POST 8: Brainstorming possibilities for a design response

In week 6 we were asked to come up with a potential design response by writing out a problem statement that we’ve come up with from the issue research task. To write our problem statement we had to follow the; who, what, when, where and why. These cues profoundly allowed us to identify our problem in a cohesive manner.

From week one I found myself constantly going back to the LGBTIQ issues revolved around youth, and eventually became my main focus area of this issue. Along the way I came across a significant controversy in this issue that I wanted to dig into. It was the safe schools coalition program. Therefore in my problem statement exercise I decided to uncover the problems and issues recurring around safe schools program.

 

Who is affected?

  • Schools that has implemented safe schools program
  • Students
  • Staff
  • Families

What is the problem?

  • Lack of support from the community
  • Lack of awareness of safe schools program
  • Families and community that are strongly against the program denies that this will be beneficial for schools.
  • Safe school aims to promote more inclusive school community and fair education and without it students are less likely to understand the diversity in our society, leading to discrimination and isolation in schools.
  • LGBTIQ students will be at risk and will less likely to come out.

When does the problem occur?

  • This problem occurrence does not have a significant time or date. It is an on going problem and debate amongst the community.
  • For LGBTIQ students the stress and anxiety they go through is 24/7. However they are most likely to be in an uncomfortable and difficult situation during school hours and at home if their families are against their nature.

Where does the problem occur?

  • Problems can occur at school, such as act of bullying and harassment towards an outsider. These experiences will have serious consequences towards the victimized student’s health and wellbeing and academic achievement.
  • Home can be another place that this problem can occur, particularly the home of LGBTIQ student. This could be because the student’s family could be in denial or against the idea of their child’s gender or sexual identity. Many LGBIQ students’ even experience homophobic and transphobic behaviour back at home.

Why is it important to fix this problem?

  • It is crucial to fix this problem for the sake of making our schools a better place for all kinds of students.
  • It is important that we encourage students, families and staffs the right to be safe, happy and respected at all times by understanding and open minded of safe schools program’s initiation.
  • We need to give minority students the opportunity to feel safe, secure and included in their school.

 

Five-point summary possibilities:

  • Online platform that can share student’s positive experience on the program. A guide for communities that are against the safe schools coalition program.
  • Data visualisation of the happiness level of LGBTIQ students in a school that runs safe schools program vs. students in schools that does not implement safe schools program.
  • Data visualisation of the time that LGBTIQ students are most disheartened vs. when they are the happiest.
  • Data visualisation of anti safe schools programs comment and showing a negative impact on the children.
  • Data visualisation of what the negative comments are affiliated with. To showcase the self-centred and closed-minded understanding of the program.

 

By April Bae

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