Learning Without Fear: Supporting Inclusive Education for Sexual and Gender Minorities

Abstract

Adolescent children and youth with diverse sexual orientation and gender identity (SOGI), have a right to a safe and nurturing learning environment in schools and colleges. However, available literature shows that such children and youth face bullying in schools and are excluded by their teachers and peers because they are or are perceived to be lesbian, gay, bisexual, and transgender (LGBT) or questioning their sexual orientation or gender identity (SOGI). Schools that are not safe or inclusive for learners violate the right to education as enshrined in the United Nations Convention on the Rights of the Child and act as barriers to SDG 4 (ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and SDG 5 (gender equality). Research on bullying and violence in schools is critical for making institutions safe and welcoming for all students. Using empirical data from sexual and gender minority adolescents/youth, the authors highlight the various forms and the magnitude of SOGI-related bullying in educational settings and the availability and use of current redressal mechanisms. The authors also suggest mechanisms to be put in place to prevent and mitigate bullying, including the implementation of anti-bullying policies, awareness generation among students and teachers on diversity in gender and sexuality, establishing support systems for reporting bullying, and providing supportive counseling services for victims of bullying. They emphasize that educational institutions should be inclusive of people with diverse sexual orientations and gender identities—a key to achieving SDG 5—gender equality.