This toolkit provides a framework and a set of practical tools to help you start tackling homophobic, biphobic and transphobic bullying in your secondary school. Based on

From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts fills an important gap in our understanding by examining: The prevalence of anti-bullying policies in all U.S.

This resource enables teachers to explore the human rights of sexual minority groups with children and young people. LGBTI stands for Lesbian, Gay, Bisexual, Transgender and Intersex people.

In December 2011 UNESCO convened an international consultation to address school bullying on the basis of sexual orientation and gender identity/expression with ministries and departments of education and academia from more than 25 countries, UN agencies, and non-government organizations (NGOs).

This policy report forms one part of a broader scoping exercise on why and how Plan International could strengthen its programme, advocacy and institutional support to lesbian, gay, bisexual, transgender, intersex and questioning (LGBTIQ) adolescents.

The purpose of this study is to assess teachers’ attitudes regarding homophobia and homophobic bullying. This study also aims to learn about teachers’ needs and their experience with the issue of homophobia in their daily work.

The IGLYO Teacher’s Guide to Inclusive Education is a resource specifically aimed at teachers in primary and secondary schools across Europe.

Evidence from IGLYO’s members as well as research from various countries worldwide has shown a continued need for
school systems to implement inclusive policies and activities across Europe. School bullying based on real or perceived

This research report is the outcome of nation-wide research on the bullying faced by lesbian, gay, bisexual and transgender (LGBT) people during their attendance at school in Cambodia, and its long-term effects.

This report presents the results of the online survey phase of the “Every Teacher Project” on Canadian K-12 educators’ perceptions and experiences of “LGBTQ-inclusive” education, including curriculum, policies, and practices that include positive and accurate information about lesbian, gay, bisex