A positive effect through small actions

LGBTQIA+ students feel safer when they feel seen and supported. This can often be achieved through small actions by the teacher. For example, by using inclusive language and non-(gender-)stereotypical examples in your lessons. Intervening when unwanted behavior related to LGBTQIA+ occurs in the classroom also has a positive effect. For example, setting boundaries around using the word ‘homo’ as an insult.

Let students know that you are there for them

Tell students that they can always come to you as their teacher, lecturer or mentor if something is going on and they feel unsafe. Make clear what you will do in such a situation. Show that you are open to the subject of gender and sexual diversity. You can do this through small actions such as:

  • Put up posters with an LGBTQIA+ theme in the classroom or school and/or display a rainbow flag.
  • Discuss gender and sexual diversity in the classroom from time to time. Express positive views about LGBTQIA+ people in passing and regularly use examples in your lessons that relate to the subject. See also Gendi’s tip: include the subject in your lesson.
  • In primary education, read a rainbow book aloud from time to time. The article LGBTQIA+ books & school provides tips and information on where to find these books.

Make sure bullied students know where they can turn

Students who experience bullying or feel unsafe must be able to turn to someone at school. Every school is required to have a confidential counsellor or a designated contact person for bullying. However, many bullied students do not report it because they do not dare to, think it will not help or do not know whom to contact. Therefore, make sure that reporting bullying is easier at your school.

  • Make the confidential counsellor and/or designated contact person for bullying known to students through introductions in the classroom, social media channels, posters, etc.
  • Order the free information posters for the designated contact person for bullying/confidential counsellor and put them up in the school.
  • Read the article Make reporting easier to learn how to lower the threshold for bullied students to report incidents.

Refer LGBTQIA+ students appropriately

You can refer students who come to you with specific questions or a request for help that goes beyond what you or the confidential counsellor can do. There are many websites where young people can seek help.

Invest in social safety

A school with a socially safe climate helps children and young people feel more comfortable at school. This gives them the space to be themselves, develop in a healthy way and learn. Schools are legally required to ensure the safety of students under the Safe Schools Act.

Bullying affects the safety of all students

Bullying often has major consequences for its victims. They experience emotional or psychological problems and feel less safe.* In addition, bullying has a negative impact on the atmosphere in the classroom and on everyone’s sense of safety at school. Tackling bullying of LGBTQIA+ people and increasing their safety at school therefore also contributes to everyone’s sense of safety at school!

The sense of safety of LGBTQIA+ students is generally worse than that of heterosexual students. They are more often deliberately harassed and bullied. Students are also less likely to want to be friends with LGBTQIA+ students, and least likely to want to be friends with transgender girls. (Safe at School, 2022*)

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