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With over 75 commitments, the cross-Government plan sets out how the Government will improve the lives of LGBT people. Some of the key actions include: Appointing a national LGBT health adviser to provide leadership on reducing the health inequalities that LGBT people face; Extending the anti-homophobic, biphobic and transphobic bullying programme in schools; Bringing forward proposals to end the practice of conversion therapy in the UK; and Taking further action on LGBT hate crime – improving the recording and reporting of, and police response to, hate crime.
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.
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. …
On the 2012 lnternational Day Against Homophobia and Transphobia, the European Region of Education international, the European Trade Union Committee for Education (ETUCE), the European Trade Union Confederation (ETUC), and the European Region of the lnternational Lesbian, Gay, Bisexual and lntersex Association (ILGA-Europe), affirm their commitment to strengthen their collaboration at national and European level to prevent and combat jointly homophobia and transphobia at school, in workplaces and in society.
The Department is committed to diversity and inclusion in providing the highest level of service to the Victorian community and in reflecting the diversity of the community across its workforce. Providing workplaces which are safe, supportive and inclusive of same sex attracted (gay, lesbian and bisexual) employees helps to build a culture of respect and dignity for all. Same sex attracted employees are entitled to fully participate in their workplace without fear of offensive, harassing, bullying or discriminatory behaviour.
The project was carried out in the period between December 2009 and December 2010 within the "Activate!" and "For LGBT Youth" programs of the Društvo informacijski center Legebitra.The fundamental aims of the project were: To gather and analyze information on the situation of LGBT teachers in Slovenia; To monitor and record the level of homophobia in the school system; To raise awareness in schools and among the wider public about the situation of LGBT teachers, and to put forward the recommendations for necessary social and systematic changes when fighting homophobia.
This report is the result of the largest study ever made on homophobia, transphobia and discrimination on grounds of sexual orientation and gender identity in the 47 member states of the Council of Europe. …
América Latina y El Caribe es territorio cultural diverso, que se iguala en las características del estigma y discriminación que aplica a personas lesbianas, trans, gays, bisexuales, intersexuales. De acuerdo al estudio 'Homofobia de Estado 2009' de ILGA, en LAC existen 11 países que penalizan la homosexualidad. En los países en que esto no es así, de igual forma, existe una práctica punitiva legitimada, que refleja la exclusión cultural de la orientación sexual no heterosexual y de las prácticas que se le asocian.
This research provides important information on how to create climates where all educators feel safe, protected and valued within their schools. Ultimately, students will not excel to their full potential if all of their teachers do not feel safe and fully supported by their workplace environments. LGBT educators need then to work in as supportive a school climate as heterosexual educators. It is suspected they do not, but little quantitative evidence exists in the literature to know whether this is true. This study sought to fill this gap.