Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+)


*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter will explore the experiences of pupils who identify as lesbian, gay,
bisexual, or queer (LGBTQ+). It will draw on Meyer’s (2003) theory of minority
stress to explore their experiences of discrimination, concealment, internalised
homophobia, and poor mental health outcomes. It will argue that addressing
prejudice-based bullying in isolation is a reactive approach, which often fails
to address prejudice. Instead, the chapter will outline the aspects of a whole- school approach to LGBTQ+ inclusion with specific emphasis on ways of working partnership with children and parents. We will explore ways of embedding LGBTQ+ experiences and identities into the curriculum and we will consider the role of the physical and emotional environment in the school. Central to the
whole-school approach is the role of the school leadership team. This chapter
will therefore explore the roles and responsibilities of school leaders in relation
to LGBTQ+ inclusion. We will also explore how the 2020 statutory guidance for
relationships and sex education can be addressed in relation to LGBTQ+ identities and relationships
Original languageEnglish
Title of host publicationMental Wellbeing in Schools
Subtitle of host publicationWhat Teachers Need to Know to Support Pupils from Diverse Backgrounds
EditorsArif Mahmud, Liam Satchell
Place of PublicationLondon
PublisherRoutledge Taylor & Francis Group
Number of pages199
ISBN (Print)9780367749651
Publication statusPublished - 22 Jun 2022


  • inclusion
  • LGBTQ+
  • schools


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