7.2) LGBT+

Rating description: 

  • Fully met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data shows us they are not more at-risk than their peers (or the type of bullying isn’t a concern within school). We also actively work to prevent and respond to any bullying targeted at these pupils.
  • Partially met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data highlights that this group is more at-risk (or this type of bullying is an issue in school), therefore we are actively working to prevent and respond to this type of bullying.
  • Not yet met: We do not collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school).

Why is this important?

Research shows that children and young people who are or are perceived to be LGBT are more likely to experience bullying, including online bullying, than their peers. By systematically recording and addressing these incidents, as well as raising awareness and celebrating difference across the wider school community, schools can help tackle these issues, identify patterns, implement targeted interventions, and provide tailored support to vulnerable groups. This proactive approach not only helps prevent further harm but also fosters a school culture where diversity is celebrated, and all pupils feel valued and safe.

Top Tips:

  • While we know that children who are or are perceived to be LGBT are more at risk of bullying than their peers, it is important to acknowledge that this is because of external factors, attitudes of others, group dynamics, perceived differences, and systems in which children and young people live and learn; we should never imply to children that they are bullied because of who they are. 
  • LGBT (lesbian, gay, bisexual and transgender) children and young people can be more at risk from bullying due to being targeted for their actual or perceived sexuality or gender identity. The Equality Act 2010 introduced a public sector equality duty, which covers the ‘sex, sexual orientation and gender reassignment' protected characteristic. Under the public sector equality duty, schools must act if they are aware of the use of discriminatory language or language which targets pupils or school staff because of this protected characteristic.
  • It is vital that staff have the skills to talk safely about sexuality and gender identity with students. In 2021 the government introduced a new Sex and Relationships Education curriculum. Have a look at this curriculum and the requirements here.
  • It is important to speak to LGBT children and young people in school and to all children about how they feel about sex stereotypes and homophobic, biphobic and transphobic (HBT) bullying to inform your anti-bullying strategy.
  • Be aware of intersectionality, and the fact that some young people may fit in to 2 or more of at-risk groups, for example LGBT pupils can also be disabled and vice versa. 
  • Make sure that your reporting and recording system has a way of identifying and tracking this type of bullying, so that you can spot potential trends and address them sooner rather than later.  

Resources & Examples: 

Resources

  • ABA guide on HBT bullying - including a Do's and Don'ts list for schools, and a look at the intersectionality between HBT bullying and SEND. 
  • ABA guide on sexual and sexist bullying - tools tools to help schools and settings to develop effective anti-bullying practice in this area.
  • A school audit and action planning tool for schools to tackle HBT bullying - this free-access tool was developed as part of the ABA work on a programme called Learn Equality, Live Equal to help schools tackle HBT bullying, delivered in partnership with the Sex Education Forum from April 2019 to March 2020. It can be uploaded to your final audit to evidence the work you have done to address HBT bullying.
  • Stonewall resources for schools and colleges - these include guidance on supporting LGBT children and young people, information for governors and on LGBT-inclusive RSHE. 
  • Diversity Role Models resources - free to access and with the aim of to promote understanding and acceptance of individual differences and end LGBTQ+ bullying in schools.
  • NATCEN's report - on what works to reduce HBT bullying. 
  • NASUWT guidance - on tackling sexuality and gender-identity based bullying. 
  • Watch this webinar from the Diana Award - on challenging HBT bullying behaviour. 
  • LGBTQ+ inclusive curriculum - a guide to creating a more inclusive curriculum provides teachers of different subjects with ideas for how to make their subject more inclusive, supported by the Government’s Equalities Office.
  • Safeguarding LGBTQ+ young people - a guide from the NSPCC. 
  • This TEDx Talk about evolving language and gender identity can be used for discussions with pupils. 

Examples

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

See below for quotes and pieces of advice from other schools:

  • "The children in each class have at least one LGBTQ+ story each half term, to ensure that discussions about diversity are done regularly and not limited to single PSHE sessions."

Back to 7. At risk groups page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.