Between 2016-2019 the Conservative Government of the time commissioned research to explore programmes to tackle anti-homophobic, biphobia, and transphobic bullying in schools. The research found positive outcomes such as: clearer policies and procedures; more work being done to build inclusive school environments; greater support for LGBT young people; and greater confidence amongst staff. Despite largely positive outcomes, when the research concluded in March 2020, it was not published by the Government at the time.

A few weeks ago on September 27th 2024, the research (which concluded four years ago) was finally published with the following disclaimer - ‘Owing to delays in publication, the content and language of the report does not reflect current government policy or the latest available evidence ’. 

Let’s take a look at the research in more detail. 

In 2016 the Government Equalities Office published a 3-year programme which aimed to: help primary and secondary schools prevent and respond to homophobic, biphobic and transphobic (HBT) bullying; and create inclusive school environments for lesbian gay, bisexual and trans (LGBT) pupils and their families. 

Six organisations were awarded funding to deliver staff training and other whole-school activities in some schools, and staff training alone in others. The programme reached around 1,800 schools in 3 years, and the Centre for Development and Research in Education at Sheffield Hallam University were commissioned to conduct an independent evaluation of the programme. 

The independent evaluation of the programme found largely positive outcomes, including - 

1. School Policies and Processes: The programme was associated with a greater staff confidence and awareness of anti-bullying policies, as well as clearer systems for recording HBT bullying.

2. School Environment: The programme resulted in schools doing more to prevent HBT bullying and actively trying to build LGBT+ inclusive environments. 

3. Support for LGBT pupils: The programme resulted in greater support available for LGBT pupils. 

4. Learning about LGBT Identities and HBT bullying: The programme resulted in more LGBT representation in the curriculum, more education around LGBT identities, and teaching to prevent HBT bullying. A minority of schools were found to have some parental opposition. 

5. Staff Confidence and Capability: Staff become more confident and felt more capable of teaching about and discussing LGBT identities. 

6. Reporting or Tackling HBT Bullying: Little change in frequency of staff responding to HBT bullying. 

Based on these findings, the independent evaluation concluded: 

‘This evaluation shows that, with support, school can make significant steps towards HBT bullying prevention and LGBT inclusion.’ 

The project ended in March 2020 with the Government and DfE committing to continue tackling bullying, including HBT bullying, and ensure that anti-bullying initiatives include vulnerable pupils such as those who are LGBT. However, despite the largely positive findings and clear commitments, this research was not published for over 4 years. Instead, during that time ( in the last 12 months particularly) the DfE have arguably moved further away from LGBT+ inclusive educational spaces. In December 2023 the Government of the time opened consultation on proposed ‘Gender Questioning Children’, which many LGBT people believed to be at best misleading and inaccurate, or at worst transphobic and potentially unlawful. Shortly after in May 2024, the Government of the time opened consultation on their draft Relationships, Sex, and Health Education guidance. Amongst other changes the draft guidance told primary schools that they have discretion over whether they discuss sexual orientation or represent families with same sex-parents, and stated that school should not teach about gender identity. Both of these consultations were followed by a change to the statutory safeguarding guidance ‘Keeping Children Safe in Education’. The 2024 update of this guidance removed the word transgender from its paragraphic discussing risk factors for bullying, and ‘remains under review, pending the outcome of the gender questioning children guidance consultation, and final gender questioning guidance documents being published.’ Our current Government have now been in power for over 100 days, and are yet to challenge any of the above or set out clearly their position. 

Reading and reflecting on the now published research, there is one statement and one question on my mind. 

Statement: 

There is clear research that, with support through staff training and other whole-school activities, schools can make significant steps towards HBT bullying prevention and greater LGBT inclusion. 

Question: 

Since this research concluded over 4 years ago, have we taken those steps to move towards HBT bullying prevention and greater LGBT inclusion in our schools, or has the change in Government rhetoric and policy resulted instead in us taking significant steps further away? 

Reflections by Jo Brassington