Survey of NUT Members who identify as lesbian, gay or bisexual

Survey of NUT Members who identify as lesbian, gay or bisexual – The LGB survey covers issues such as:Being ‘out’ at work, Challenging homophobic behaviour in your school/college, Barriers faced in your teaching career due to homophobia



Call for participants: Sexualities in the teaching profession

Ruth Simister, Masters Student in the Department of Sociology and Social Anthropology is currently conducting research about the workplace experiences of gay, bisexual, trans and queer men in the teaching profession for a Masters Degree project.



Ofsted’s No Place for Bullying Report

Ofsted logo

A wide body of research indicates that bullying is a problem for many young people, and that some of this takes place in schools.



Working for Lesbian, Gay, Bisexual and Transgender Equality – programme of work from the Government Equalities Office

The Coalition’s ‘Programmer for Government’ made clear our determination to take concerted action to tear down barriers to equal opportunities and to build a fairer society.



Workplace legislation

(incorporating Sexual Orientation Discrimination 2003, Same Sex Partnership 2004 and Gender Recognition Bill 2004)
For the first time we have legislation that can protect LGB specifically at Work

In December 2003 there came into being new legislation that outlawed discrimination in the workplace only on the grounds of Sexual orientation and Religion/Belief.



The Development of an Anti Bullying Policy

The creation of an Anti Bullying policy needs to be as democratic as possible, allowing all the various shades of opinion to be actively listened to and taken seriously. Individuals can only take ownership of the policy if this occurs. The reviewing of the policy should be an ongoing process that allows for rethinking and rewriting as appropriate. Such policies and practices should be dynamic and respond to the changing needs and circumstances of the school and the community.



The Development of an Equal Opportunities Policy

The creation of an equal opportunities policy needs to be as democratic as possible, allowing all the various shades of opinion to be actively listened to and taken seriously. Individuals can only take ownership of the policy if this occurs. The reviewing of the policy should be an ongoing process that allows for rethinking and rewriting as appropriate. Such policies and practices should be dynamic and respond to the changing needs and circumstances of the school and the community.



Safe to Learn: Embedding Anti-Bullying Work in Schools – Preventing and Responding to Homophobic Bullying in Schools

This guidance provides school governors, heads, teachers and other staff with information about how to prevent and respond to homophobic bullying. It is intended to be read in conjunction with the Department for Children, Schools and Families (DCSF) resources on bullying and behaviour, particularly Safe to Learn, and is to be used against the backdrop of a school’s existing policies.



Legislation and DfEE Guidance on Tackling Homophobia in schools

This briefing has been Discussed with the Department for Education and Employment and checked by them for factual accuracy.

Permission is given for it to be reproduced for non-commercial circulation.



Reducing health inequalities for lesbian, gay, bisexual and trans people – briefings for health and social care staff

Lesbian, gay, bisexual and trans (LGBT) people experience a number of health inequalities which are often unrecognised in health and social care settings. These briefings are intended to show that LGBT people can be younger, older, bisexual, lesbians, gay men, trans, from black and minority ethnic (BME) communities and disabled, and to dispel assumptions that they form a homogeneous group.