Centre for Studies on Inclusive Education

supporting inclusion, challenging exclusion

frequently asked questions on schooling for lesbian, gay, bisexual and transgender children and young people

Which children are lesbian, gay, bisexual or transgender (LGBT)?

The short answer is that you cannot tell from looking at someone whether or not they identify as lesbian, gay, bisexual or transgender (LGBT). LGBT people come from all walks of life, are Black, Brown, White and all shades in between, achieve across all levels of educational attainment, may or may not be disabled; they make up part of the broad spectrum of humanity. Some children may look or dress differently to their peers but this, in itself, does not mean that they identify as LGBT, or that they will when they are older. Some children may not have thought about their sexual or gender identities yet, while others may be unsure. For some, their sexual or gender identity may change over time. Children who have LGBT parents/carers are no more, and no less, likely than children with heterosexual or gender normative footnote 1 parents/carers to be LGBT themselves. It is also important to recognise that there is a great deal of diversity in terms of how individuals self-identify their sexual and gender identities within the LGBT communities and that the terms lesbian, gay, bisexual and transgender are not adopted by everyone. For example, some people may prefer to call themselves queer, neutrois or pansexual.

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What is meant by ‘transgender’?

The term transgender, which is often abbreviated to ‘trans’ is an ‘umbrella’ term for people whose gender identity and/or gender expression differs from their birth sex. Some trans people feel themselves to be unambiguously male or female, and may or may not be recognised by others as such. Some people may adopt the term transsexual. Others feel that their gender identities are not adequately encompassed by either of the gender options available within a binary gender system (for example, man or woman, male or female) and may use a variety of terms to describe themselves, including un-gendered, genderqueer, gender bent, queer or simply human. People who cross-dress or identify as transvestite might also describe themselves, or be described by others, as being transgender. Some intersex people may go on to transition to the gender with which they identify in later life if they feel that they were assigned to the wrong gender as a baby. Transitioning is the term used to describe someone changing from one gender to another, or moving to their ‘acquired’ gender. This may be done with or without medical interventions, such as hormones or surgery. Some trans people do not like this concept arguing that their gender identity has never changed and that they have not ‘acquired’ a new one. The terms ‘gender reassignment’ and ‘acquired gender’ however are exclusively used within legislation (such as the Gender Recognition Act) and dominate the medical community’s understanding of trans identities.

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Why is transgender grouped alongside lesbian, gay and bisexual in the acronym LGBT?

While it is important to understand that gender and sexual identity are different characteristics of human identity and experience, they are often intertwined within political campaigning, activism, popular consciousness and school policy. Deviation from heterosexuality and deviation from gender normativity are often greeted with equally hostile responses with both being ‘lumped’ together as suitably Other. People may assume a person is LGB or T because they look or behave differently to the way in which their culture feels it is acceptable for a person of that birth sex to behave. People from within the LGB and T communities adopt a range of views over whether or not each of these groupings should go together. Some feel that there is no common ground and would prefer that the T is not included (or even that lesbians, gay men and bisexuals all self organise separately) while others feel that there is strength in numbers and recognise that LGBT people often experience discrimination and bullying because they may be seen to challenge conventional ideas of gender. It is also worth remembering that some trans people may also identify as lesbian, gay or bisexual and that many trans people experience homophobia from people who incorrectly associate their gender identity with homosexuality.

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We don’t have any LGBT people in our school so why do we need to know about them?

In 2004 it was estimated that there were 124,672 same gender-attracted pupils in British secondary schools (Warwick et al., 2004). This is approximately 100 pupils in a school of 2,000. Children of primary school age may identify as lesbian, gay or bisexual or may go on to as they develop. Gender variance may be detected in children as young as two and among pre-pubertal pupils, there are likely to be 60 in 1,000 who will experience non heterosexuality that may be difficult to distinguish from ‘atypical’ gender identity, while in any school of 1,000 pupils there are likely to be 6 who will experience transgenderism throughout their lives. A high proportion of people who undergo gender reassignment as adults say that they knew that they were trans while in primary school, even if they lacked the language to express this (Reed et al., 2008).

Figures vary over how many adults identify as lesbian, gay or bisexual but an estimate that is often used is the figure of 1 in 10. There may be more who engage in same-gender sexual activities but identify as heterosexual. The number of transgender people within the UK is relatively small but the figures are growing as more people feel able to be open about who they are. One study (Reed et al, 2009) estimates there to be 500,000 transgender adults. Some of these may also identify as lesbian, gay or bisexual.

LGBT people - both children and adults - may be less visible within a school than their heterosexual and gender normative peers. This may be because it feels unsafe for them to be open about who they are, but does not mean that they do not exist. In addition to members of a school community who identify as LGBT themselves, there will also be those who have LGBT members in their immediate or extended family and/or friends.

Part of the rationale of schooling is to prepare children and young people for life in the wider world. LGBT people make up a significant part of our society and schools are failing their pupils if they do not educate them about the important role LGBT people have always played, and will continue to play, in the shaping of our society. CSIE believes that everyone is of equal value, earned by virtue of being human. We believe that diversity is part of what makes the world beautiful; it should be celebrated and utilised as a rich learning resource. Everyone should be valued and made to feel welcome

As for resources and training, of course they help. Accessing resources and training often requires funds, time and will. (And we all know what happens “when there is a will”.) Principles underpinning “special education”, however, are not all that different from principles underpinning “education”. Many mainstream school staff have been pleasantly surprised to find that creative ways to respond to the diversity of learners often emerge from their own resourceful thinking, sometimes in consultation with external agencies, always in consultation with young people and their families. This is not to say that inclusion is easy. But it is possible.

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What is the legal position with regard to LGBT people in schools?

The Equality Act (2010) tackles disadvantage and discrimination based on sex, gender reassignment and sexual orientation amongst other protected characteristics. The basic framework offers protection against direct and indirect discrimination, harassment and victimisation in services and public functions. As such, it imposes a duty on all public bodies (including schools and Academies) to be proactive in promoting equality of opportunity for all. The Act repeals the Sex Discrimination Act (1975) and the Gender Equality Duty (GED). The Act offers greater protection on the grounds of gender reassignment than existing equality law as it protects:

The Act similarly supersedes much previous legislation that protects LGBT staff or adults, updating the Employment Equality (Sexual Orientation) Regulations (2003) that requires schools to ensure that LGB staff are not subject to direct or indirect discrimination.

The Gender Recognition Act (2004) still stands and provides some trans people with legal recognition for their ‘acquired’ gender. Legal recognition follows from the issue of a full Gender Recognition Certificate by a Gender Recognition Panel. This may apply to some members of staff or to parents/carers of children in a school.

The Human Rights Act (1998) is still in force and requires schools to respect and value all of their pupils. Specific provisions include the right to a private and family life (which includes LGBT families), freedom from discrimination, and the right to education. The Equal Opportunity Commission highlighted sexist and sexual bullying in 2007 as an issue in implementing the GED. Under the GED public authorities had to demonstrate that they were promoting equality for girls/women and boys/men (including LGBT girls/women and boys/men) and that they were working to eliminate sexual discrimination and harassment. The GED specifically noted that homophobia in a school setting restricts the implementation of this Duty. Work carried out by schools under the GED will now continue under the Equality Act.

In addition to the Equality Act there are a number of other pieces of legislation that relate specifically to schools concerning pupil behaviour and bullying. Section 61 of the School Standard and Framework Act (1998) imposes a duty on governing bodies to ensure that policies intended to promote good behaviour and pupil discipline are enacted at a school. They must also regularly review a written statement of general principles used by the head teacher to encourage good behaviour and respect for others, particularly in relation to preventing all forms of bullying.

The Education and Inspection Act 2006 draws on the Education Act (2002) and the Schools Inspection Act (1996). The need to safeguard and promote the rights and welfare of pupils is clearly laid out in section 117(2). Section 89(5) allows all teachers to impose disciplinary penalties for inappropriate behaviour and gives head teachers the power to control the behaviour of pupils outside of school “To such extent as is reasonable.”

Ofsted’s duties for inspecting schools are outlined in The evaluation schedule for schools (Ofsted, 2010). Where a school is failing to enforce the range of legislation outlined above, inspectors have the power to raise this in their reports. Schools are then legally obliged to act or face penalties, the most extreme of which is closure. More proactively schools may use sexualities and gender equality work as part of the process for securing a nationally recognised Inclusion Quality Mark, much valued by Ofsted

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We think that it is inappropriate to talk to very young children about sex so how can we possibly deal with LGBT issues in the classroom?

The age at which schools speak to children about sex is a matter for individual bodies to discuss in consultation with parent and governor groups. However, children talk about sex from an early age within the playground and references to sex exist in abundance within popular culture. Schools therefore often feel that it is advisable to educate their pupils so that misinformation can be dispelled. This can and should be done in an age appropriate manner. As such, it is unlikely that any school will be teaching very young children about the mechanics of having sex, rather, it is more likely that schools wish to encourage pupils to adopt values about the importance of respect and the promotion of healthy relationships. Lesbian, gay and bisexual relationships and LGBT identities more broadly, can, and should, be raised alongside the speaking of heterosexual relationships and gendered identities. This can be done in an entirely habitual manner and there are a number of resources available to help schools initiate discussions. It is important to remember that the Civil Partnership Act (2005) places a duty on schools to recognise the existence of families based on same-sex partnerships, and to discuss these families as confidently and regularly as they do others. It is important that children from LGBT families feel that their families are recognised, accepted and respected. It is entirely appropriate that discussions amongst very young children revolve around the diversity of families that exist within our society. This is one very simple way in which schools can speak about LGBT identities without talking about sex

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How should schools respond to the multiple uses of the word ‘gay’?

Any use of the term ‘gay’ to mean that something is nonsense, broken, or otherwise substandard should not be tolerated amongst pupils or staff. CSIE believes that the use of the term in this way is homophobic and is therefore inappropriate within a school setting. Pupils and staff should be encouraged to find alternative expressions that do not castigate a particular sexual identity. A lot of people would not dream of uttering a religious or racial slur. Being lesbian, gay or bisexual is often viewed negatively. Failing to challenge the use of this phrase in this manner gives further credence to this view. Schools should think about how to respond to such comments and ensure that all members of staff are equally committed to eradicating its useage in such a context. Simultaneously however, schools need to create safe environments where it is alright for people to talk openly about gay identities without fear of being labelled homophobic. Gay identities are both entirely usual and a source of pride. One way in which this may be facilitated is for schools to engage with LGBT History Month

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What is transphobia?

Transphobia is a term used to describe discrimination that can be experienced by trans people, people who are thought to be trans, or people who may have trans family and friends as a result of the way in which a person expresses their gender identity. Schools should ensure that anti-bullying policies address both homophobia and transphobia, while also making sure that staff and children are aware of the differences and overlaps between the two and feel confident in responding to each. Homophobic and transphobic incidents are both regarded as hate crimes within the legal system

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Why do we need to have LGBT History Month?

LGBT people’s lives are often marginalised or entirely invisible within many aspects of the curriculum and school life more broadly. Engaging with LGBT History Month is important as a way of addressing this and challenging heterosexist, and gender normative attitudes within schools and wider society. LGBT History Month seeks to raise awareness of LGBT people and the issues that affect them through “claiming our history, celebrating our present, creating our future.” The organisers felt that a specific month needed to be set aside within the school calendar in order to highlight the battles that have been fought, and the battles that remain, in ensuring equality for LGBT people. The first ever LGBT History Month took place in the UK in February 2005. The event came in the wake of the abolition of Section 28 of the Local Government Act (1988) which many schools had mistakenly assumed to mean that they could not speak about same-gender sexual relationships. Similar ventures run in October in celebration of Black History (since 1987), and during November/December in celebration of Disability History (since 2010). The commitment of schools to valuing all members of their communities may appear weaker where schools fail to engage, on an equal level, to each of these initiatives. Through organising and publicising events for LGBT History Month schools can send out a clear message to all members of their communities that LGBT people are valued, accepted and included. Such work can be linked to Healthy School Status and an Inclusion Quality Mark, as well as being taken into consideration when the educational provision is being evaluated.

Suggestions of events that schools may like to run can be found on the LGBT History Month website.

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We already celebrate LGBT History Month each February. What more can we do?

The most important thing a school can do is to ensure that LGBT people are represented in all aspects of the school curriculum and valued in every aspect of school life. In turn this will help foster an environment where it is alright for staff, pupils, parents/carers and governors to be openly LGBT if they want to be ‘out’. This sends the message to all members of the school community that everybody is valued and respected regardless of what they look like or who they are attracted to. Some things that schools have found useful in helping to create an inclusive environment include:

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What should we do as school staff if a pupil comes out to us as being LGBT?

Young people come out to staff for a variety of reasons. These may include, but are by no means limited to, a need for pastoral support, a desire for information or redress for how they are being treated. Young people have told us that they find it helpful when staff thank them for sharing this information with them. For some young people this may be the first time that they have ever verbalised their LGBT identity and the process may be nerve-wracking. Young people have also said that they find it helpful when staff listen to them and ask them why they have shared this information. For example, a young person may tell a member of staff that they are trans because they do not know who to turn to for information about transitioning, while another may disclose that they are bisexual because they do not feel their specific needs for information around safer sex are being met within the Sex and Relationship Education programme. Who, if anyone, the member of staff shares such a disclosure with depends upon the specific context, while individual schools have established child protection policies. These should be adhered to at all times

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Why do so many LGBT pupils get bullied?

While this group of children and young people (or those perceived to be, or with family or friends who are LGBT) face a very real and disproportionate level of violence and hatred within primary and secondary schools (see for example Guasp, 2010; Hunt and Jensen, 2007; Whittle et al, 2007) it is by no means inevitable that they will be bullied. However, where they are bullied this is often due to the wider culture of the school, either turning a blind eye, or failing to challenge heterosexist and gender normative ways of thinking. It is the duty of all members of staff to ensure that every child is valued and respected within school. Inclusive schools enable young people to be happy irrespective of who they are attracted to or what they look like. Where schools foster safe, welcoming and respectful atmospheres, and where diversity is genuinely valued, homophobia and transphobia are significantly reduced, if not eliminated entirely.

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Some parents say raising LGBT ‘issues’ is contrary to their values. How do we respond?

While this group of children and young people (or those perceived to be, or with family or friends who are LGBT) face a very real and disproportionate level of violence and hatred within primary and secondary schools (see for example Guasp, 2010; Hunt and Jensen, 2007; Whittle et al, 2007) it is by no means inevitable that they will be bullied. However, where they are bullied this is often due to the wider culture of the school, either turning a blind eye, or failing to challenge heterosexist and gender normative ways of thinking. It is the duty of all members of staff to ensure that every child is valued and respected within school. Inclusive schools enable young people to be happy irrespective of who they are attracted to or what they look like. Where schools foster safe, welcoming and respectful atmospheres, and where diversity is genuinely valued, homophobia and transphobia are significantly reduced, if not eliminated entirely.

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Footnote 1

When a person is born they are assigned a gender by a doctor, midwife and/or parent/carer. This assignation is based on the appearance of the baby’s genitals (for example vulva and clitoris = girl). Some people are been born with ambiguous genitalia or have sex chromosomal variations that may be detected during puberty or even later in life but they too are assigned a gender at birth. It is generally assumed that the gender assigned to a baby will be the gender that that person will grow up to be. This is called gender normativity. People who challenge gender normativity may feel that the gender assigned to them at birth is wrong or that it fails to adequately express how they conceive of their gender identity – for example, people who identify as intersex, transsexual, transgender, gender questioning, or genderqueer may all be said to challenge ideas of gender normativity. Back to question >>

Page last updated: Friday 04 February 2011

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