Children have the right to be taught tolerance and understanding. This is stated clearly in the UN Declaration of the Rights of the Child (1959).

Homophobia, biphobia and transphobia are the opposite of tolerance and understanding. They are a reflection of our society, and, like racism, are often the result of ignorance, misinformation and bigotry. Schools need to counter this. 

Children often think, for example, that there is something bad about using the words: 'lesbian', 'gay' or 'transsexual' and may even use them as insults. It is important that all children understand what these words mean, and learn, from responsible adults, to use them in context and with respect.

Same-sex relationships are part of our society. Many children have family members who are lesbian, gay, bisexual or transgender and it is important that they are able to grow up understanding that this is a normal part of human diversity, not something to be ashamed of or hidden away.

Children should also be given opportunities throughout their school years to learn about one of the most important aspects of their lives - friendships and relationships. This includes learning, at an age-appropriate level, about gender identity and same-sex relationships.

First and foremost, schools have a duty to keep all children safe. This means that they must address homophobic, biphobic and transphobic bullying in all its forms. Schools now have guidelines to help them do this.

Secondly, both primary and secondary schools need to do all they can to make young people feel welcome and included. For a young person who is beginning to realise that they may be lesbian, gay, bisexual or transgender, it helps if they are in an environment where their identity is recognised and respected. 

To provide this, schools can do lots of things. They can cover gender identity and sexuality issues through the curriculum and designated assemblies. They can ensure that all pupils have access to positive images of LGBT people through the use of visual aids and by inviting visitors into the school. They can recognise the importance of including external contributors, such as health professionals or youth workers.

Finally, schools can ensure that all staff receive training in including children and young people who are LGB or who have gender identity issues.

Some schools are doing this, but from 1987 to 2003 there was a very confusing piece of legislation in place called 'Section 28' which limited progress in schools for fifteen years.

Section 28, part of a Local Government Act of 1988, stated that a local authority shall not:

"…intentionally promote homosexuality…or promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship'"

This legislation did not actually refer to schools, but organisations were left unclear as to how it affected them. Teachers in schools were confused about what they could and could not say and do. Local authorities were also uncertain as to what legitimate services they could provide for the young lesbian, gay, bisexual and transgender members of their communities.

Some people believe that the rate of homophobic bullying in schools increased during the time that Section 28 was in place (Ellis with High, 2004).

Unfortunately, there is evidence that homophobic bullying (regardless of the actual sexuality of the victim) may be one of the most prevalent kinds of bullying in British schools today. Stonewall conducted a survey of young people in secondary schools in 2006 and found that two thirds of them had experienced homophobic bullying. The figure is even higher in faith schools.

Young children with gender identity issues, regardless of their sexuality, can also be victims of homophobic bullying, which is an important reason why primary schools should engage with this work as well as secondary schools.

Many LGBT youngsters are deeply unhappy at school. This impacts on their school work and attendance. Many drop out of school or choose to leave full-time education at 16 (Rivers, 2000).

Senior staff and school governors must communicate a strong message to pupils, parents and all adults who work in the school that any form of homophobic bullying is wrong and will not be tolerated.

Pupils feel much safer in schools where teachers take action against all homophobic bullying incidents and where homophobic bullying is mentioned specifically in anti-bullying policies.

Guidance is available to schools on tackling homophobic bullying, eg: Warwick and Douglas (2001) and DES (2004). The current government guidance, (DCSF, 2008) is available online at: www.teachernet.gov.uk/publications.

Finally, one of the most important things a school can do is to address the root causes of homophobic bullying, which are ignorance and misinformation. Schools can do this by educating pupils in a positive way about gender identity and same-sex relationships, and encouraging pupils to understand and respect difference and diversity.

Schools can tackle bullying of young people with gender identity issues by challenging gender stereotyping and teaching appropriate language.

The Gender Identity Research and Education Society (GIRES) has developed a toolkit for schools to use in combating transphobic bullying of both pupils and staff, available online at: www.gires.org.uk/transbullying.php 

See also: Department for Children, School and Families (2010) Safe to Learn: Embedding Anti-Bullying work in Schools: Guidance for schools on preventing and responding to sexist, sexual and transphobic bullying: London. DCSF - www.teachernet.gov.uk/publications

Some children and young people with gender identity and sexuality issues suffer from social isolation and ostracism. Some studies suggest that this is a more prevalent problem than homophobic or transphobic bullying (Ellis with High, 2004). 

Being without friends has profound effects on young people's happiness and well-being. It also renders them more vulnerable to being bullied. In the longer term, there is evidence that social isolation can affect mental health in later life.

Social isolation is often seen as a form of bullying. In some cases, it is probably more complicated than that. Sometimes it is the young people themselves who withdraw from social contact when they realise that they are different, or they fear exposure. A young LGBT person may find that they have little in common with same-sex peers, or that they are not accepted in the friendship groups they seek to join.

Schools can tackle social isolation proactively in a number of ways, by:

The Sex Education Forum (part of the National Children's Bureau) launched a 'Charter for Change'. In it, they make ten recommendations for improving sex and relationships education. See www.ncb.org.uk for all the recommendations.

Ofsted produced reports on PSHE in 2002 and again in 2007. In both reports, they emphasise that schools have not been given guidance on teaching about sexuality: '…teachers, governors and parents need detailed advice on how to deal with some of the more sensitive aspects of SRE, such as sexuality. Schools have not received the guidance and support they need on these issues'. 

Issues to do with sexuality can be covered in lessons like Drama, Art, English and Sociology as well as Citizenship and PSHE.

An organisation called 'Schools Out' specialises in providing suggested lesson plans covering LGBT issues for both primary and secondary schools: www.schools-out.org.uk. 

LGBT History Month takes place in February every year. An increasing number of primary and secondary schools are taking part. LGBT History month is sponsored by the Department for Children, Schools and Families.

Schools who take part design their own programmes for the month. The LGBT History Month website gives examples.

Assemblies can be good times to raise equality issues that might not otherwise be addressed within the curriculum. They might be used to inform pupils, to raise important issues for discussion or to present positive images of LGBT people.

Schools might invite speakers in, or students could work on a drama or music presentation for an assembly. The LGBT History Month website gives examples.

The idea of positive images has been with us for a long time. At one time there was a concern that the only images of black people in school textbooks portrayed them as poor or primitive, whilst images of disabled people suggested that they were needy or dependant.

Repeated exposure to negative images affects all the people who see them, including those who are represented. 

Textbooks and posters now show more positive images. Disabled people appear in posters about the Paralympics and we are shown examples of black scientists and inventors. Now there is an incredibly positive image for black people - a black American president.

Young lesbians and gays sometimes grow up thinking that they are the 'only one' and are not sure what they can aspire to in later life. It would help them to see images of lesbian or gay professionals going about their everyday work, for example, such as gay policemen, lesbian doctors or transgender civil rights activists. These can be provided through posters, invited speakers and external contributors. (For examples of positive role models, see: 'How Parents Can Help - Resources').

Finally, one of the most powerful positive images for school pupils can arise when one of their own teachers feels safe to come out in school.

Young LGBT people will benefit from having access to appropriate literature in school. School libraries could have LGBT sections including books on LGBT history and issues as well as fiction books with lesbian and gay characters.

Information about LGBT youth groups and telephone support lines should be available in such away that it can be accessed privately, eg on the school website. 

LGBT young people also need access to information and resources to help them stay safe. 

Finally, schools should ensure that all staff - teachers, classroom assistants and other adults who work in the school - are trained to feel confident in dealing with situations that may arise in school, such as a young person coming out to them.

Some people think that there is no need to do work on sexuality in primary schools but it is actually very important. For one reason, the needs of young children with same-sex parents or LGBT family members should be addressed. It is important that they see their different families acknowledged and included. Children should know what a civil partnership is and that it represents the same security and permanence as a heterosexual partnership.

Some young people realise that they are different when they are as young as six, even though they will probably say nothing about their feelings at the time. It will help them if they have the language and information they need to develop a view of themselves as legitimate and worthy. Terms like 'gay' and' lesbian' are often avoided by adults, whereas, the more adults use these terms appropriately and with respect, the less likely children are to pick these words up as 'taboo' or 'wrong'.

Sadly, homophobic bullying takes place in primary schools and the use of the word 'gay' as a pejorative term is almost endemic. It is essential to address this through positive information. Silence and ignorance just perpetuate the bullying.

A research project called: 'No Outsiders' has been working in primary schools. The focus of the work was challenging gender stereotyping and looking at same-sex relationships. The project allowed schools to develop their own strategies and provided support. The resources included a set of children's books that address gender issues and same-sex relationships at an age-appropriate level. 'And Tango Makes Three', for example, is a true story about two male penguins who raised a chick.

The project stimulated art work, pupils' writing and even an opera. The children in the project learned to talk about gender issues and same-sex relationships with respect and understanding.

Read about the project here.

Gender issues, sexuality and same-sex relationships are not subjects that teachers will have learnt about when they were at school themselves, nor will it have formed part of their education as teachers. 

However, other professions now see this as an important part of their continuing professional development. (It is often pointed out, for example, that police officers have had more training in this area than teachers have). 

Schools must recognise the importance of providing awareness-raising and training for all staff, including learning support assistants, mid-day assistants and all other non-teaching staff.

Many parents are strongly in favour of their children being knowledgeable about the diversity of human relationships. A few parents, of course, hold homophobic attitudes themselves. Others are perhaps influenced by their religious beliefs. However, most parents recognise the need to address homophobic bullying in schools.

See our Education Campaign for some of the things that parents need. The parents of LGBT young people have had no preparation for their responsibilities and all of us need as much information as possible. Schools are well-placed to put parents in touch with FFLAG and other local parent groups where they can get support and information.

Some parents reading this may have ideas and suggestions. If you are a parent of a young LGBT person who is still at school or who has recently left, we would be very interested to hear about your experiences and any ideas that you may have about how schools could better support you and your son or daughter.

Please contact us using the details on About Us.