LBGTQ Resources

Stonewall School Report 2017 – LGBT bullying

Stonewall has produced the Stonewall School Report 2017. The study shows that while progress has been made over the last decade, many LGBT young people continue to face significant challenges in Britain’s schools.

Please see below for the report’s foreword written by Ruth Hunt, Chief Executive. Or click here for the full report.

Ten years ago, Stonewall launched the first School Report, a ground-breaking study into the experiences of 1,100 lesbian, gay and bi pupils in Britain’s schools. Published four years after the repeal of Section 28, it revealed a startling picture: two in three lesbian, gay and bi pupils had been bullied at school because of their sexual orientation, and just one in four schools said this bullying was wrong.

In response, over the past decade Stonewall has worked with governments, schools and local authorities across Britain to help them combat this bullying and create inclusive schools. In 2015 Stonewall extended its remit to campaign for trans equality, and I am delighted that this report includes the specific experiences of trans pupils.

School Report 2017, a study of over 3,700 lesbian, gay, bi and trans (LGBT) pupils across Britain, demonstrates the continued impact of this work. Since the 2007 School Report, the number of lesbian, gay and bi pupils bullied because of their sexual orientation has fallen by almost a third. The number of schools who say this bullying is wrong has nearly trebled, and homophobic remarks are far less likely to be heard. Thanks to the dedication of teachers, schools and governments across Britain, more LGBT young people than ever are able to be themselves at school.

But while there is much to celebrate, this study shows how much there is left to do. Nearly half of LGBT young people are still bullied for being LGBT at school, and only one in five have learnt about safe sex in relation to same-sex relationships at school. LGBT young people continue to experience unacceptably high levels of poor mental health. Online, nearly all LGBT pupils are exposed to offensive content about LGBT people, and just one in three think that online companies will do something about it if reported.

For trans pupils in particular, the findings are alarming: nearly two in three trans pupils are bullied for being LGBT at school, one in ten have received death threats, and more than two in five have tried to take their own lives. While a growing number of schools are supporting their trans pupils, too many are not equipped to do so. It is vital that this is remedied as a matter of urgency.

At the same time, LGBT young people who are disabled, or who receive free school meals, are at heightened risk of being bullied and experiencing poor mental health. LGBT young people who are black, Asian and minority ethnic are particularly unlikely to have someone at home they can talk to about being LGBT, while bi and trans young people suffer from a persistent lack of role models at school. It is clear that much remains to be done until every young person in Britain can grow up free to reach their full potential.

But while the challenges that remain are significant, there is cause for optimism. Thanks to government and cross-party support, compulsory relationships and sex education (RSE) is set to become a reality in England’s schools. This is a vital step towards ensuring that all young people are equipped to make informed decisions about their lives and relationships. It is crucial that updated RSE guidance explicitly includes LGBT young people, and is supported by high-quality resources and training for teachers.

As we look ahead, we must keep sight of our shared mission: to create a world where every young person can grow up happy, healthy and supported to reach their full potential. While much has changed over the past decade, it is clear we cannot be complacent in the fight for equality. So let’s reflect on what’s been achieved, establish what needs to be done, and work together to create a world where every young person can be themselves.



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Monitoring the sexuality and gender identity of the children and young people

You might have read our blog post about the Sexual Orientation and Gender Identity Guide, which has been developed in collaboration with Hertfordshire Partnership University NHS Foundation Trust (HPFT). Paired with this the HPFT wrote a report about monitoring the sexuality and gender identity of the children and young people using HPFT Child and Adolescent Mental Health Services; shedding light on the benefits, barriers and recommendations for practice.

You can find the full report here, or see below for a summary.

After initially embarking on the project to develop a monitoring tool for sexual orientation and gender identity in CAMHS the HPFT adjusted the aims of this piece of work to start thinking about whether it was necessary to monitor sexual orientation and gender identity in CAMHS at all. They felt this was an important place to start as the development of the tool needs to follow a rationale.

In order to develop a rationale the HPFT looked at existing research of why monitoring in health services is important and specifically what current ways to monitor sexual orientation and gender identity are being used. A lot of the research indicated that there is a high prevalence of mental health difficulties in those identifying as LGBT*Q which suggests the importance of monitoring in health services to ensure that services are accessible to these individuals, and if they aren’t ensuring services think about ways they can be.

Young people were asked in a focus group within an inpatient setting as well as in the community along with parents and carers through a questionnaire for their opinions of whether sexual orientation and gender identity should be monitored, what age they felt young people should be asked about their sexual orientation and gender identity, how they would like to be asked i.e. through face to face discussion or via a form and what a tool might look like.

It was felt generally that sexual orientation and gender identity should be monitored in health services however there were some differing opinions about what age young people should be asked, requiring some further thought and feedback from more young people and carers if a monitoring tool was to be developed.

Following the results short, medium and long term recommendations could be made as to how to proceed with developing a tool for CAMHS starting with on-going training for staff working in HPFT around mental health issues in the LGBT*Q community followed by the development of a tool and the roll out of this. This project has highlighted the importance on the involvement of staff, young people and carers when thinking about developing a tool. Staff needs to feel motivated to use the tool meaningfully, young people feel comfortable and confident to use the tool if they want to and carers feel that their children are being asked appropriate questions.