LGBTQ+

• While Britain has made huge strides towards LGBTQ+ equality in recent decades, anti-LGBT bullying and language unfortunately remain commonplace in Britain’s schools (Stonewall Report 2017). Nearly half of all LGBTQ+ pupils still face bullying for being LGBTQ+. A crucial part of tackling this problem is delivering a curriculum that includes LGBTQ+ people and their experiences.
• 84% of trans young people have self-harmed. For lesbian, gay, and bi young people who aren’t trans, 61% have self-harmed.
• 45% of trans young people have attempted to take their own life. For lesbian, gay and bi young people who aren’t trans, 22% have attempted to take their own life.
• Just 40% of LGBTQ+ young people have an adult at home they can talk to about being LGBTQ+.
• There have been objections from some families regarding teaching LGBTQ+ to their children on personal/religious grounds and in response the Department of Education have produced guidance to schools in regard to this matter.

Govenment Advice on dealing with issues relating to LGBT Teaching

• Effective LGBTQ+ teaching within schools and communities and with co-operation of parents/families ensures that LGBTQ+ children and young people, and children and young people with LGBTQ+ families, see themselves reflected in what they learn. It also encourages all young people to grow up with inclusive and accepting attitudes.
• Guest visitors from the LGBTQ+ community can enhance learning and acceptance.
• Schools may consider engaging on a whole school review and action planning process such as the Rainbow Flag award (insert link Rainbow Flag Award), in order to ensure that their school community is accepting and supportive of members of the LGBTQ community.
• Many schools use pupil voice, including setting up LGBT and Student Alliance groups to ensure that the schools reflects LGBTQ identities and provides support those who need it.
• Schools may provide training so that staff are ware of the issues faced by many LGBT families and young people and can consider how they can best support.

• Pupils should be taught about the society in which they are growing up. These subjects are designed to foster respect for others and for difference, and educate pupils about healthy relationships.
• Pupils should receive teaching on LGBTQ+ content during their school years. Teaching children about the society that we live in and the different types of loving, healthy relationships that exist can be done in a way that respects everyone. Primary schools are strongly encouraged and enabled to cover LGBTQ+ content when teaching about different types of families.
• Secondary schools should cover LGBTQ+ content in their RSE teaching. RSE should meet the needs of all pupils, whatever their developing sexuality or identity – this should include age-appropriate teaching about different types of relationships in the context of the law.
• The broad process for engagement should involve the school providing clear information to all parents, in an accessible way, on their proposed programme and policy; parents being given reasonable time to consider this information; the school providing reasonable opportunities for parents to feed in their views; and the school giving consideration to those views from parents. Schools ultimately make the final decisions and engagement does not amount to a parental veto. The Department for Education will back schools that, having engaged with parents and carefully considered their views, take reasonable decisions about their Relationships Education policy.

• About different families (which can include LGBTQ+ parents), along with families headed by grandparents, single parents, adoptive parents, and foster parents/carers, among other family structures.
• To accept these differences.
• To understand the importance of equality and respect.
• To understand how to challenge LGBTQ+ bullying within their school and the community.

Source: Relationships Education RSE and Health Education (DfE)  Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)

• About sexual orientation and gender identity.
• About same-sex relationships and these should be included within lessons discussing healthy and stable relationships.
• How to ‘be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes’ and take positive action to build a culture where these are not tolerated.

Source: Relationships Education RSE and Health Education (DfE) Relationships Education, Relationships and Sex Education and Health Education guidance (publishing.service.gov.uk)