LGBT Inclusive Education

What is it?

“LGBT Inclusive Education is for everyone. It is needed to foster a safe and supportive environment for all children, young people and adult learners, regardless of their sexual orientation or gender. It also supports education settings to proactively address prejudice and bullying experienced by young people who are LGBT, are thought to be LGBT by others, or have LGBT family members. This approach mirrors and complements how educators explore topics such as race, disability, gender equality and religious inclusion.”

– Gillian Hamilton, Chief Executive of Education Scotland

LGBT Inclusive Education is a national approach to addressing prejudice, through integrating themes related to lesbian, gay, bisexual, and transgender people across Scotland’s Curriculum, through ordinary teaching and learning.

The Scottish Government has published Guidance on LGBT Inclusive Education which sets out the National Approach. The National Approach applies to all learners, beginning in Early Level. Learning will be differentiated and suitable for the ages and stages of all.

“It is a national expectation that early years practitioners in Scotland will engage with the National Approach to LGBT Inclusive Education through their curriculum delivery. This means completing the national CPD and including relevant LGBT Learning Themes in ordinary teaching and learning.” Time for Inclusive Education (TIE)

Key messages:

It is estimated that around 20,000 young people in Britain are growing up with same-sex parents, and many more children have LGBT family members or friends. We also have children who grow up in families with single, adoptive, foster and surrogate parents. Or with grandparents or extended families. By adopting a welcoming and inclusive approach in early years, we can help children to feel proud of their differences and help to prevent prejudice developing as they get older.

Children of all ages are exposed to gender stereotyping regularly in society, particularly with the marketing of toys and clothes. It is often assumed that children will like certain things, or behave in certain ways, according to their gender. These expectations can make children afraid to express themselves or access certain activities, which can stop them fulfilling their potential. Research also shows that young people who don’t conform to gender stereotypes are more likely to be bullied at school for being LGBT, regardless of whether they are LGBT or not.

Ways we can do this:

In early years settings, LGBT Inclusive Education will be integrated throughout our spaces, experiences and interactions. We should ensure that all children and families are included and reflected in the learning environment. This should include examples of diverse families, such as storybooks that feature same-sex parents.

Celebrating difference and diversity should be embedded into every day experiences, rather than only being done through ‘one off’ experiences. This can be tokenistic and can have an unintended negative impact on children who may feel singled out by one off experiences.

“Mirrors and Windows” describes the importance of children seeing themselves reflected in the curriculum. “Mirrors” ensure that children can see themselves reflected in their learning, for example in posters, books, stories, toys, media, role models, historical figures and the diversity of staff in the setting. “Windows” to give children a glimpse into the lives and experiences of others, to build empathy and understanding.

CPD Pathway

The first engagement point is completion of the national professional learning pathway. The Stage 1 E-Learning module is freely available and should be completed by all teachers and school staff in Scotland. Stage 2 is for teaching staff and can be booked for your setting upon completion of stage 1.

Challenge Gender Stereotypes

Gender stereotypes can be addressed through play, and through our interactions around resources, colours and types of play. Ensuring that there is not a separation of ‘boys’ toys’ and ‘girls’ toys’ and that children are treated equally and given the same opportunities regardless of their gender.

Through interactions, spaces and experiences, we continuously share the message that there is no such thing as girl and boy toys or colours and no such thing as a ‘typical boy’ or ‘typical girl’. Every child is encouraged to follow their interests, whatever their gender, so that they can be themselves, develop their own interests and reach their full potential.

Using Inclusive Language

Practitioners are the biggest and most influential resource of any early years setting. Adult interactions during children’s play are crucial in creating an inclusive environment. Adults should reflect on their everyday language when talking to children and families to ensure it doesn’t include assumptions about children’s interests or who’s in their family e.g. saying “grownups” instead of “mummies and daddies”. Adults include incidental examples of different families, people and interests during conversation and play, such as “Tyler and his two daddies”, “Becky lives with her Granny”, “Connor likes dolls and tractors”. Adults should be mindful of not separating children by gender e.g. “boys go and line up”.

For more information on how we challenge gender stereotypes in SBC please visit our Gender Equality page. Gender Equality – Early Level Portal