The why, how and when of LGBT+ education

Hannah Shrive*, Emma Whewell, Helen Tiplady

*Corresponding author for this work

Research output: Contribution to Specialist PublicationBulletin/Magazinepeer-review


This paper summarises the research project which links to lesbian, gay, bisexual, transgender plus (LGBT+) education in primary schools. With the ongoing changes in policy and law over the years regarding LGBT+ matters and the recent introduction of Department for Education guidance on Relationships Education, Relationships and Sex Education and Health Education (DfE, 2019), this is a contemporary topic with issues and opportunities arising within primary schools. This poster will explore the year group in which teachers feel LGBT+ education should first be taught, the areas that impact teachers’ confidence, and the most effective strategies that can be used to deliver content. By exploring these three key areas through the triangulation of quantitative data, qualitative data and a thorough literature review, the overarching question of why, how and when LGBT+ content could be taught in primary schools will be summarised. This paper will reflect upon the current progress of the project and will detail the aims of the project and demonstrate the current practice taking place in primary schools. It will also highlight the key areas that possibly require recommendations on what can be changed and improved regarding LGBT+ education.
Original languageEnglish
Pages27- 32
Number of pages6
Specialist publicationBirmingham City University Education Journal Magazine
Publication statusPublished - 20 Dec 2022


  • LGBTQ+ representation
  • Primary education
  • Teacher education
  • PHSE
  • RSE


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