This article examines what happened within one Church of England primary school during an action research project concerning sexualities.
In recent years, equality between homosexual and heterosexual relationships has increasingly been presented as a marker for Norwegian values.
There is a pervasive pattern of discrimination and prejudice against transgendered people within society.
Gay, lesbian, bisexual, transgender, questioning and intersex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools.
In 2000, the Government of the Republic of Ireland introduced a syllabus for second-level schools (12-15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE).
This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom.
During the past ten years, attention on bullying has intensified among educators, parents, journalists, and educational researchers in the wake of high-profile incidents of bullying in some Canadian schools. Safe schools policies and programs have proliferated as a result.
This empirical study explores the subjective experiences of Israeli lesbigay school students and their perceptions of the school climate.
The purpose of this article is to provide an historical overview of changing perspectives in education practice and literature on addressing lesbian, gay, bisexual, transgender (LGBT) issues in public K-12 schools.
Although lesbian, gay, bisexual, and transgender (LGBT) people have achieved a great level of legal equality in Spain, social equality is still to come, especially for adolescents. This article reports results from three different studies.