In 2016 Stonewall commissioned the Centre for Family Research at the University of Cambridge to conduct a survey with young people who are lesbian, gay, bi or trans (LGBT), or who think they might be, on their experiences in secondary schools and colleges across Britain.

In 2016 Stonewall commissioned the Centre for Family Research at the University of Cambridge to conduct a survey with young people who are lesbian, gay, bi or trans (or think they might be) on their experiences in secondary schools and colleges across Britain.

The project set out to develop and pilot a survey tool, which second-level schools can use to evaluate the positivity of their school climate and culture in relation to attitudes towards difference and diversity, with specific reference to LGBT identity.

An 8 page leaflet explaining the background of the creation of the LGBTQI Inclusive Education Index by IGLYO to support national governments and civil society organisations within the Council of Europe to ensure the right to education for all.

Discrimination on the basis of sexual orientation is tackled head-on by the University of Cape Townʼs (UCT) Inclusivity Policy for Sexual Orientation, which was ratified in December 2017.

This policy brief is Part 2 of a three-part series entitled “Status of Sexual and Reproductive Health and Rights in Zambia,” reporting on progress, gaps, and existing challenges in SRH&R related to achieving Sustainable Development Goals (SDGs).

This policy brief is Part 1 of a three-part series entitled “Status of Sexual and Reproductive Health and Rights in Zambia,” reporting on progress, gaps, and existing challenges in SRH&R related to achieving Sustainable Development Goals (SDGs).

This report presents the results of a mapping of programmes and partnerships that seek to prevent and mitigate the effects of child marriage in East and Southern Africa.

Policy Brief No. 3 ‘Introducing Sexuality Education: Key Steps for Advocates in Europe and Central Asia’ provides an overview of the most important steps for the introduction (or revision) of national in-school sexuality-education programmes and reviews of existing resources.

This framework focuses on sexuality educators and the competencies they should have, or develop, in order to conduct sexuality education.