The author analyzes how three dimensions of the school system: school climate, formal curriculum and teaching practices influence the school experiences of LGBT youth. Rendering schooling more inclusive and less discriminatory implies understanding and taking action on each of these dimensions.
Within the UN system, UNESCO has been examining SOGIE-based bullying, violence and discrimination in education globally since 2011.
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
Stonewall released its fifth annual Education Equality Index at the Education for All Conference on Friday 10 July 2015.
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.
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.
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
The IGLYO Teacher’s Guide to Inclusive Education is a resource specifically aimed at teachers in primary and secondary schools across Europe.
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
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.