How to Prevent

and Combat Violence

Against LGBTI+ and
Gender Non Conforming
Children and Youth

A Handbook for Professionals working in:

Education, Health, Family Associations
and Child Protection Agencies, Media and
Public Spaces
Project partners

SUPPORTING ORGANISATIONS
 Diversity and Childhood:

Changing social attitudes towards

gender diversity in children

across Europe

The project is funded by the Rights, Equality and Citizenship Programme

(2014–2020) of the European Union (REC-RDAP-GBV-AG-2018-856680).

The content of this publication does not reflect the official opinion of the
European Union. Responsibility for the information and views expressed in the
publication lies entirely with the author(s).

Project coordinator
Universitat de Girona

author of the guide

Bea Sándor

Graphic design
Zsolt S. Szabó

2020

This publication is licensed under the Creative Commons Attribution-

NonCommercial-ShareAlike License 4.0 International (CC BY-NC-SA 4.0).
Table of contents

0 Introduction 9 3 Inclusive Representation: A Key to Breaking

the Silence and Silencing 41
1 Terminology 13
4 Attitudes that Support LGBTI+ Children
2 Violence Against LGBTI+ Children: Definition, and Youth: Examples 49
Types and Impacts 25
4.1 Basic principles for professionals who work
2.1 Homo-, bi-, trans- and interphobia as gender-based violence 27 with LGBTI+ children and youth 52

2.2 LGBTI+phobic violence in educational settings 30 4.2 Prevention 55

2.3 State violence against intersex children 32 5 What Can You Start Doing Today? 57
2.4 Intimate partner violence in same-sex and 5.1. Affirmative and supportive steps 58
trans people’s relationships 33
5.2. All professionals working with children and
2.5 Family violence 35 young people can and should 59

2.6 Media 36 6 List of resources and organisations 63

2.7 C
 onclusions: violence against LGBTI+ children and youth 7 List of references 67
in everyday experiences of service providers 36

6 Table of c o nte nts Table of conte nts 7

0
Introduction
This handbook was created within the The key professional areas we work with are:
1. Education
framework of the Diversity and Childhood: 2. Health
3. Family associations and child protection agencies
Changing social attitudes towards gender 4. Media
5. Public spaces and community action, such as law enforcement
diversity in children across Europe (DaC) or social workers.

project. We are glad that there are so many professionals working with children who
support our work. However, the comparative analysis based on the nine
national research reports written by partners in the Diversity and Childhood
project revealed an urgent need to include LGBTI+ themes in the training
As its main expected results, the project seeks to raise awareness and reduce curricula of all professionals who work with children and young people:
prejudice, as well as to improve protection against violence and support health professionals, including psychologists, teachers, social workers, etc.
for LGBTI+ and gender non-conforming children and youth.1 DaC also aims States should realise that they have a positive obligation to defend children’s
to provide effective tools to stakeholders and envisages strengthening the rights and well-being by providing information and if needed, support and
well-being and the fundamental rights of LGBTI+ and gender non-conforming care. Children and youth should also be involved in the work of creating
children and youth, as well as providing deeper knowledge of the multiple social environments in which LGBTI+ and gender-nonconforming children can
dimensions of violence against them, increasing their empowerment. Finally, participate equally. Our societies need to respect diversity and actively work
DaC aims to embed child safeguarding standards across a wide range of fields towards it, offering children the chance to participate in this work.
and stakeholders to better protect children from harm, abuse, and violence.

1  The United Nations, for statistical purposes, defines ‘youth’, as those persons between
the ages of 15 and 24 years. By that definition, therefore, children are those persons aged 14 and
under. It is, however, worth noting that Article 1 of the United Nations Convention on the Rights
of the Child defines ‘children’ as persons up to the age of 18. https://www.un.org/development/
desa/youth/what-we-do/faq.html

10 Intro d u ctio n Introduction 11

 1
Terminology

12 Intro d u ctio n Te rminology 13

People often confuse sexual orientation, attracted to men. Gay is sometimes also used as an umbrella term to cover
lesbian women and bisexual people as well as gay men.
gender identity, gender expression and sex
Bisexual/pansexual people are emotionally and/or sexually attracted to
characteristics, even though differentiating more than one gender. Bisexual means attracted to multiple genders, and
pansexual means attracted to all genders, that is, finding that gender is not a
these is necessary for understanding decisive factor when feeling emotional and/or sexual attraction to someone.

terminology when talking about LGBTI+ and By asexual we refer to someone who usually does not experience sexual
attraction or an intrinsic desire to have sexual relationships. Not all asexual
heterosexual/cisgender people. people are alike regarding their experiences and preferences, and they can have
all kinds of sexual orientations.

When it comes to gender identity, we often refer to the ‘T’in the LGBTI+
Sexual orientation refers to each person’s capacity for profound affection, acronym:
emotional and sexual attraction to and intimate and sexual relations with
individuals of a different gender or the same gender or more than one gender. Trans/transgender is an inclusive umbrella term referring to those people
whose gender identity and/or gender expression differs from the sex they
Gender identity refers to each person’s internal and individual experience of were assigned at birth. It includes but is not limited to: men and women with
gender, which may or may not correspond to the gender they were assigned at transsexual pasts, and people who identify as trans, transsexual, transgender,
birth. transvestite/cross-dressing, androgyne, polygender, genderqueer, agender,
gender variant, or with any other gender identity and/or expression, which is
LGBTI+ is an acronym for lesbian, gay, bisexual, trans and intersex. The + refers not standard cisgender man/woman. Trans people express their gender through
to several other sexual and gender expressions, including queer, that do not their choice of clothes, body modifications (including surgical procedures), or
support the heterosexual and cis logics. A heterogeneous group often looked at other forms of gender presentation.
conjointly in social and political discourse.
Transition means the process of changing someone’s gender to match the
Terms that relate to sexual orientation are: person’s gender identity. This process also includes some or all of the following
social and legal adjustments: coming out to family, friends and colleagues;
Lesbian, meaning women who are sexually, physically and/or emotionally dressing and acting according to one’s gender; modifying one’s body by means
attracted to women. of hormone treatments, surgical procedures or other treatments; changing
one’s name and/or sex on legal documents; and meeting other legal or judicial
Gay men are those men who are sexually, physically and/or emotionally procedures depending on national law.

14 Ter min o lo g y Te rminology 15

Legal gender recognition (LGR) is the process whereby a trans person’s
gender is recognised under the law, or the completion of the process. States
may impose different conditions to define who is entitled to LGR. Forced
sterilisation, forced divorce, obligatory diagnosis of mental illness, and age limit
are conditions that may hurt individuals’ human rights when trying to achieve
LGR. Hungarian authorities use the term ‘gender reassignment’ for LGR.

Gender reassignment refers to the process through which people redefine

the gender in which they live in order to better express their gender identity. It
is often referred to as a process that may involve medical assistance, including
hormone therapies and surgical procedures, that trans people undergo to align
their bodies with their gender. This process, however, also includes some or
all of the following social and legal adjustments: coming out to family, friends
and colleagues; dressing and acting according to one’s gender; changing one’s
name and/or sex on legal documents; and completing other legal or judicial
procedures depending on national law. In P v S and Cornwall County Council, the
European Court of Justice affirmed that gender reassignment is included within
the scope of the ground of ‘sex’ in EU law.

Gender reassignment surgery is a medical term for what trans people often
call gender confirmation surgery: surgery to bring the primary and secondary
sex characteristics of a trans person’s body into alignment with their gender
identity.

Many people, however, define themselves outside the male-female/

man-woman binary system.

Non-binary is an umbrella term for many gender identities that lie outside
the man-woman binary, such as agender (to define oneself genderlessly) or
genderfluid (to reiteratively define oneself differently). Some non-binary people
identify as trans and some do not.

16 Ter min o lo g y Te rminology 17

Queer is an expression referring to people who do not regard sexual orientation term ‘sex characteristics’ (for example, when talking about protections against
and gender identity as binary categories (heterosexual or gay/lesbian, male or discrimination). There is not one static state called ‘intersex status’, so using
female). It is often used as a collective term for people who are not heterosexual the term ‘sex characteristics’ reflects the fact that being intersex is a bodily
and/or cisgender. It also implies a political stance: those who identify as queer experience and only one part of a person’s identity.
oppose not only dominant heteronormative structures but the traditional
politics of mainstream LGBT movements, too. It has become an academic Endosex means the opposite of intersex. It means that a person was born with
term that is inclusive of people who are not heterosexual, including lesbians, physical sex characteristics (e.g. chromosomes, hormones, genitals) that match
gay men, bisexual, trans and intersex people. ‘Queer theory’ challenges what is expected for female or male bodies.
heteronormative social norms concerning gender and sexuality, and it claims
that gender roles are social constructs. Traditionally, the term ‘queer’ was an Cis/cisgender/cissexual people are those who actively or passively stay
abusive term and therefore for some it still has negative connotations; however, within the social norms of the gender assigned to them at birth.
many LGBTI+ people have reclaimed the term as a symbol of pride.
Heteronormativity/heterosexism/cisnormativity/cissexism/
Sex refers to primary and secondary sexual characteristics, including genes endonormativity/endosexism are cultural and social practices according to
and hormones. Legal sex is usually assigned at birth and has traditionally been which men and women are led to believe that heterosexuality, being cisgender
understood as consisting of two mutually exclusive groups: male and female. and endosex are the only conceivable sexuality, gender and sex characteristics,
However, this classification does not represent the realities of many people, and implying that heterosexuality, being cisgender and being endosex are the only
sex assigned at birth may not correspond to a person’s gender expression or ways of being ‘normal’or ‘natural’.
gender identity.
It is because of hetero- and cisnormativity that most people assume that
By sex characteristics we mean a combination of bodily characteristics others are hetero- and cisgender, and this means that many LGBTI+ people
including primary sex characteristics (present at birth), secondary sex may wish to ‘come out’ publicly in order to be visible.
characteristics that appear during puberty.
Coming out is the process of realising, accepting, and revealing oneselfas a
The term intersex relates to a range of physical traits or variations that lesbian, gay, bisexual, trans or intersex person. The concept itself is built upon
lie between or outside stereotypical ideals of male and female. Intersex hetero-, cis- and endonormativity, as people who are not heterosexual and/or
people are born with physical, hormonal and/or genetic features that are not cisgender and/or endosex must reveal this fact to others. Coming out is not a
recognised as either female or male or are a combination of female and male. one-time act, as LGBTI+ people decide or are forced to come out several times
Many forms of intersex exist; it is a spectrum or umbrella term, rather than during their lives to different people, e.g. colleagues, new friends, neighbours
a single category. That is why intersex activists frequently prefer to use the and doctors, etc.

18 Ter min o lo g y Te rminology 19

Discrimination is also caused by hetero- and cissexism. By this term could relate to the victim’s sexual orientation, gender identity/expression or
we refer to unequal or unfair treatment which can be based on a range of sex characteristics. It can include spoken words, gestures or the production,
grounds, including but not limited to age, ethnic background, disability, sexual display or circulation of written words, pictures, or other material. It may
orientation, and gender expression/identity and sex characteristics. Different take place once or regularly. Harassment against LGBTI+ people may include
types related to LGBTI+ people include: threats, intimidation, verbal abuse, unwanted remarks, or jokes about sexual
→→ Direct discrimination: when a person is treated less favourably than others orientation and/or gender identity.
on the grounds of sexual orientation or gender expression/identity and sex
characteristics. Hate crimes are criminal offences which are perceived by the victim or any
→→ Indirect discrimination: when an apparently neutral provision or practice other person to be motivated by hostility or prejudice based on: a person’s
would put people of a particular sexual orientation or gender expression/ race or perceived race; religion or perceived religion; sexual orientation or
identity and sex characteristics at a disadvantage compared to others. perceived sexual orientation; disability or perceived disability; gender identity
→→ Multiple discrimination: discrimination based on more than one ground. or perceived gender identity. A hate incident is any incident which the victim,
or anyone else, thinks is based on someone’s prejudice towards them because
Homophobia means fear, unreasonable anger, intolerance and/or hatred of their race, religion, sexual orientation, disability or because they are
directed towards homosexual people. transgender. Not all hate incidents will amount to criminal offences, but it is
equally important that these are reported and recorded by the police. Types of
Transphobia refers to negative cultural and personal beliefs, opinions, hate crimes include: physical assault; verbal abuse including threats and name-
attitudes and behaviours based on prejudice, disgust, fear and/or hatred of calling; and incitement to hatred, that is, when someone acts in a way that is
trans people or against variations of gender identity and gender expression. threatening and intended to stir up hatred. This could be in words, pictures,
videos, music, and includes information posted on websites.
LGBTIphobia is general psychological and social hostility targeted at LGBTI+
people. This is a social construct which promotes heterosexuality as the only Victimisation means being caused to suffer because of discrimination
accepted sexuality, genders based on sex assigned at birth as the only accepted or violence. LGBTI+ people are often victimised on the basis of their sexual
genders, and creates a hierarchy of sexuality. For many feminist authors, the orientation or gender identity.
root of homo-lesbo-trans-bi-inter-phobia is the sexism that plays the role of
monitoring sexuality and suppresses any behaviour that crosses the boundaries Secondary victimisation or revictimisation is a type of institutional
between genders. Although in this sense homophobia, lesbophobia, gayphobia, violence perpetrated by state operators or social service providers. It occurs
transphobia, biphobia and interphobia are part of the same phenomenon, it is when the victim of violence suffers further harm not as a direct result of the
important to distinguish them because they have different manifestations and violent act but due to the manner in which institutions and other individuals
intensities. deal with the victim. Secondary victimisation may be caused, for instance, by
the use of inappropriate language or insensitive comments (e.g.victim blaming)
By harassment we mean any act or conduct that is unwelcome (offensive, made by all those who come into contact with victims.
humiliating, and/or intimidating) to the victim, which for LGBTI+ people

20 Ter min o lo g y Te rminology 21

To return to the basics: Genderfluid people are those who prefer to remain flexible about their gender
identity rather than identifying with a single gender. People who identify as
Gender refers to people’s perception and experience of maleness and genderfluid may fluctuate between genders or express multiple genders at
femaleness, and the social construction that allocates certain behaviours the same time. Genderqueer, if used as an adjective, refers to people who
to male and female roles. Although gender can be internalised and is now transgress distinctions of gender, regardless of their self-defined gender identity,
recognised by many as separate from biological sex, it has historically not i.e. those who ‘queer’gender, expressing it non-normatively, or overall not
been an individual decision, but rather a prescribed identity based on one’s conforming to the binary genders of man and woman.
sex assigned at birth. The basis of the construction is a markedly hierarchical
categorisation in which roles and characteristic features that can be linked to
power are routinely related to and associated with the male gender. Although
gender traditionally refers to gender roles within the gender binary (male/
female), the concept ’gender’ also includes non-binary gender expressions/
identities.

Gender binary is a system of gender classification in which all people are

categorised as being either male or female, that is, into two distinct, opposite
forms of masculine and feminine, whether by social system or cultural belief,
excluding non-binary gender expressions/identities.

Gender expression refers to people’s manifestation of their gender

identity: the way in which people manifest themselves in a gendered way, for
example through haircuts, clothing, and also behaviour. Some people present
themselves as male, others female, others present as both at the same time or
don’t want to be seen as male or female at all. This can be but is not necessarily
linked to the person’s sex assigned at birth, gender or gender identity.

Gender non-conformity/being gender non-conforming involves not

conforming to a given culture’s gender norms/gender expectations. ‘Gender
non-conforming’ refers to people whose gender expression does not match their
society’s prescribed gender roles or norms for a given gender identity. Gender
non-conformity transgresses societal or psychological expectations of perceived
gender assignment, through presentation, behaviour, identity or other means.

22 Ter min o lo g y Te rminology 23

 2
Violence Against
LGBTI+ Children:
Definition, Types
and Impacts

24 Ter min o lo g y V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 25
 This chapter provides an outline of example
NEGATIVE
and types of violence LGBTI+ children often
discrimination, harassment,
face in our societies.
abuse, violence, minority stress,
microaggressions, hate crimes,
hate speech, intimate partner violence,
silencing, underrepresentation,
lack of information
2.1 Homo-, bi-, trans- and interphobia as gender-
based violence

Homophobia, biphobia, transphobia and interphobia are commonly viewed by

researchers as being based on prejudices, misunderstanding, false information,
stereotypes, or fears that often have deep social, religious, historical, cultural, or
POSITIVE other justifications. Prejudices as well as social structures of power (the way our
societies divide people into groups, such as men and women, or cis and trans
inclusion, diversity, violence prevention, people, and hierarchise them in such a way that one group is privileged and the
other is discriminated against) are often learned in one’s primary family or in
supportive professionals, affirmative other social groups. Prejudices are often maintained by educational institutions
and even state level policies, deepening the inequality and unequal treatment
psychology, community work for harm faced by LGBTI+ people.

reduction, awareness raising, monitoring, Similar to other forms of gender-based violence, LGBTI+phobic violence occurs
as a result of normative gender-related expectations. In societies and different
policies on prevention, policies on communities there are social expectations about acceptable gender roles and
forms of behaviour related to these. Anyone can become a target of physical or
treating harassment verbal attacks for transgressing these expectations:

V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 27

→→ Lesbian (and bisexual) women transgress the rules pertaining to femininity The impact of bias-motivated violence against
in that they are sexually attracted to other women.
LGBTI+ children
→→ Gay (and bisexual) men transgress the rules pertaining to masculinity in
that they are sexually attracted to other men. Victims of maltreatment, discrimination, and crimes that are bias-motivated,
regardless of whether they are adults and children, are more likely to experience
→→ Some men and women transgress the rules pertaining to masculinity/ safety concerns, depression, anxiety and anger than victims of crimes that are
femininity in that their gender expression does not match the prescribed not motivated by bias. Hate crimes as well as bias-motivated school bullying
ways of gender expression (e.g. if a man’s gender expression is seen as ‘too send messages to members of the victim’s group that they are unwelcome and
feminine’or a woman’s gender expression as ‘too masculine’). unsafe in society, victimising the entire group and decreasing feelings of safety
and security. Furthermore, witnessing discrimination against one’s own group
→→ Some women transgress the rules pertaining to femininity because they can lead to psychological distress and lower self-esteem.2
demand the same treatment as men (e.g. in the family, workplace, or in
public life). Bias-motivated bullying, harassment and hate crimes have the potential to
cause injury and distress both at the individual and community level. Even
→→ Trans people transgress the rules pertaining to gender because they cast off though reactions to traumatic experiences are individual and therefore can
the idea that gender derives from one’s sex characteristics. vary, they can be grouped into several categories. Most of the reactions of those
affected are combinations of these categories:
→→ Non-binary trans people also transgress the rules pertaining to gender
because they identify themselves outside of the two culturally accepted Emotional reactions – fear, shame, anxiety, helplessness, insecurity,
genders (male and female). sadness, depression, a feeling of losing control, guilt, distrust in other people,
oversensitivity, constant changes of mood, and other intense emotional
→→ Intersex people, by having bodies that do not fit typical binary notions reactions;
of male or female bodies, transgress the concept of having two distinct
sexes and reveal that the very concept of two distinct sexes is culturally Physical reactions – dizziness, psychomotor disturbances, headaches,
constructed. The fact that all bodies have to correspond to compulsory heart palpitations, high blood pressure, low blood sugar, digestive problems,
norms can be seen in the medical treatment of intersex children. hyperarousal, difficulty speaking, difficulty breathing, various stages of shock;

LGBTI+ and gender-nonconforming children are also affected

by gender-based violence: they are victimised because they defy and
destabilise the gender norms (and power structures) of the societies or micro-
communities they live in. 2  Out in the Open: Education sector responses to violence based on sexual orientation
and gender identity/expression. UNESCO, 2016, p. 11.

28 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 29
Behavioural reactions – reticence, refusing communication, isolation, crying, Homophobic and transphobic violence can occur in many different educational
aggression, verbal outbursts, impatience, drug or alcohol abuse, self-harm, (and non-educational) settings: at school, around school, in dormitories and
attempting suicide; camps, on the way to and from school, during sports and leisure activities, in
online spaces, etc.
Cognitive reactions – disorientation, confusion, difficulty concentrating,

”
difficulty speaking, forgetfulness, distraction. ‘On paper, there can be zero tolerance policy for any kind of violence, but
can it be put in practice? And if a couple of people try and act on it, then it
Anti-‘gender ideology’ discourses, based on accusations by conservative will positively affect 500 children as well.’ (Slovenia, Counsellor, psychologist in
and religious right-wing groups stating that LGBTI+ organisations attack ‘natural’ an elementary school).4
social values, aiming to stop talking about sexual, gender and bodily diversity
and LGBTI+ people in schools, contributing to silencing LGBTI+ children and Bias-motivated violence impacts LGBTI+ children and young people in many
maintaining violence against them. ways. Those who are bullied are more likely to miss classes, skip school,
avoid school and other social activities, which often leads to lower academic
achievement and even drop out.

2.2 LGBTI+phobic violence in educational settings Gender inequalities and gender-based prejudices are even worse for trans
people, who are particularly at risk of gender-based violence because they
Violence in educational settings, a key scene in the lives of all children and challenge traditional gender norms and roles maybe even more than LGB youth.
youth, is a global issue also present in European countries. Studies show that:
→→ a significant proportion of LGBTI+ students experience homophobic and
transphobic violence in school
→→ LGBTI+ students report a higher prevalence of violence at school than their
non-LGBTI+ peers
→→ students who are not LGBTI+ but are perceived not to conform to gender
norms are also targets
→→ school-related homophobic and transphobic violence affects students’
education, employment prospects and well-being.3

4  Quotes are from Diversity and Childhood (DaC) - Changing social attitudes towards
3  Out in the Open: Education sector responses to violence based on sexual orientation gender diversity in children across Europe (Comparative Analysis on Violence against LGBTI and
and gender identity/expression. UNESCO, 2016, p. 14. Gender Non-Conforming Children), 2020.

30 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 31
 2.3 State violence against intersex children Intersex organisations and their supporters therefore demand an end to
mutilatory, ‘normalising’ and non-consensual practices such as genital surgeries
‘In a world where the overwhelming majority of people and governments only and psychological and other medical treatments through legislative and other
know and accept two sexes (“male” and “female”) the existence of intersex means. Intersex people must be empowered to make their own decisions
people and their bodies is not recognised. Instead, healthy intersex bodies regarding their own bodily integrity, physical autonomy and self-determination.
are considered to be a “medical problem” and a “psychosocial emergency”
that needs to be fixed by surgical, hormonal, other medical and sometimes
psychological means,’ writes Dan Christian Ghattas.5
2.4 Intimate partner violence in same-sex and trans
In most European countries, intersex people face pathologisation and extreme people’s relationships
violations of their human rights. After birth, as children, adolescents and
adults, intersex people face violations of their physical integrity, including It was the women’s movement that called attention to domestic and intimate
medical interventions such as surgeries and/or other medical treatments partner violence, and it was male violence against women that they focused on.
without personal, prior, persistent and fully informed consent. This can cause However, recent studies show that intimate violence between same-sex partners
psychological trauma as well as severe physical impairments, ranging from and against trans people is often underestimated in public consciousness
infertility, painful scar-tissue or lack of sensation to osteoporosis and urethral (Viggiani, 2015). Young people are particularly vulnerable and unprotected in
issues. violent relationships, because of greater barriers: not knowing where to seek
help, and/or not being out, and/or being afraid of the consequences of coming
‘Intersex people have learnt to be in silence.’ out to their family.

” (Spain, Nurse, lesbian woman)

Intersex children face the risk of a disturbed family life due to taboo and
medicalisation. They are also at risk of dropping out of school, due to the
effects of medical treatments and bullying. At every age, intersex people can
face stigma, structural and verbal discrimination, harassment, lack of adequate
medical care, lack of access to needed medication, lack of legal recognition, and
the invisibility of their bodies in our society.

5  Standing up for the rights of intersex people, 2015, ILGA Europe and OII Europe

32 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 33
 2.5 Family violence
LGBTI+ people (including youth) report the following
forms of violence when asked about their relationship LGBTI+ young people may also experience family violence, especially from
experiences: parents but sometimes also from other family members. While abuse by parents
often includes physical, verbal and emotional abuse, LGBTI+ young people often
→→ jealousy and related accusations (often preceding violent complain about social abuse (including controlling and isolation from those
attacks) who could support them, e.g. friends) and often have nowhere to turn to.
→→ constant control (via phone, or text messages)
→→ physical violence (pushing, beating) Research shows that a disproportionate number of homeless youth in Europe
→→ isolating the partner (from friends and family) identify as LGBTI+ and that this is primarily a result of hostility and abuse from
→→ blackmailing (e.g. threatening with job loss) the young people’s families leading to eviction or running away. In addition,
→→ harassment (during the relationship or after breaking up) LGBTI+ and gender-nonconforming youth are often at greater risk ofcertain
→→ sexual violence dangers while homeless, including being victims of crime, substance abuse
→→ dating violence (violent behaviour or threatening with and mental health concerns (e.g. because of the rejection they experience from
violence at the beginning of a relationship) their family or community)7. Human services professionals should have a clear
→→ insisting upon changing the partner understanding of the unique needs, risk factors, and challenges facing LGBTI+
→→ violent fits, breaking or slamming objects. 6 homeless youth in order to design and deliver the best possible services to their
clients.

‘Fear of being thrown out of their own home is very common [among LGBT+
Just as in any relationship, violent partners want to control their partner’s
behaviour through violent or coercive behaviour, or punishing their partner if
” youth].’ (Poland, Research participant)

they resist their intention to control. Those who commit violence want to satisfy
their own needs and desires; they learn violent behaviour by following patterns
and they commit violent acts if the risk of punishment is relatively low. The
homo-, bi-, trans- and interphobia of society helps violence to go unnoticed and
unpunished, as those affected by violence are often isolated and cannot ask for
help from their family, support service providers or judicial authorities.

6  See the information material published by Háttér Society as part of the Bleeding
Love project (bleedinglove.eu): http://hatter.hu/sites/default/files/dokumentum/kiadvany/ 7  Homeless in Europe. The Magazine of FEANTSA. Autumn 2017, LGBTQI Homelessness.
bleedinglove-infokiadvany-0.pdf, p. 22. https://www.feantsa.org/download/fea-008-17-magazine_v33480239002912617830.pdf

34 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 35
 2.6 Media individualisation of difficulties: certain consequences of social structures are
viewed as individual problems (e.g.mental illness), and thus remain invisible to
Historically, portrayals of LGBTI+ people and communities in the media have services.
been negative, reflecting intolerance and stereotyping. However, in the last two
decades, there has been an increase in depictions of LGBTI+ people, issues, and Many LGBTI+ people are desensitised to violence and soonly perceive
concerns within mainstream media, especially in the United States and Canada. significantly violent incidents as such. Trans people are especially vulnerable
However, these issues and concerns are much less often represented in some to multiple types of violence in scenarios in their everyday lives, from family to
European countries’ national contexts. social environments and institutions.

LGBTI+ people and communities have also taken an increasingly proactive stand
in being visible on social media with a primary goal of achieving an affirmative
visibility in media spaces. The positive portrayal and increased presence Microaggressions
of LGBTI+ people and organisations in the media has served to increase
acceptance and support for LGBTI+ communities and provide information on Microaggressions are behaviours that subtly or indirectly
relevant topics. There is still a lot to be done for the equal representation of communicate a derogatory and/or hostile message to the recipient.
LGBTI+ and gender-nonconforming children and youth and to secure their On theseoccasions, people’s biases on grounds of prejudices
access to affirmative and proper information. related to sexual orientation, gender expression/identity or sex
characteristics (from the denial of the existence of LGBTI+phobia
to assumptions of pathology or abnormality) reveal themselves
in a way that leaves individuals belonging to these groups feeling
2.7 Conclusions: violence against LGBTI+ children and uncomfortable or insulted, for example when they are misgendered
youth in everyday experiences of service providers or burdened with disturbing questions either intentionally or
because of a lack of information. Microaggressions have the power to
Based on surveys conducted by partner organisations in DaC, services report make those on the receiving end feel socially uneasy, culturally out
a broad spectrum of violence against LGBTI+ youth, with no area remaining of place, or even physically unsafe. Many LGBTI+ people experience
untouched, be it in intimate partnerships or family contexts, at school, on the microaggressions on a daily basis and even at therapy and support
street or within the healthcare system. services which they turn to for help. Many studies have found that
the more people experience microaggressions, the more likely they
Numerous fundamental rights of those seeking services are often violated, are to report symptoms of depression, psychological distress, and
especially those LGBTI+ people who are transgender, intersex, black, even physical health issues. In many cases, microaggression remains
indigenous and people of colour (BIPOC) and/or disabled. Many of them unnoticed, because it is not regarded as violence by society.
experience violence on a daily basis, even though they are less likely than
many other groups to seek help from the available services. This leads to the

36 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 37
 ”
‘The biggest problem is this horrible feeling in their body and the
Community violence is manifested in bullying or harassment, awareness that it takes ages to finally get something done and get that
whether in educational settings or in public spaces, the street and first appointment so you can start the process of gender reassignment. My child
public services. also cuts himself/herself and since healthcare doesn’t have the capacity to get to
an expert soon enough this becomes a long-lasting problem.’
(Slovenia, Mother of a trans child)

”
‘I think it is still dangerous to show you’re different in any way in Croatian
public spaces, especially if you’re outside the gender binary. A boy with
nail polish, even if dressed in men’s clothing, can expect verbal or physical As for interpersonal violence, service providers report intimate-
harassment. So, this is still a very ignorant environment and although there are partner violence as well as violence coming from family
cases where we can meet and be relaxed, a gay couple still cannot hold hands in members. The threat of being outed without consent is
the street.’ (Croatia, Professional in the area of public spaces) widespread.

‘Clothes, music, everything that belongs to finding one’s identity is

” “punished”if it differs from the mainstream.’ (Hungary, Sport professional)

There are still many barriers to the social integration of LGBTI+ people, requiring
continuous and systematic engagement by both civil society and governments
and services to ensure the protection and safety of all LGBTI+ people, including
The service providers we have interviewed as part of the Diversity youth.
and Childhood project and other projects have also reported on
institutional violence. Within the healthcare system, trans The next chapters will elucidate what can be done against violence and minority
people in particular are likely to suffer violence stemming from lack stress caused by microaggressions.
of knowledge and denial.

”
‘In the hospital everyone will look up and react in case a transgender
person would come. The medical staff would talk behind this person’s
back.’ (Lithuania, Healthcare professional)

38 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s V i o l ence Against LGB TI+ C hildre n: Definition, Types and Impacts 39
 3
Inclusive
Representation:
A Key to Breaking
the Silence and
Silencing

40 Vi ole n c e Ag a in s t L G B T I + C hi l dren: Defi ni t i on, Ty pes a n d I m pa ct s I nc l usi ve R e prese ntation: A Key to B reak ing the Sile nce and Sile ncing 41
The first barrier professionals working with Inclusive Language

LGBTI+ children must overcome is silence. Often a family’s and child’s first contact with an institution or the organisers
of programs and activities is through forms, whether completed online or in
an office. Are these forms friendly to different family structures? Do they use
language such as ‘parent’ or ‘guardian?’ Do forms ask for the names people
In some of our countries, there is massive silence about LGBTI+ issues and want to be called and the pronouns they use (she/her/hers; he/him/his and
childhood, but all of our societies can still work more on the actual inclusion they/them/theirs)? Check through forms and communications to ensure
of LGBTI+ and gender-nonconforming children in social communities and inclusivity. Do you model inclusive language for children, for other staff, and for
environments.8 parents and caregivers when talking about families?

Whatever area you work in, be it an educational institution, a health service Stopping Mean Words and Actions
provider, a family centre, a media outlet, sports or law enforcement, check the
list and suggestions below!9 Interrupt hurtful name-calling including the derogatory use of the word ‘gay’and
race- or gender-based slurs. Practice how to respond when you hear children
say things like ‘That’s gay!’,‘You act like a girl!’or ‘You’re not a real family because
you don’t have a dad!’ Does your professional development on bullying and
harassment include the opportunity to practice interrupting and stopping bias-
based name-calling or bullying and ways to respond to students’ questions on
LGBTI+ people and diverse families? Learn about these!

Diverse Images and Books

Do your publications or the books in your school/institution reflect the lives of

8  Diversity and Childhood (DaC) - Changing social attitudes towards gender diversity the children you work with? Do hallway and/or classroom images show diverse
in children across Europe (Comparative Analysis on Violence against LGBTI and Gender Non- family structures, as well as people of different gender expressions/identities,
Conforming Children), 2020, p 15-16. sex characteristics, ethnicities and abilities? Do the displays encourage respect
for all people? Are your young clients/students exposed to diverse, positive role
9  Based on the Checklist for a welcoming LGBTQ and gender inclusive school models in literature?
environment: https://www.welcomingschools.org/pages/checklist-for-a-welcoming-and-
inclusive-school-environment

42 In c lu s ive Re p res e ntat i on: A Key to B rea k i ng t he S i l enc e a nd Si l enc i ng I nc l usi ve R e prese ntation: A Key to B reak ing the Sile nce and Sile ncing 43
Institutional Climate – Setting a Positive, Inclusive Tone for All To Have an LGBTI+ and Gender-Nonconformity

When someone walks around your institution, can they tell that all children Inclusive Environment
and their families are welcome? Is there children’s work featured in the
hallways highlighting both diversity and commonalities? Have you held events
recognising and celebrating diversity? Do staff treat all families with respect,
and avoid stereotyping or judgment when communicating with two-mum, Use inclusive phrases to address children that are not gendered such as,
two-dad, single-parent, racially diverse and/or multi-linguistic families? Do ‘Good morning, everyone.’
school management, teachers and classmates support the child by recognising
their preferred name and pronoun? Do all children know who they can connect Develop messages for children that emphasise ‘All children can… (dance,
with if they experience harassment or discrimination? Have you created and cook, have short or long hair, do maths, make art, play sports, etc.)’
implemented clear agreements with children in groups regarding respect, caring
for mates and not hurting each other with words or actions? Do children know Group children in ways that do not rely on gender such as table groups,
that this means no put-downs about who someone is or who their family is? Do letters in their names or colours of their clothes.
your anti-bullying policies specifically name groups that are bullied or harassed
more frequently? Provide role models. Show a wide range of achievements and emotions for
all people that move beyond gender-role stereotypes. Read diverse biographies.

”
‘The fact that in Greece a homosexual teacher doesn’t show up with his/
her partner in a school celebration is a significant issue that exists and we Help children see the limitations of gender stereotyping. Ask children
must combat it, if we want to help and support LGBTI+ community to feel more to examine popular culture, advertising, or children’s toys and books for gender
comfortable to talk about their orientation. We talk about the opening to diversity stereotypes.
but, in real life, due to society in Greece, we cannot represent this opening easily.’
(Greece, Teacher) Build child allies. With the group of children you work with, look at ways to be
an ally when someone is teased or bullied for any reason. Can they try to stop it
‘You should never tell your child they shouldn’t wear an outfit because directly? Should they talk with an adult? Could they talk with the child who has

” “people” will look at them, laugh at them. Instead open the conversation.
Tell them “most people won’t care, some will find it fantastic, but others may find
been harassed? Find methodologies to help children think through the options.

it strange”. Ask the child if they thought about how they would react if someone Be an upstander yourself. Interrupt children’s comments based on gender
said something mean. At that point you are training your child in resilience and (or other) stereotypes. Engage in discussion with children by using these
presenting them an inherently different world view.’ situations as teachable moments.
(Belgium, Middle school teacher)

44 In c lu s ive Re p res e ntat i on: A Key to B rea k i ng t he S i l enc e a nd Si l enc i ng I nc l usi ve R e prese ntation: A Key to B reak ing the Sile nce and Sile ncing 45
Ensure safety. Be aware of whether children feel safe both inside and outside Always help LGBTI+ and gender-nonconforming youth
of your institution. (If you work in a school, use lesson plans to engage students
on where they feel safe or unsafe and what makes them feel safe or unsafe.) by using inclusive language,

Be a role model! When possible, give examples of how you or people you creating a safe environment for LGBTI+ and gender-nonconforming
know like to do things outside of gender and bodily stereotypes. children, and

promoting their equal representation.

”
‘Education should be the doorway to knowledge, the doorway to diversity.
And students must feel that the adult in the classroom is the first to stand
for equality. Otherwise, the doorway is wide open to abuse.’ (Portugal, Teacher) Showcasing zero tolerance in situations of violence and hate speech towards
anyone on the basis of sexual orientation, gender identity and gender
expression.

Hostile Non-inclusive Inclusive Affirming

Explicit negative Impicitly negative Impicitly positive Explicit positive
messages messages messages messages

Reinforcing Gender
harmful gender transformative
stereotypes

46 In c lu s ive Re p res e ntat i on: A Key to B rea k i ng t he S i l enc e a nd Si l enc i ng I nc l usi ve R e prese ntation: A Key to B reak ing the Sile nce and Sile ncing 47
 4
Attitudes that
Support LGBTI+
Children and
Youth: Examples

48 In c lu s ive Re p res e ntat i on: A Key to B rea k i ng t he S i l enc e a nd Si l enc i ng Attitudes that Suppor t LGB TI+ C hildre n and Youth: Examples 49
According to data from the EU’s Fundamental On the other hand, the presence of supportive teachers and other
professionals as well as the inclusion of positive LGBTI+-related
Rights Agency’s LGBT Survey published in information in the curriculum is directly connected to students’ wellbeing.
Research data from various countries show that LGBTI+ students who were
2020, 65% of students in the EU had heard or taught positive information about LGBTI+ people, history and events were
more likely to report that the general student body is more accepting of LGBTI+
seen negative comments or conduct because a people; more likely to feel like they belong in their school; less likely to miss
days of school because of feeling unsafe; and less likely to feel unsafe at school
schoolmate/peer was perceived to be LGBTI (of because of their sexual orientation and/or gender identity. LGBTI+ and gender-
nonconforming students in schools with any type of policy about bullying
course the ratio is significantly higher in many or harassment were more likely to report that teachers intervened when
homophobic or transphobic remarks were made; more likely to report incidents
member states), and in several countries up to of harassment and assault to school staff; and more likely to report that staff
intervention regarding harassment and assault was effective.12
1 in 5 LGBTI students had considered leaving or
Although our primary data is about school experiences, the experience of civil
changing school because they were LGBTI.
10
society organisations (CSOs) providing support services to LGBTI+ people,
including partners in the Diversity and Childhood project, show that students,
that is, LGBTI+ and gender-nonconforming children and youth,
feel and study better in supportive communities that take action
National surveys conducted among LGBTI+ students show that the frequency against bullying.
and severity of victimisation correlates with grade average: more severe
victimisation was also related to lower academic achievement among LGBTI+ Professionals working with LGBTI+ individuals need to provide a safe and
students11. Students who experience victimisation or discrimination at school inclusive space for any sexual orientation, gender expression/identity and sex
may also feel excluded and disconnected from the school community. characteristics and to establish an intersectional and affirmative approach.
LGBTI+ students who reported more frequent victimisation regarding their They should be aware of the different legal and human rights contexts in their
sexual orientation or gender expression also had lower levels of self- countries and how experiences of discrimination in different cultures shape the
esteem. psychological reality of LGBTI+ young people.

10  https://fra.europa.eu/en/data-and-maps/2020/lgbti-survey-data-explorer

11  Out in the Open: Education sector responses to violence based on sexual orientation 12  https://en.hatter.hu/sites/default/files/dokumentum/kiadvany/school-environ-
and gender identity/expression. UNESCO, 2016 ment-report-en.pdf

50 Attitu d es th at Su p p or t LG B T I + C hi l dren a nd Yout h: E x a m p l es Attitudes that Suppor t LGB TI+ C hildre n and Youth: Examples 51
Paying proper attention to bullying, being supportive and preventing and →→ Understand that gender is a non-binary construct that allows for a range
responding to harassment deliver results, and so does proper representation of gender identities, and that a person’s gender identity may not align with
and using inclusive language and imagery. Our aim is to make all professionals their sex assigned at birth. Also, a person’s gender identity may or may not
working with youth able to support LGBTI+ and gender-nonconforming children be included within the gender binary. Professionals should use the names
and youth, and create inclusive and safe environments in which all children and or pronouns someone uses or suggests with their self-identification and
families can thrive. should not insist on the use of the names written in people’s official papers.

Support from peers, families, professionals, and communities can significantly →→ Professionals should not consider that exploration of sexual orientation
strengthen young people who are LGBTI+ or gender-nonconforming. This or fluidity of gender expression/identity are symptoms of disorders
support can help to protect against risks and foster wellbeing. or indications of psychopathology. Gender dysphoria (when someone
experiences significant distress and/or problems functioning associated
Professionals working with youth in all spheres and walks of life with the conflict between the way they feel and think of themselves and
can make a direct and real impact on the lives of all communities. their physical or assigned gender) is not a mental disorder and should not
In this chapter, we make recommendations and provide directions for working be considered as a common experience or expression for all trans people
both with individuals and for the purpose of advocating for better institutional either.
policies.
→→ Professionals should not in any circumstances recommend that trans and/
or intersex children and adolescents undergo non-consensual medical
procedures that can be postponed until the intersex person can decide by
4.1 Basic principles for professionals who work with themselves and give fully-informed consent. Only interventions that are
LGBTI+ children and youth necessary for saving the life of the intersex newborn, child or adolescent
are an exception. Recognise that stigma, prejudice, discrimination
→→ Respect self-identification and bodily diversity. A person’s sexual and violence affect the health and wellbeing of LGBTI+ and gender-
orientation, gender expression/identity and/or sex characteristics should nonconforming people, as well as the effects of institutional (systemic)
not be assumed on the basis of appearance. Trying to question or change barriers, like discriminatory legislation, on the lives of LGBTI+ people.
someone’s sexual orientation, gender expression/identity and/or sex
characteristics is unacceptable in all circumstances and is a direct violation →→ Create a supportive and affirmative environment for LGBTI+ and gender-
of human rights. nonconforming people.

→→ Recognise and understand that sexual orientation, gender expression/ →→ Recognise and respect the importance of LGBTI+ relationships, regarding
identity and sex characteristics are distinct and not necessarily connected, them as equal to heterosexual ones, regardless of their legal recognition.
and be able to differentiate them when working with LGBTI+ people.
→→ Recognise the challenges related to multiple and often conflicting

52 Attitu d es th at Su p p or t LG B T I + C hi l dren a nd Yout h: E x a m p l es Attitudes that Suppor t LGB TI+ C hildre n and Youth: Examples 53
 norms, values, and beliefs faced by LGBTI+ young people who may 4.2 Prevention
also be members of racial and ethnic minority groups, as well as other
communities. Effective and appropriate prevention strategies can be built only after
identifying the particular risk factors for anti-LGBTI+ violence in different
→→ Increase knowledge and understanding of sexual orientation and gender settings, as well as providing specialised activities for each target group.
identity through continuing education, training, supervision, and Possible target groups are:
consultation. 1. potential perpetrators,
2. people affected by anti-LGBTI+ violence, and
→→ Acknowledge that, while LGBTI+ individuals might share common 3. actors involved with the identification and care of those affected.
experiences, they are unique individuals with different needs and lives. It
is crucial to recognise these differences and the different ways individuals There are many factors that can strengthen prevention strategies, such
experience discrimination and stigma. Every individual and every identity as strengthening support in families and in communities, and creating or
or experience represented in the acronym (as well as all other identities and improving monitoring and documentation procedures for anti-LGBTI+ violence
experiences that are not specifically mentioned but included in the LGBTI+ incidents.
spectrum, such as asexual, queer, non-binary, etc.) has discreet needs and
realities. Because anti-LGBTI+ violence is rooted in widely accepted sexual, gender and
bodily norms, there are two main fields to work on that could promote long
→→ Acknowledge and become aware of the existence of internalised term and lasting prevention:
→→ improving the legal system in order to empower, protect, and
”
stereotypes, and be committed to creating an atmosphere of safety
and trust as the cornerstone of applying best practices and providing destigmatise LGBTI+ people, including youth, by accepting protective
affirmative services. legislation and policies to combat LGBTI+phobic bullying, and creating
codes of ethics for health and psychosocial support professionals, among
‘A positive evolution to me is that general practitioners are organising in group others.
practices more and more. You get a more interdisciplinary approach – the GP →→ efforts to transform socio-cultural norms based on
works with the psychologist, works with a social assistant… this widens the heterosexist representations, raising awareness against homophobia,
expertise and makes referral easier. You can’t expect a GP to be an expert about biphobia, transphobia and interphobia in various social groups and
everything.’ (Belgium, University researcher) services.

All professionals who work with children or represent their interests and views
can make steps to come closer to societies in which all children and youth,
regardless of their sexual orientation, gender identity, gender expression and/or
sex characteristics are respected.

54 Attitu d es th at Su p p or t LG B T I + C hi l dren a nd Yout h: E x a m p l es Attitudes that Suppor t LGB TI+ C hildre n and Youth: Examples 55
 5
What Can
You Start Doing
Today?

56 Attitu d es th at Su p p or t LG B T I + C hi l dren a nd Yout h: E x a m p l es What C an You Star t Doing Today? 57

 5.1. Affirmative and supportive steps 8. Ensure that transgender children and staff can use locker rooms and
bathrooms in accordance with their gender identity.
1. Secure an inclusive and safe environment, and support children who
are or have been victims of violence (including violence based on sexual 9. Support the creation of groups organised by LGBTI+ youth and their allies.
orientation, gender expression/identity and sex characteristics).
10. Support the participation of staff (e.g. teachers, school psychologists,
2. Accept and implement policies (or integrate these into the existing policies) social workers, health professionals, victim support service providers) in
against discrimination and bullying in your institution, including bullying awareness raising programs or accredited in-service training programs that
and violence based on sexual orientation, gender identity and gender cover the social situation of LGBTI+ people and the special problems and
expression. needs of LGBTI+ youth.

3. Cover the topic of sexual orientation, gender expression/identity and sex 11. Support the invitation of training programs operated by LGBTI+ and other
characteristics in publications, programs and curricula, and ensure that all human rights organisations on topics related to sexual orientation, gender
these set the goal of inclusion of and respect for LGBTI+ people. expression/identity and sex characteristics for staff and children.

4. In institutions, prepare detailed reports of incidents of bullying: forms 12. Conduct regular anonymous research among children on the prevalence of
used should contain the time of the incident, whether it happened once bullying and violence in your work environment, including children’s needs
or repeatedly, its venue, its type, the protected characteristic in case of related to these.
bias-motivated bullying, the source of knowledge about the incident, and
the steps taken to resolve the problem. These reports should be used for
systematic and regular monitoring of bullying.
5.2. All professionals working with children and young
5. Integrate the problem of homophobic, biphobic and transphobic violence people can and should
into all programs aiming at eliminating violence and promoting safety in
institutions. 1. Take care of their professional development and attend training on
understanding gender, gender diversity and stopping anti-LGBTI+ bullying.
6. Review all forms you use to include options outside the gender binary for
both children and families. 2. Be inclusive of LGBTI+ young people and parents in all their work and
whenever they represent young people and families.
7. Ensure that trans youth can express their gender and participate in all
activities according to their gender identity, including the use of their 3. Practice intervening when clients, students or anyone else is limiting,
preferred name and the flexible application of rules pertaining to clothing. teasing and bullying each other based on gender, sexual orientation and
gender identity.

58 Wh at Ca n Yo u Sta r t Doi ng Today ? What C an You Star t Doing Today? 59

4. Respect the name and the pronouns clients, students and others use.

5. Let everyone know that they respect the human dignity of LGBTI+ people
by their choice of words as well as a non-judgmental acknowledgement of
LGBTI+ people’s existence.

6. Support proactive action against bias-motivated bullying, including the

development and implementation of policies and prevention programs.

7. If they are members of professional unions, suggest and support directing

more attention in these organisations at responding to bias-motivated
bullying.

8. If they witness or are informed about mockery, verbal abuse or physical

assault, or if anyone talks about LGBTI+ and gender-nonconforming people
in a negative context, initiate discussions about the subject in cooperation
with other professionals working with youth.

9. In educational institutions, reframe dress code policy to describe what the

school considers appropriate clothing without assigning clothing options
to particular genders. For example, for a celebration, ask students to wear
white on the top and dark or black on the bottom. Ensure that students are
welcome and safe to wear the clothes, hairstyle and accessories that reflect
their affirmed gender.

60 Wh at Ca n Yo u Sta r t Doi ng Today ? What C an You Star t Doing Today? 61

 6
List of
resources and
organisations

62 Wh at Ca n Yo u Sta r t Doi ng Today ? List of resources and organisations 63

UNESCO Convention on the Rights of the Child
https://en.unesco.org/themes/homophobic-and-transphobic-violence-education https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
Publications on homo- and transphobic violence in the education sector, International human rights treaty establishing civil, political, economic, social,
including Out in the open: education sector responses to violence based on health and cultural rights for children.
sexual orientation or gender identity/expression: summary report (2016), Global
guidance on addressing school-related gender-based violence (2016), Bringing it IGLYO - The International Lesbian, Gay, Bisexual, Transgender,
out in the open: monitoring school violence based on sexual orientation, gender Queer & Intersex (LGBTQI) Youth and Student Organisation
identity or gender expression in national and international surveys (2019). https://www.iglyo.com
IGLYO is a youth development and leadership organization building LGBTQI
Stonewall: Schools and Colleges youth activists, ensuring LGBTQI young people are present and heard, and
https://www.stonewall.org.uk/schools-colleges making schools safe, inclusive, and supportive of LGBTQI learners.
While Britain has made huge strides towards LGBT equality in recent decades,
anti-LGBT bullying and language unfortunately remain commonplace in Illustrating gender
Britain’s schools. Nearly half of all LGBT pupils still face bullying for being LGBT. http://www.dibgen.com/index-en.html
A crucial part of tackling this problem is delivering a curriculum that includes An informative project based on the book Illustrating gender, which seeks to
LGBT people and their experiences. LGBT-inclusive teaching ensures that LGBT bring contributions from gender studies to a wider audience.
children and young people, and children and young people with LGBT families,
see themselves reflected in what they learn. It also encourages all young people
to grow up with inclusive and accepting attitudes.

Human Rights Campaign Foundation: Welcoming Schools

https://www.welcomingschools.org/resources/school-tips/lgbtq-inclusive-
schools-what/
Human Rights Campaign Foundation’s Welcoming Schools is a professional
development program providing training and resources to elementary school
educators to:
→→ embrace all families
→→ create LGBTQ and gender inclusive schools
→→ prevent bias-based bullying
→→ support transgender and non-binary students

64 Li s t of res o u rc es a nd orga ni s at i ons List of resources and organisations 65

 7
List of references

66 Li s t of res o u rc es a nd orga ni s at i ons List of refe re nces 67

Checklist for a welcoming LGBTQ and gender inclusive school
environment:
https://www.welcomingschools.org/pages/checklist-for-a-welcoming-and-
inclusive-school-environment

Diversity and Childhood (DaC) − Ana Cristina Santos, Mafalda Esteves,

Alexandra Santos − Changing social attitudes towards gender diversity in
childrenacross Europe (Comparative Analysis on Violence against LGBTI and
Gender Non-Conforming Children), 2020.
https://cdn.website-editor.net/95401bffb81f40a3987d30aee8be2c6f/files/uploaded/
Comparative_Report_Publication%2520Final.pdf

Homeless in Europe. The Magazine of FEANTSA. LGBTQI Homelessness.

Autumn, 2017.
https://www.feantsa.org/download/fea-008-17-magazine_v33480239002912617830.pdf

Out In the open: education sector responses to violence based on

sexual orientation and gender identity/expression. UNESCO, 2016.
https://www.right-to-education.org/sites/right-to-education.org/files/resource-
attachments/UNESCO_out_in_the_open_2016_En.pdf

Standing up for human rights of intersex people, − Dan Christian

Ghattas − ILGA Europe and OII Europe, 2015.
https://www.ilga-europe.org/sites/default/files/how_to_be_a_great_intersex_
ally_a_toolkit_for_ngos_and_decision_makers_december_2015_updated.pdf

68 Li s t of refe re n c es List of refe re nces 69