Homophobic, Biphobic and Transphobic Bullying and Lgbt Inclusion in English Schools

Homophobic, biphobic, and transphobic (HBT) bullying in schools is a significant issue that educators, scholars and the greater academic community must address. This type of bullying not only impacts on the mental health and well-being of young people, but also influences the overall school climate for both students and staff. Despite ongoing challenges, there is a growing movement to foster more inclusive school environments for LGBT+ individuals.

Based on a large-scale research project involving over 850 English schools, the authors examine the incidence of HBT bullying and the strategies schools use to address it. It begins by contextualizing HBT bullying and LGBT inclusion within current policy frameworks, exploring preventive approaches in English schools, and providing insights from staff and pupils at primary and secondary levels. The work then presents an experiential perspective on the prevalence and responses to HBT bullying as reported by students and staff, highlighting the challenges schools face, and varying experiences based on sexuality and gender identity. The final chapters focus on LGBT inclusion, detailing how schools incorporate LGBT identities into the curriculum and culture, and the benefits of this work.

This important text is essential reading for students and scholars in the fields of childhood studies, education studies, gender studies, psychology, sexuality studies, sociology, and youth studies. It is also valuable research for policymakers, practitioner and activist audiences, as well as those with a more personal interest.

Eleanor Formby is Professor of Sociology and Youth Studies at Sheffield Hallam University, UK.

Martin Culliney is a Senior Research Fellow at Sheffield Hallam University, UK.

Claire Wolstenholme is a Research Fellow at Sheffield Hallam University, UK.

Bernadette Stiell was, until 2024, a Senior Research Fellow at Sheffield Hallam University, UK.