsibility to nurture students both academically and emotionally, what morals, experiences and concepts are we preventing our students from understanding by not being open with them?

I started this article referencing LGBT History Month’s aims; teachers have a fundamental, frontline role in achieving these.

In my view, teachers unlocking themselves and being open in the classroom also helps to unlock our students’ potential.

Matt Smith is an English teacher at a college in Warwickshire