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UNESCO HIV and Health Education Clearinghouse

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  1. The 2017 National School Climate Survey: the experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools

    The full GLSEN 2017 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: hearing biased language, from both students and educators; experiences of harassment and assault; anti-LGBTQ discrimination; effects of a hostile school climate on educational outcomes and psychological well-being; and the availability and utility of supportive school resources. This report also examines demographic and school differences in students’ experiences, as well as changes in school climate over time. …

  2. From teasing to torment: school climate revisited a survey of U.S. secondary school students and teachers

    This document provides an in-depth look at the current landscape of bias and peer victimization as reported by students and teachers from across the nation. In addition to examining various types of bias, including those based on race/ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools. Comparing findings to a similar survey conducted in 2005, the report discusses the progress that has been made over the past ten years, as well as highlights the challenges that remain. …

  3. Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs: a guide for school staff

    A recent report from NatCen found that schools lack confidence in dealing with homophobic, biphobic and transphobic bullying, are unsure how to address it and feel under-resourced. Anti-Bullying Alliance (ABA) and Education Action Challenging Homophobia (EACH) are working closely together with schools in urban and rural areas across the West of England: building their capacity to challenge and prevent homophobic, biphobic and transphobic bullying. …

  4. The impact of homophobic and transphobic bullying on education and employment: Advocacy recommendations

    In 2013, IGLYO commissioned research that examined the experiences of homophobic and transphobic bullying within the educational context and its impact on employment and future career. An online survey targeted respondents in Croatia, Denmark, Ireland, Italy, and Poland. The final results were drawn out of 187 survey responses, as well as a substantial number of complementary research reports.

  5. A Brief on school bullying on the basis of sexual orientation and gender identity: LGBT-friendly Thailand?

    The analysis presented here is from a study commissioned by UNESCO Bangkok and Plan International Thailand, and conducted by Mahidol University. There has been research on school bullying in Thailand, but only anecdotal evidence on bullying specifically targetting students who are, or are perceived to be, LGBT, or mechanisms to counter it in Thai schools. This study aimed to fill this gap in evidence, and to identify policy and programme implications. It is the first systematic study on the issue in Thailand.

  6. Visibility without being in the spotlight: Some suggestions for primary schools that want to be open for lesbian, gay, bisexual and transgender families

    There is an increasing number of “rainbow families”: families where one or both parents or/and co-care takers are lesbian, homosexual, bisexual or transgender. Although the upbringing of children in such rainbow families does not differ from heterosexual families, rainbow families often have to deal with specific challenges. They often get negative or prejudiced comments and questions about their family composition. Parents, their children, but also their environment have to learn how to deal with such events. This makes rainbow families different to some extent. …

  7. The impact of homophobic and transphobic bullying on education and employment

    In February 2013, the International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation (IGLYO) commissioned Eleanor Formby from Sheffield Hallam University (in the UK) to carry out research on the impact of homophobic and transphobic bullying on education and employment in Europe. An online survey used, specifically targeted at a range of countries: Croatia, Denmark, Ireland, Italy, and Poland. The research extends existing literature that often focuses on impacts on mental health and emotional wellbeing. …

  8. Going beyond gay-straight alliances to make schools safe for lesbian, gay, bisexual and transgender students

    Currently, the establishment of Gay-Straight Alliances (GSA) in schools is one of the most visible and widely adopted strategies for calling attention to and addressing the needs of LGBT students. …

  9. Model district policy on transgender and gender nonconforming students: model language, commentary and resources

    This document presents our Model District Policy on Transgender and Gender Nonconforming Students, which outlines best practices for schools to ensure that all students are safe, included and respected in school, regardless of their gender identity or expression — including transgender and gender nonconforming students. The model presents some policy objectives, key points and alternatives to consider. This model is meant to be adaptable to the specific needs of your school district, while keeping the original intent of the policy intact. …

  10. School safety and violence prevention for lesbian, gay, bisexual and transgender students: a question and answer guide for California school officials and administrators

    This document provides guidance for the following questions: What are school districts' legal responsibilities under state and federal anti-discrimination laws? What are some examples of discrimination and harassment based on sexual orientation or gender identity? Why are these laws necessary? How to we make sure we comply with these laws? What steps does a school district need to take to ensure it has an effective anti-harassment policy? Is it necessary to include enumerated categories in the anti-harassment policy? …

  11. Transgender children and youth: a child welfare practice perspective

    Using an ecological framework, the existing literature and research, and the authors' combined 60 years of clinical practice with children, youth, and families, this article examines gender variant childhood development from a holistic viewpoint where children, youth, and environments are understood as a unit in the context of their relationship to one another. …

  12. The 2009 national school climate survey: the experiences of lesbian, gay, bisexual and transgender youth in our nation's schools

    In our 2009 survey, we examine the experiences of LGBT students with regard to indicators of negative school climate: hearing biased remarks, including homophobic remarks, in school; feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; missing classes or days of school because of safety reasons; and experiences of harassment and assault in school. We also examine the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being. …

  13. Harsh realities: the experiences of transgender youth in our nation's schools

    Our 2007 National School Climate Survey report provided information about transgender students' experiences of in-school victimization. The purpose of this report is to expand upon these findings by providing a broader picture of transgender students' school experiences nationwide, both in comparison to and independent of their non-transgender lesbian, gay, and bisexual (LGB) peers. …

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