Protection against violence and discrimination based on SOGI in relation to the human right to education

The right to education is a universally recognized human right, essential to human dignity, personal development and the realization of other rights. For economically and socially marginalized individuals, it is a key means to full participation in society.¹ Education must respect the dignity of the child and support their right to freely express their views.² States must ensure that education is available, accessible, acceptable, adaptable and accountable.³ Yet many children and young people are denied this right, and face poverty, unemployment and limited opportunities due to actual or perceived sexual orientation or gender identity. Safety in educational settings is widely recognized as a precondition for realizing the right to education. Every learner should be able to thrive in an environment free from violence, discrimination and exclusion.⁴ For many lesbian, gay, bisexual, transgender and other gender-diverse (LGBT)⁵ learners, however, schools are not safe or welcoming spaces that promote dignity, learning, self-confidence and emotional well-being.

1. Committee on Economic, Social and Cultural Rights, general comment No. 13 (1999) on the right to education, para. 1. ↩
2. Committee on the Rights of the Child, general comment No. 1 (2001) on the aims of education. ↩
3. Katarina Tomasevski, Manual on Rights-Based Education: Global Human Rights Requirements Made Simple (Bangkok, United Nations Educational, Scientific and Cultural Organization (UNESCO) Asia and Pacific Regional Bureau for Education, 2004). ↩
4. A/HRC/59/41. ↩
5. Throughout the present report, the acronym “LGBT” should be read as inclusive of all gender-diverse persons. ↩

Many LGBT learners⁶ experience discrimination, as well as physical, sexual, emotional and psychological abuse – including bullying, harassment and intimidation – by educational staff, fellow students and even parents. Responsible adults often fail to respond with compassion or accountability. These experiences generate fear, anxiety, humiliation and isolation, leading to psychosocial distress, including suicidal thoughts and attempts. Such environments undermine learners’ engagement, contribute to absenteeism and may result in early school leaving. Educational aspirations are often disrupted or abandoned. LGBT teachers and staff, as well as those who support LGBT students, may also face discrimination, harassment and dismissal. These challenges occur across primary, secondary and higher education.

6. Throughout the present report, the terms learner and student include children and adults at all levels of the education system. ↩

In many cases, LGBT students face intersecting forms of discrimination based on race, ethnicity, disability, socioeconomic background, geographic origin, immigration status and other factors. There can be an increased risk of discrimination, bullying and exclusion of LGBT people in rural areas, where a lack of access to LGBT-affirming resources and information can exacerbate isolation.

Access to age-appropriate information, including on sexual orientation and gender identity, is a human right. Accurate, relevant content helps to reduce stigma, foster understanding and create more inclusive educational environments. In schools, such information may be conveyed through curricula, classroom materials, libraries and comprehensive sexuality education. In practice, such content remains largely unavailable, with only limited exceptions in some States or subnational jurisdictions. The exclusion of such content harms LGBT learners, who cannot see themselves reflected in their education, and deprives all students of knowledge that promotes tolerance, empathy and social cohesion.

These concerns are amplified by discriminatory laws and policies. In many countries, same-sex relationships remain criminalized, with penalties including imprisonment, corporal punishment or even death.⁷ An increasing number of States have adopted or proposed so-called “propaganda” or “promotion” laws that prohibit – and in some cases criminalize – the sharing of information about sexual orientation and gender identity, especially when accessible to children.⁸ Such laws place LGBT learners and educators at risk of serious consequences simply for expressing their identities or for seeking, sharing or providing accurate information.

7. Submissions by Angaza Foundation, ASEAN SOGIE Caucus, Outright International, ILGA World and others. ↩
8. A/HRC/56/49; submissions by Association of Reintegration of Crimea, Coming Out, Eurasian Coalition on Health, Rights, Gender and Sexual Diversity (ECOM), Háttér Society, Saplinq, and Single Step Foundation. ↩

In all regions, social and political forces at various levels shape educational laws, policies, curricula and environments. Hostile anti-LGBT rhetoric by public figures fosters a climate of vilification and exclusion.⁹ Political and religious actors often use narratives of “protecting children” to justify discriminatory laws, suppress inclusive education, and restrict access to information on sexual orientation and gender identity.¹⁰ These narratives stigmatize LGBT individuals and legitimize discrimination, thereby contributing to the erosion or repeal of anti-discrimination protections in many States, with serious consequences for the safety, dignity and inclusion of LGBT learners and educators.

9. A/HRC/56/49. ↩
10. Ibid. ↩

Many States have taken important steps to uphold the rights of LGBT learners, including by explicitly referencing sexual orientation and gender identity in anti-discrimination and anti-bullying laws. Some have mandated inclusive curricula and comprehensive sexuality education that address these issues in a rights-based, age-appropriate manner. Training for educators, health and mental health staff is key to effective implementation. In several contexts, collaboration with LGBT organizations has helped schools to promote inclusion and ensure equal access to education. These targeted efforts contribute to safer and more inclusive learning environments.

Given the essential role of education in the development of human capabilities and its fundamental importance to living a fulfilled and dignified life, States have an urgent obligation to ensure that LGBT learners can gain access to and participate in education free from discrimination, violence and exclusion.

The report concludes with recommendations to States and other stakeholders to align laws, policies and practices with international human rights standards and to ensure the right to education for all, free from discrimination based on sexual orientation or gender identity.

The Independent Expert is grateful for the more than 75 written submissions received from governments, civil society organizations, national human rights institutions, independent scholars and advocates.

The right to education is universally recognized as a fundamental human right and is enshrined in key international and regional human rights instruments. Article 26 of the Universal Declaration of Human Rights affirms that education shall be directed to the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms. This foundational right is further codified in such binding treaties as the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and the Convention on the Elimination of All Forms of Discrimination against Women. Collectively, these treaties oblige States to ensure that primary education is free and compulsory, that secondary and higher education are available and accessible, and that education fosters the development of the child’s personality, talents, abilities and social integration.¹¹

11. Universal Declaration of Human Rights, art. 26; International Covenant on Economic, Social and Cultural Rights, art. 13; Convention on the Elimination of All Forms of Discrimination against Women, art. 10; Convention on the Rights of the Child, arts. 28–29. ↩

These obligations must be realized progressively, using the maximum of available resources, with deliberate and concrete steps towards their full implementation. Article 28 of the Convention on the Rights of the Child further requires States to encourage regular attendance, reduce dropout rates and guarantee access to information, while article 29 emphasizes education’s role in promoting understanding, tolerance and friendship among all groups, including those facing marginalization.

International human rights law clearly prohibits discrimination in education on all grounds, including sexual orientation, gender identity and gender expression. Treaty bodies such as the Committee on Economic, Social and Cultural Rights and the Committee on the Rights of the Child have affirmed that education must be accessible to all, particularly to vulnerable groups, both in law and in practice.¹² The right to non-discrimination applies throughout the education system and encompasses both formal equality in access and substantive equality in outcomes.¹³ The Committee on the Rights of the Child has explicitly underscored the rights of LGBT children and those perceived to be LGBT in the context of education.¹⁴

12. Committee on Economic, Social and Cultural Rights, general comment No. 13; Committee on the Rights of the Child, general comment No. 20 (2016) on the implementation of the rights of the child during adolescence. ↩
13. International Covenant on Economic, Social and Cultural Rights, art. 2 (2); Convention on the Rights of the Child, art. 2; Convention on the Elimination of All Forms of Discrimination against Women, art. 10. ↩
14. Committee on the Rights of the Child, general comment No. 20, paras. 33–34. ↩

The right to education must also be grounded in safety and dignity. Provisions protecting the physical and mental integrity of the person, as found in the International Covenant on Civil and Political Rights and the Convention on the Rights of the Child, require States to prevent and respond to all forms of bullying, violence and exclusion in school settings. Article 19 of the Convention on the Rights of the Child mandates protection from “all forms of physical or mental violence, injury or abuse” and article 24 (1) of the International Covenant underscores the right of every child to measures of protection appropriate to their status as minors. The Independent Expert and the Special Rapporteur on the right to education have previously expressed grave concerns about bullying, harassment and exclusion of LGBT people at schools.¹⁵

15. Statement on the inclusion of LGBT people in education settings by the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity, Victor Madrigal-Borloz, and the Special Rapporteur on the right to education, Koumbou Boly Barry, 2 October 2019. ↩

The Convention Against Discrimination in Education adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) obliges States to eliminate discrimination in education and promote equality of opportunity. It also calls for curricula that advance respect and tolerance. In line with the Convention, the Office of the United Nations High Commissioner for Human Rights and the Independent Expert have called upon States to establish anti-bullying frameworks, develop inclusive curricula and ensure that LGBT youth have access to support services such as helplines and safe reporting mechanisms.¹⁶

16. Report of the Office of the United Nations High Commissioner for Human Rights (OHCHR) on discrimination and violence against individuals based on their sexual orientation and gender identity (A/HRC/29/23), para. 18; statement on the inclusion of LGBT people in education settings by the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity and the Special Rapporteur on the right to education. ↩

Comprehensive sexuality education has been recognized as an integral part of the right to education, as well as a means to fulfil other interrelated rights, including the right to health, information and freedom from discrimination. The Committee on Economic, Social and Cultural Rights has affirmed that sexuality education must be comprehensive, evidence-based, scientifically accurate, age-appropriate and non-discriminatory.¹⁷ The Special Rapporteur on the right to education has emphasized that comprehensive sexuality education is a human right and a critical tool in combating stigma, discrimination and violence based on sexual orientation and gender identity.¹⁸ The Committee on the Rights of the Child has called upon States to include discussions of sexuality and sexual behaviour within education initiatives.¹⁹

17. Committee on Economic, Social and Cultural Rights, general comment No. 22 (2016) on the right to sexual and reproductive health, para. 63. ↩
18. A/65/162, para. 17. ↩
19. Committee on the Rights of the Child, general comment No. 4 (2003) on adolescent health and development in the context of the Convention, para. 12. ↩

Regional bodies have reinforced these standards. The Parliamentary Assembly of the Council of Europe, the Organization of American States and the Inter-American Commission on Human Rights have all called upon States to adopt inclusive curricula, address homophobic and transphobic bullying and ensure protective environments for LGBT students.²⁰

20. Parliamentary Assembly of the Council of Europe, Recommendation 2116 (2017) on promoting the human rights of and eliminating discrimination against intersex people; Inter-American Commission on Human Rights, Violence against Lesbian, Gay, Bisexual, Trans and Intersex Persons in the Americas, November 2015, chap. 6. ↩

States must ensure that educational environments respect and affirm the identities of all learners, including by providing access to gender recognition in accordance with international human rights law. Denial of legal gender recognition can result in the exclusion of transgender and gender-diverse students from education and other fundamental rights.²¹ States must monitor and evaluate education systems to identify de facto discrimination and must disaggregate educational data to ensure accountability and equity in outcomes.²²

21. Report of the Independent Expert on protection against violence and discrimination based on sexual orientation and gender identity on legal recognition of gender identity and depathologization, A/73/152, paras. 25–29. ↩
22. Committee on Economic, Social and Cultural Rights, general comment No. 13, para. 37. ↩

Physical violence and emotional abuse – including bullying, harassment and intimidation – are problems in school environments across all regions. Violence directed at LGBT learners, however, is particularly widespread and pervasive; they may experience bullying at significantly higher rates than their non-LGBT peers.²³ Submissions received for the present report underscore that typically around 50 per cent of LGBT students, and in some contexts, substantially more, have been bullied based on their sexual orientation, gender identity or expression.²⁴ Transgender students, in particular, face more frequent, severe and sustained bullying.²⁵ LGBT victims may be as young as 12, and such violence often persists into young adulthood, including in higher education settings.²⁶ Bullying can occur in a wide range of locations: classrooms, residence halls, playgrounds, athletic facilities, bathrooms, changing rooms, school transport, school outings and online. Perpetrators may include school and university administrators, teachers, professors, support staff and fellow students. Many LGBT learners also face intersecting forms of discrimination based on race, indigeneity, geographic origin or socioeconomic status.²⁷ For many, bullying is a daily reality that infringes their right to education, freedom of expression and physical and emotional integrity.²⁸

23. OHCHR and UNESCO, “LGBTIQ+ youth: bullying and violence at school” (2023), and submissions by Egale and Just Like Us. ↩
24. OHCHR and UNESCO, “LGBTIQ+ youth: bullying and violence at school”, and submissions by the Canadian Human Rights Commission, the Commissioner for Human Rights of Poland and Qun Jelesi, and joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu. ↩
25. Submissions by Egale and Qun Jelesi, and joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu. See European Union Agency for Fundamental Rights, A Long Way to Go for LGBTI Equality (Luxembourg, Publications Office of the European Union, 2020), and UNESCO, Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation and Gender Identity/Expression (2016). ↩
26. Submission by Network of LGBTI Litigants of the Americas. ↩
27. Submissions by Human Rights Watch, ILGA World and Young Pride Foundation. ↩
28. Submission by LESLAC Network. ↩

Bullying of LGBT learners stems from intersecting factors such as: hostile political, social and religious attitudes;²⁹ discriminatory laws; and the lack of inclusive anti-bullying policies. Inadequate training for educators and the absence of safe and trusted complaint mechanisms further undermine accountability and allow bullying to persist. Homophobic and transphobic language by staff and peers, even when not directed at individuals, reinforces stigma and normalizes discrimination within the school environment.

29. See A/HRC/56/49 and A/HRC/53/37; submissions by Coming Out, Háttér Society, Human Rights Watch, ILGA World, National Council for Human Rights of Egypt, Outright International and others. ↩

Bullying of LGBT learners can take many forms, ranging from physical and sexual violence to emotional and psychological abuse. Physical violence may involve beatings, hitting, punching, kicking, pushing, the use of weapons or the throwing of objects. Sexual violence includes unwanted touching, simulated acts of rape, threats of sexual assault and the forcible removal of clothing. Emotional and psychological bullying encompasses a wide range of behaviours, such as name-calling, slurs, insults, mockery, public humiliation, malicious rumours, hateful graffiti, social exclusion, degrading “jokes”, blackmail, stalking, the destruction of property and threats of violence.³⁰ Cyberbullying often amplifies in-person abuse, extending the impact of victimization beyond school grounds and into students’ homes and communities.³¹ A form of bullying that is particularly harmful to LGBT learners is forced outing – the non-consensual disclosure of an individual’s sexual orientation or gender identity – which can expose students to further abuse, discrimination and violence both at school and at home.

30. Submissions by Coming Out, HRAU Timor-Leste, Human Rights Watch, ILGA World, Outright International, Unia, Young Pride Foundation. UNESCO, “LGBTIQ+ youth: bullying and violence at school”. ↩
31. Submissions by Canadian Human Rights Commission, Pyali Chatterjee and others, Unia and others. ↩

Discrimination within educational institutions also includes the denial of admission, disciplinary punishments (such as caning or spanking), suspension, prohibiting students from taking exams, and expulsion of LGBT students or those perceived to be LGBT.³² The criminalization of same-sex intimacy or other laws may promote the view that actual or perceived LGBT identity is a valid reason for disciplinary action and can mandate the expulsion or non-admission of LGBT students. These actions also occur in States without official government or school policies mandating disciplinary action or expulsion.³³ In some settings, students have been expelled or told to leave school due to pressure from parents or religious leaders who object to their presence. These actions leave students with no alternative pathways to continue their education and violate their right to education.

32. Submission by Eurasian Coalition on Health, Rights, Gender and Sexual Diversity (ECOM) and others. ↩
33. Submissions by Angaza Foundation, Coming Out, ECOM, ILGA World, Outright International and others. ↩

In many countries, national or subnational anti-discrimination legislation exists, including provisions related to children. Some of these laws explicitly prohibit discrimination based on sexual orientation and gender identity, as seen, for example, in Bosnia and Herzegovina, Cuba, Cyprus, Estonia, Portugal, the Republic of Korea, Slovenia, South Africa, Thailand and the United Kingdom of Great Britain and Northern Ireland.³⁴ Nevertheless, not all anti-discrimination frameworks include specific references to LGBT persons, leaving gaps in protection.³⁵ In certain jurisdictions, religious schools may be exempt from non-discrimination prohibitions with regard to LGBT students.³⁶

34. Submissions by the Governments of Bosnia and Herzegovina, Cyprus, Estonia, Portugal, Slovenia and the United Kingdom of Great Britain and Northern Ireland, and by Just Like Us, the National Human Rights Commission of the Republic of Korea, the Network of Jurists for Sexual Rights, the Ombudsman of Portugal, Time for Inclusive Education and Youth Pride. ↩
35. Submissions by the Government of Switzerland, the Network of Jurists for Sexual Rights, the Office of the Commissioner for Human Rights of Poland, Saplinq, Single Step Foundation, Vidhi Centre for Legal Policy and others. ↩
36. Submission by the Justice and Equity Centre. ↩

Similarly, while some States have enacted general anti-bullying policies for schools, these are often not explicitly inclusive of LGBT learners.³⁷ A smaller number of countries, such as Brazil, Cyprus, Japan, the Philippines, Portugal, Spain and Sweden, have adopted laws or policies that specifically address bullying based on sexual orientation and gender identity. However, implementation often remains uneven.³⁸ Inclusive education policies are also uneven in their consideration of LGBT students.³⁹ In some contexts, there have been efforts to weaken or repeal existing protections, reflecting troubling trends of legislative backsliding on non-discrimination laws that undermine the rights and safety of LGBT learners.⁴⁰

37. Submissions by National Council for Human Rights of Egypt, Sarajevo Open Centre, Vidhi Centre for Legal Policy and others. ↩
38. Submissions by the Governments of Brazil, Cyprus, Portugal and Spain, the Commission on Human Rights of the Philippines, Southeast Asia Sexual Orientation, Gender Identity and Expression (ASEAN SOGIE) Caucus and RFSL Ungdom. ↩
39. Submission by Saplinq. ↩
40. Submissions by Asociación Ciudadana ACCEDER, Jo Brassington and Sue Sanders and National Human Rights Commission of the Republic of Korea. ↩

Access to an effective remedy is fundamental to human rights protection. States must ensure safe, confidential, transparent and effective mechanisms for learners to report violations, receive prompt and fair review and obtain redress. For students, having complaints acknowledged and addressed is essential to fostering trust, a sense of safety and belonging. It also helps to prevent future incidents by clarifying unacceptable behaviours. Yet, many schools lack clear guidance on how to report bullying or discrimination and fail to explain response procedures, making remedies effectively inaccessible.⁴¹ Safeguards against retaliation are often missing. As a result, many LGBT learners never report abuse, fearing inaction, mishandling or further harm.⁴²

41. Submissions by Just Like Us, Network of LGBTI Litigants of the Americas, Save the Children Youth Sweden, Qun Jelesi and others, and United Nations Development Programme, “2024 LGBTI Inclusion Index: report on the pilot implementation”, 2024. ↩
42. Submissions by Pyali Chatterjee and others, Government of Brazil, Commission on Human Rights of the Philippines, Outright International and Qun Jelesi, and joint submission by Rainbow Action and DDing Dong. ↩

For LGBT learners who seek protection from bullying or other harms at school, these fears are often borne out. Complaint mechanisms – both within schools and in external systems – frequently fail to provide effective remedies and may instead expose students to further discrimination, bullying and violence.⁴³ Reports of abuse by LGBT students are often ignored, downplayed, or mischaracterized as interpersonal conflict.⁴⁴ In some cases, students who seek protection from school authorities are met with ridicule, disciplinary action, forced outing, suspension or expulsion, and may face retaliation from peers, teachers or even parents. In the absence of safe, trusted avenues to report abuse and to gain access protection from adults tasked with fostering a secure and inclusive learning environment, students are left to endure harm in isolation. This deepens their perception of school as an unsafe space, undermines their engagement with the academic and social aspects of education, and contributes to deteriorating mental health. When bullying is tolerated or ignored, it sends a dangerous message that certain individuals are less deserving of dignity, respect and protection.⁴⁵

43. Submissions by Angaza Foundation, Coming Out, ILGA World, Santa Marta Centre and others. ↩
44. Submission by LESLAC Network and others. ↩
45. Submission by University Queer Research and LGBTI+ Solidarity Association (UniKuir) and Advocates for Human Rights. ↩

In some cases, school and university staff – including administrators, teachers and counsellors – either directly engage in or condone discrimination and abuse against LGBT students.⁴⁶ Learners may be subjected to degrading remarks, including claims that being LGBT is “abnormal” “sinful” or “against nature”⁴⁷ and in extreme cases, educators have made statements suggesting that LGBT people deserve violence.⁴⁸ Staff may also disclose a student’s sexual orientation or gender identity to parents without consent, even when students seek help for bullying⁴⁹ – potentially exposing them to violence, confinement, withdrawal of financial support or forced withdrawal from school.⁵⁰ Even sympathetic staff often lack training on LGBT issues and inclusive education.⁵¹ As a result, many LGBT learners conceal their identities until university or beyond, fearing harm or academic repercussions.⁵²

46. Submissions by Angaza Foundation, Pyali Chatterjee and others, Coming Out, ILGA World, Single Step Foundation and others. ↩
47. Submissions by Coming Out, HRAU Timor-Leste, Santa Marta Centre and others. ↩
48. Submissions by Coming Out, Save the Children Thailand and others. ↩
49. Submission by Outright International and others. ↩
50. Submissions by Qun Jelesi, Coming Out, Outright International and others. ↩
51. Submissions by RSFL Ungdom, Human Rights Watch and Young Pride Foundation. ↩
52. Submission by Sarajevo Open Centre. ↩

A positive example of an LGBT-inclusive protection mechanism at the university level is the Discrimination and Violence Prevention Unit at Özyeğin University in Türkiye. The unit actively engages with the LGBT student club, organizes events and provides counselling and guidance tailored to the needs of LGBT students, thereby contributing to a more inclusive and supportive campus environment.⁵³ Similarly, in the Philippines, some higher education institutions have independently implemented progressive practices to support LGBT students, including gender-sensitive mental health support systems, facilitated by trained counsellors, institutional partnerships with gender studies centres and LGBT student organizations.⁵⁴

53. Submission by UniKuir and Advocates for Human Rights. ↩
54. Submission by Commission on Human Rights of the Philippines. ↩

In many States, there are no laws or policies that protect students’ right to express their gender identity in school settings, including through dress.⁵⁵ The enforcement of strict binary gender norms and restrictions on diverse gender expression contributes to hostile and exclusionary educational environments and violates learners’ rights to freedom of expression. These restrictions also adversely affect students who are perceived to be LGBT based on their appearance or mannerisms. Schools in all regions may impose rigid and gendered standards for student appearance – such as uniforms, hairstyles or grooming – that lack any pedagogical justification. Such policies disproportionately impact transgender and gender nonconforming students, compelling them to suppress their identities in order to conform, often at significant personal and psychological cost.

55. Submission by Pyali Chatterjee and others. ↩

Schools may impose compulsory male and female uniforms, enforce gendered dress codes even in the absence of uniforms and establish gender-specific rules regarding haircuts, makeup, personal belongings such as school bags, or even expected patterns of speech and social interaction deemed “masculine” or “feminine”.⁵⁶ In some cases, students have been subjected to forced haircuts by school staff.⁵⁷ Learners may also be prohibited from participating in graduation ceremonies or end-of-year celebrations in attire that aligns with their gender identity, depriving them of full participation in significant social milestones.⁵⁸ Requiring LGBT students to dress in ways that contradict their identity compels them to hide who they are, suppress their authentic expression and conform to discriminatory expectations. These requirements not only undermine their dignity but also distract from academic engagement and contribute to psychosocial distress, often causing emotional exhaustion. As a positive example, universities in Thailand have adopted policies that allow students of all gender identities to wear clothing of their choice during entrance exams, in classrooms and at graduation ceremonies.⁵⁹

56. Submissions by anonymous civil society organization, Angaza Foundation, Comisión de Derechos Humanos de la Ciudad de México, Commission on Human Rights of the Philippines, Save the Children Thailand and others, and joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu. ↩
57. Submission by Young Pride Foundation. ↩
58. Submission by Háttér Society. ↩
59. Submissions by Save the Children Thailand and Young Pride Foundation. ↩

Transgender and gender-diverse students face additional and specific forms of discrimination within educational settings. They frequently face prohibitions or restrictions on accessing facilities that align with their gender identity, including bathrooms, dormitories and other sex-segregated spaces.⁶⁰ Gender-neutral facilities remain uncommon in most educational institutions. As a result, transgender and gender-diverse students are often compelled to use facilities that conflict with their gender identity, which exposes them to heightened risks of discrimination, harassment and emotional distress. The lack of inclusive facilities undermines students’ safety, dignity and ability to participate fully in school life. There are some efforts to address these concerns. For example, some schools in the Philippines have introduced inclusive or all-gender restrooms to promote safer and more inclusive environments for students.⁶¹

60. Submissions by Commissioner for Human Rights of Poland, Human Rights Watch, RSFL Ungdom, Santa Marta Centre, Save the Children Youth Sweden, Single Step Foundation, SOS Homophobie, Vidhi Centre for Legal Policy and Young Pride Foundation, and joint submission by Rainbow Action and DDing Dong. ↩
61. Submission by Commission on Human Rights of the Philippines. ↩

Organized sports are predominantly structured along binary gender lines, and transgender and gender-diverse learners often face blanket exclusions from participation. While some States and institutions allow participation in teams aligned with a student’s gender identity, such efforts remain inconsistent and limited.⁶² Bullying and harassment of transgender and gender nonconforming students in sports settings is widespread in many contexts, contributing to a hostile environment.⁶³ As a result, transgender and gender-diverse learners avoid participating in sports altogether. Whether by prohibition or opting out, these learners are deprived of their right to participate in sport and miss out on the physical, social and developmental benefits of athletic engagement.⁶⁴

62. Submission by Outright International. ↩
63. Submission by LESLAC Network. ↩
64. Submission by Egale. ↩

Laws that deny the possibility of legal recognition, including for children, of self-defined gender identity – or that allow such recognition only under restrictive conditions, such as undergoing medical transition – are discriminatory and violate the right to identity.⁶⁵ Legal gender recognition enables individuals to change their name and gender marker on official documents, including birth certificates, passports and school records. However, even in the absence of legal change, the right to identity includes having one’s chosen name and pronouns respected.

65. Submissions by Single Step Foundation and Youth Pride. ↩

In many contexts, educators, school staff or peers may refuse to use, or be legally prohibited from using, a transgender or gender-diverse student’s preferred name or pronouns, which can cause significant psychological harm, lead to forced outing and contribute to the erasure of the student’s identity.⁶⁶ Educators may instead insist on the use of an individual’s legal name and pronouns only. In some cases, parents must provide approval for schools to use the chosen pronouns of their child.⁶⁷ There are jurisdictions where students have been suspended or expelled for using their chosen names or pronouns.⁶⁸ The lack of clear policies, guidance and training on these matters often leaves educators unprepared, resulting in inconsistent practices that depend on individual awareness and goodwill.⁶⁹

66. Submissions by Canadian Human Rights Commission, Save the Children Youth Sweden and others. ↩
67. Submissions by Egale and SOS Homophobie. ↩
68. Submissions by Coming Out, joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu, and others. ↩
69. Submissions by Roberto Kulpa and Adrianna Zabrzewska and Saplinq. ↩

Educational institutions may require that enrolment forms, examination materials, diplomas, graduation records, transcripts and other official documents reflect a student’s legal name and gender marker.⁷⁰ When these do not align with a student’s gender identity, they create significant barriers to accessing higher education, employment and other opportunities. The mismatch between official educational records and a student’s gender identity can result in discrimination, exclusion and undue scrutiny. As a positive example, the University of Sarajevo allows students to specify the gender they wish to have reflected on their diploma, offering a more inclusive and respectful approach to documentation.⁷¹

70. Submission by Háttér Society, Single Step Foundation and others. ↩
71. Submission by Sarajevo Open Centre. ↩

Several States and local authorities have adopted good practices to support transgender and gender-diverse students. In Scotland, education guidance requires teachers to use students’ chosen names and pronouns, with informal and formal name change options.⁷² In Cuba, educators may use preferred names without restriction.⁷³ Some local councils in the United Kingdom have developed support guidelines, though some were later withdrawn following opposition.⁷⁴ In Brazil, students are guaranteed the right to use uniforms, facilities and names aligned with their gender identity.⁷⁵ Spanish law affirms gender self-determination in schools, mandates inclusive curricula, bans conversion therapy and ensures access to aligned facilities and counselling.⁷⁶ In India, transgender students may use public toilets that match their self-identified gender and courts have upheld their right to participate in gendered activities accordingly.⁷⁷

72. Submission by Just like Us. ↩
73. Submission by ILGA World. ↩
74. Submission by Just Like Us. ↩
75. Submission by Government of Brazil. ↩
76. Submission by Zaira García Dafonte (Sorginlore Social Association). ↩
77. Submission by Vidhi Centre for Legal Policy. ↩

Health and well-being are fundamental to the achievement of educational outcomes and permeate all aspects of school life. Basic school health services should promote and protect physical and mental health, foster life skills, support cognitive and socioemotional development and encourage healthy lifestyles in a safe and inclusive learning environment.⁷⁸ However, many schools and universities lack adequate physical and mental health services, and where such services exist, they are often not inclusive or affirming of LGBT learners.⁷⁹ In some cases, these services may actively discriminate against LGBT students or exacerbate their distress, particularly with regard to mental and emotional health. Fear of discrimination discourages many LGBT students from seeking support.⁸⁰ With some exceptions, most Governments have not developed appropriate training, protocols or guidance for school psychologists, counsellors and other mental health professionals. As a result, school-based professionals often lack the necessary knowledge and awareness to address the specific health needs of LGBT learners, and may in some cases respond in openly discriminatory or harmful ways.

78. World Health Organization and UNESCO, Making Every School a Health-promoting School: Global Standards and Indicators, 2021. ↩
79. Submission by Association Legebitra, Bundesverband Trans, Government of Brazil and others. ↩
80. Submission by La Asociación Ciudadana ACCEDER. ↩

In all regions, LGBT students may face pressure from school staff or mental health professionals to change their sexual orientation or gender identity, including through so-called “conversion therapy”.⁸¹ Instead of supporting self-discovery, some authority figures convey that LGBT students are ill or that their behaviour is immoral or wrong – messages intended to induce shame and conformity. In some cases, school professionals have recommended or mandated “rehabilitative counselling”, abstinence or heterosexual relationships as a “cure”.⁸² Few States provide adequate protection against such harmful practices, leaving LGBT students, especially children, vulnerable to coercion by trusted adults.⁸³

81. Conversion therapy is an umbrella term to describe interventions premised on the belief that a person’s sexual orientation and gender identity, including gender expression, can and should be changed or suppressed when they do not fall under what other actors in a given setting and time perceive as the desirable norm, in particular when the person is lesbian, gay, bisexual, transgender or gender diverse (see A/HRC/44/53). ↩
82. Submissions by ILGA World, LESLAC Network, Outright International and others. ↩
83. A/HRC/44/53. Submissions by La Asociación Ciudadana ACCEDER and Commission on Human Rights of the Philippines. ↩

Bullying, harassment and discriminatory environments often prevent LGBT students from fully participating in the extracurricular life of schools and universities, including events, clubs, sports and other activities.⁸⁴ In some cases, students have been denied the right to establish LGBT student groups, or have refrained from doing so due to hostile educational climates.⁸⁵ Existing clubs have been forced to disband in response to increasing social and political pressure. LGBT-related events are sometimes banned and peaceful activities such as pride walks or film screenings have been met with police intervention or other forms of violence.⁸⁶ As a positive example, legislation in Spain promotes the development of safe spaces within schools, including support groups for transgender youth, as part of a broader commitment to inclusive education.⁸⁷ The Romanian Equality Body has recognized discrimination in several important cases, such as when students were denied the right to form an LGBT student group, or when teachers made derogatory comments, although these decisions have had limited policy impact.⁸⁸

84. Submissions by Bundesverband Trans and others. ↩
85. Submissions by ASEAN SOGIE Caucus, Kaos GL, Maria Ecaterina Nistor, Saplinq, joint submission by UniKuir and the Advocates for Human Rights, and others. ↩
86. Submission by Kaos GL and joint submission by UniKuir and the Advocates for Human Rights. ↩
87. Submission by Zaira García Dafonte (Sorginlore Social Association). ↩
88. Submission by Maria Ecaterina Nistor. ↩

The physical and psychosocial harm experienced by LGBT students – especially when subjected to bullying or forced gender conformity – can disrupt their education.⁸⁹ 89 Confronted with the choice between safety and schooling, many disengage to protect their well-being, which may take the form of changing schools, skipping classes or dropping out – often at higher rates than non-LGBT peers. Transgender and gender-diverse youth are particularly at risk.⁹⁰ These patterns lead to lower academic achievement and long-term exclusion from economic and social 81 Conversion therapy is an umbrella term to describe interventions premised on the belief that a person’s sexual orientation and gender identity, including gender expression, can and should be changed or suppressed when they do not fall under what other actors in a given setting and time perceive as the desirable norm, in particular when the person is lesbian, gay, bisexual, transgender or gender diverse (see A/HRC/44/53). 82 Submissions by ILGA World, LESLAC Network, Outright International and others. 83 A/HRC/44/53. Submissions by La Asociación Ciudadana ACCEDER and Commission on Human Rights of the Philippines. 84 Submissions by Bundesverband Trans and others. 85 Submissions by ASEAN SOGIE Caucus, Kaos GL, Maria Ecaterina Nistor, Saplinq, joint submission by UniKuir and the Advocates for Human Rights, and others. 86 Submission by Kaos GL and joint submission by UniKuir and the Advocates for Human Rights. 87 Submission by Zaira García Dafonte (Sorginlore Social Association). 88 Submission by Maria Ecaterina Nistor. 89 Submissions by La Asociación Ciudadana ACCEDER, Canadian Human Rights Commission, Save the Children Youth Sweden and others. 90 Submissions by Canadian Human Rights Commission and others. 14/21 opportunities. The cumulative effects, including poor mental health and school withdrawal, heighten the risk of poverty, homelessness and isolation.

89. Submissions by La Asociación Ciudadana ACCEDER, Canadian Human Rights Commission, Save the Children Youth Sweden and others. ↩
90. Submissions by Canadian Human Rights Commission and others. ↩

Discrimination, bullying, forced gender conformity, social exclusion and the lack of supportive educators and mental health services, as well as ineffective complaint mechanisms, deeply affect LGBT learners’ mental health, academic outcomes and overall well-being. Many report feeling isolated, despondent and hopeless. Persistent fear, anxiety and depression impair motivation, concentration and engagement, leading to withdrawal from academic, extracurricular and social life. Surveys from all regions show high rates of suicidal ideation, self-harm and suicide attempts among LGBT youth – especially transgender students.⁹¹ The fact that LGBT-focused suicide prevention hotlines report spikes in calls during debates on anti-LGBT legislation is evidence of the mental health impact of hostile political climates.⁹²

91. Submissions by Canadian Human Rights Commission, Commission on Human Rights of the Philippines, HRAU Timor-Leste, joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu, and others. ↩
92. UNESCO, “LGBTIQ+ youth: bullying and violence at school”. ↩

Surveys have found that LGBT individuals who attend supportive schools are significantly more likely to report optimism about their future. Educators, counsellors and other school staff can play a profoundly protective role in the lives of LGBT students. When these adults are affirming and proactive, LGBT learners are more likely to feel safe, attend school regularly and experience improved mental health and academic outcomes.⁹³ Supportive staff can themselves become targets of discrimination, however. Educators who identify as LGBT – or who advocate for the rights and inclusion of LGBT students – may face harassment, unfounded disciplinary action and even dismissal by school or university authorities.⁹⁴ Such reprisals contribute to a broader climate of fear and silence and discourage other educators from engaging with these issues. As a result, many teachers avoid addressing LGBT topics altogether, out of concern about negative reactions from parents, communities or administrators, which leads to self-censorship and the absence of inclusive and affirming discussions about diversity in the classroom.⁹⁵

93. Ibid. ↩
94. Submissions by Coming Out, Kaos GL, Háttér Society and others. ↩
95. Submissions by ILGA World and Bundesverband Trans. ↩

In the absence of LGBT teachers, professors or other school staff, all learners are deprived of the opportunity to engage with diverse role models. Visible representation of LGBT adults in educational settings helps to normalize diverse identities, reduce prejudice and counter internalized stigma. For LGBT students in particular, LGBT educators often serve as trusted adults with whom they can confide and find affirmation. When students do not see themselves reflected in any adult role models, they may feel less hopeful about their futures and more disconnected from their school or university community. In Argentina, teachers’ organizations have voiced concern over the Government’s decision to eliminate content on sexual orientation and gender identity from the curriculum and have emphasized its detrimental impact on the rights and well-being of LGBT students.⁹⁶

96. Submission by ILGA World. ↩

Civil society organizations play an important and constructive role in supporting educational institutions to create inclusive and affirming environments for LGBT learners. They offer expert guidance and training for educators, staff and students on issues of non-discrimination, inclusion and comprehensive sexuality education. The submissions received provide a number of positive examples of schools, colleges and universities cooperating with civil society organizations in all regions.⁹⁷ Such organizations also frequently provide services such as helplines, support groups and counselling, to which schools can refer LGBT students for additional support.⁹⁸

97. Submissions by ASEAN SOGIE Caucus, Pyali Chatterjee and others, Government of Slovenia, Jo Brassington and Sue Sanders, Association Legebitra, Roberto Kulpa and Adrianna Zabrzewska, SOS Homophobie and Qun Jelesi. ↩
98. Submissions by Step by Step and Government of Slovenia. ↩

In many contexts, cooperation between educational institutions and civil society organizations is either absent or limited to ad hoc initiatives by individual schools, rather than being supported by clear governmental policy or institutional mandates.⁹⁹ In several States, legal restrictions on freedom of expression and association for LGBT persons hinder the formation or operation of LGBT organizations. Even where such organizations do exist, they may be prohibited from engaging with schools or face opposition from parents, communities or authorities when they do.¹⁰⁰ In some countries where collaboration had previously occurred, increasingly hostile social and legal environments have led to the curtailment or termination of these partnerships and undermined efforts to create inclusive and supportive educational spaces.¹⁰¹

99. Submissions by Angaza Foundation, Bundesverband Trans, HRAU Timor-Leste, ILGA World and Maria Ecaterina Nistor. ↩
100. Submissions by Angaza Foundation, ASEAN SOGIE Caucus and Qun Jelesi. ↩
101. Submissions by ASEAN SOGIE Caucus, ILGA World and Step by Step. ↩

Evidence-based guidance from UNESCO, the World Health Organization and numerous professional associations of doctors, psychologists, educators and parents consistently affirms that it is safe and appropriate to teach children and young people about gender equality and about diverse sexual orientations, gender identities and expressions, in an age-appropriate manner.¹⁰² Research shows that comprehensive sexuality education, defined as a curriculum-based approach to teaching and learning about the cognitive, emotional, physical and social dimensions of sexuality, not only supports healthy development but also contributes to reducing sexual harassment, gender-based violence and intimate partner violence.¹⁰³

102. UNESCO, Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation and Gender Identity/Expression, 2016. ↩
103. UNESCO, “Q&A: ending school violence for better mental health and learning”, 2023. ↩

In educational settings, information about LGBT topics should be integrated into relevant areas of the curriculum, including social studies, history, citizenship, literature and health. The inclusion of diverse identities in everyday lessons affirms that LGBT persons are an integral part of society, rather than an exception.¹⁰⁴ Comprehensive sexuality education should be inclusive of all individuals. It should promote human rights, healthy relationships, gender equality, well-being, empathy, respect, personal autonomy and informed consent.¹⁰⁵

104. Recommendation CM/Rec(2010)5 of the Committee of Ministers of the Council of Europe to member states on measures to combat discrimination on grounds of sexual orientation or gender identity. See also European Union Agency for Fundamental Rights, Professionally Speaking: Challenges to Achieving Equality for LGBT People, 2016. ↩
105. OHCHR, “A compendium on comprehensive sexuality education” (2023). ↩

In many States, standard curricula and textbooks either omit topics related to LGBT individuals, sexual orientation, gender identity, tolerance and diversity, or portray LGBT persons in discriminatory, demeaning or pejorative ways.¹⁰⁶ Comprehensive sexuality education is absent in numerous contexts; where it does exist, it often excludes topics related to sexual orientation and gender identity, or is implemented inconsistently.¹⁰⁷ In some cases, curricula or classroom instruction materials actively reinforce discriminatory attitudes and harmful stereotypes, thereby contributing to hostile and unsafe learning environments.¹⁰⁸ “Moral education” or religious instruction may promote the idea that homosexuality or diverse gender identities are deviant and should be corrected or eliminated. LGBT individuals may be presented as a threat to “traditional values”.¹⁰⁹ Furthermore, in many States, sexuality education, under labels such as “family life education”, focuses narrowly on reproduction, binary gender roles and the heteronormative nuclear family model.¹¹⁰ In some instances, sexuality education and teacher training are outsourced to religious actors who promote discriminatory views against LGBT persons.¹¹¹

106. Submissions by National Human Rights Commission of Korea and Kaos GL. ↩
107. Submissions by Comisión de Derechos Humanos de la Ciudad de México, Defensoría del Pueblo de Ecuador, ECOM, Government of Cyprus, Government of Guatemala, Government of the Republic of South Africa, Government of Ecuador, Government of Switzerland, Save the Children Thailand and others. ↩
108. Submission by Roberto Kulpa and Adrianna Zabrzewska. ↩
109. Submissions by ASEAN SOGIE Caucus, Coming Out, Saplinq and others. ↩
110. Submissions by Háttér Society and others. ↩
111. Submissions by LESLAC and Akahatá – Equipo de Trabajo en Sexualidad y Géneros, Asociación Civil. ↩

There are notable good practices concerning the inclusion of sexual orientation and gender identity in sexuality education and mainstream curricula. In Cyprus, sexuality education is compulsory and includes topics such as homophobia and gender identity, although implementation remains inconsistent.¹¹² In Spain, both sexuality education and general education programmes are required to include content on gender and sexual diversity, grounded in human rights and non-discrimination principles. This content is mandated at all stages of education and is designed to challenge binary stereotypes and pathologizing narratives.¹¹³ The national curriculum in Sweden integrates sexual orientation and gender identity across multiple subjects and includes comprehensive teacher training in sexuality education. Similar efforts have been introduced in different parts of Bosnia and Herzegovina.¹¹⁴ In Scotland, the Government has adopted a national approach to LGBT-inclusive education, which requires age-appropriate, LGBT-inclusive content to be taught across curriculum areas and education levels. An LGBT group has been engaged by the Scottish Government to implement mandatory training for all teachers in this methodology.¹¹⁵

112. Submission by Government of Cyprus. ↩
113. Submission by Zaira García Dafonte (Sorginlore Social Association). ↩
114. Submissions by Government of Bosnia and Herzegovina, RFSL Ungdom and Sarajevo Open Centre. ↩
115. Submission by Time for Inclusive Education. ↩

There are deeply concerning global trends in which State, regional and local authorities – as well as education officials, cultural and religious leaders, and parents – have sought to restrict or censor information related to sexual orientation and gender identity at all levels of education, including in higher education.¹¹⁶ These efforts have included the proposal and adoption of laws, policies and administrative practices aimed at removing such topics from curricula, including from comprehensive sexuality education, or prohibiting any discussion of sexual orientation and gender identity within school settings.¹¹⁷ Often, these measures are justified through unfounded claims that addressing these topics constitutes “indoctrination”, promotes so-called “gender ideology” or conflicts with religious values.¹¹⁸ In several States, recent initiatives to introduce inclusive curricula have failed in the face of hostile and discriminatory political rhetoric.¹¹⁹ Schools that have attempted to foster positive and inclusive environments for LGBT students have, in some instances, been subjected to targeted scrutiny, hostile inspections and other forms of institutional retaliation.¹²⁰

116. Submissions by Commission consultative des droits de l’homme (Luxembourg), Comisión de Derechos Humanos de la Ciudad de México, Human Rights Watch, ILGA World, Outright International, Santa Marta Centre, Saplinq, UniKuir and Advocates for Human Rights, Qun Jelesi and others, and joint report by Certified NPO ReBit, Tnet, Proud Futures and General Incorporated Association Niji-zu. ↩
117. See A/HRC/56/49, para. 38. See also submissions by Akahatá – Equipo de Trabajo en Sexualidad y Géneros, Asociación Civil, Coming Out, Egale, LESLAC Network, ILGALAC National Front of LGBTIQ+ Organizations Pride and Struggle, Outright International, Sarajevo Open Centre and others. ↩
118. See A/HRC/56/49, para. 38. See also submissions by Human Rights Watch, Outright International, LESLAC Network. ↩
119. Submissions by Government of Brazil, LESLAC Network and Outright International. ↩
120. Submission by Roberto Kulpa and Adrianna Zabrzewska and others. ↩

Parental opposition also plays a role in efforts to suppress access to LGBT-inclusive content in education.¹²¹ In some States, laws allow parents to withdraw their children from specific lessons, or require parents to opt in, including those related to sexuality education and LGBT topics.¹²² Even in jurisdictions where such content is compulsory and there is no provision for parental opt-out, there have been concerted efforts – often led or supported by parents – to challenge or protest LGBT-inclusive curricula and to demand exemptions. In certain cases, these attempts have been reviewed and ultimately rejected by courts, affirming the importance of inclusive education grounded in human rights principles.¹²³

121. Submission by Save the Children Youth Sweden and others. ↩
122. Submission by Maria Ecaterina Nistor, Just Like Us and others. ↩
123. Submissions by Comisión de Derechos Humanos de la Ciudad de México, Just Like Us, Saplinq and Time for Inclusive Education. ↩

In contexts where sexual orientation and gender identity are included in, or not explicitly excluded from, curricula – including in comprehensive sexuality education – teachers frequently lack the training, resources and institutional support necessary to address these topics effectively and from a human rights-based perspective.¹²⁴ As a result, educators often rely on personal judgment, interest or independent research to incorporate LGBT-related content.¹²⁵ In some cases, teachers who attempt to do so face intense opposition, harassment or even legal threats, leading many to self-censor.¹²⁶ Educators and schools have been subjected to criticism and punitive measures for addressing sexual orientation and gender identity in the classroom and have been compelled to remove symbols of support, such as rainbow flags or posters indicating “Safe Spaces” for LGBT students.¹²⁷

124. Submission by Save the Children Thailand, SOS Homophobie, Vidhi Centre for Legal Policy and others. ↩
125. Submission by Association Legebitra. ↩
126. Submission by Comisión de Derechos Humanos de la Ciudad de México and others. ↩
127. Submissions by Human Rights Watch and Report Out. ↩

When learners turn to alternative sources for information about sexual orientation and gender identity, their access to accurate, honest and science-based content is often further restricted. In some States, school and public libraries have been compelled to remove books and periodicals containing LGBT-related information, even in jurisdictions with strong national anti-discrimination protections – often due to pressure from parents or community groups.¹²⁸ Online sources, while more widely available, vary significantly in accuracy and reliability.¹²⁹ In certain countries, access to information on gender identity and sexual orientation, whether through literature, online content or peer support groups, is criminalized, and individuals who publish or seek such information may face legal penalties.¹³⁰ These restrictions contribute to the erasure of diverse student identities, undermine efforts to promote understanding and tolerance and deny all learners the opportunity to learn more about themselves and others.

128. Submission by Akahatá – Equipo de Trabajo en Sexualidad y Géneros, Asociación Civil, ASEAN SOGIE Caucus, Jo Brassington and Sue Sanders, Legebrita, RFSL Ungdom and others, and joint submission by Rainbow Action and DDing Dong. ↩
129. Submission by ECOM. ↩
130. Submission by Coming Out. ↩

The submissions for the present report indicate that, overwhelmingly, Governments do not collect relevant data related to LGBT learners, although some Governments collect some data related to LGBT individuals more generally. Civil society organizations and some national human rights institutions do collect data at the national and subnational levels on the experience of LGBT youth in education, although those data are limited. The absence of data conceals the scale and nature of the challenges faced by sexual orientation and gender identity-diverse students and hinders informed policymaking and targeted interventions.

The human right to education is fundamental to individual dignity, self-determination and development. Yet, for many LGBT learners, this right remains elusive due to widespread and persistent violence, discrimination and exclusion in educational settings. Bullying, whether physical, psychological or sexual, is a pervasive reality for LGBT students in all regions of the world. Often tolerated or ignored by school authorities, such abuse not only violates learners’ rights to safety and dignity, but also drives absenteeism, academic disengagement, early school leaving and severe mental health consequences, including elevated risks of self-harm and suicide.

These harms are exacerbated when school systems fail to provide effective protection, affirming support services or inclusive curricula. The lack of legal recognition of gender identity, the enforcement of binary norms and punitive disciplinary measures further entrench marginalization.

Nonetheless, promising practices offer pathways to change. States that have adopted inclusive anti-discrimination laws, mandated LGBT-inclusive curricula, established safe and confidential reporting mechanisms and invested in teacher training and mental health support offer important models for fostering safe and inclusive learning environments. Collaboration with civil society organizations and the visible presence of LGBT educators also play a crucial role in cultivating respect, empathy and belonging in schools.

The full realization of the right to education for LGBT persons requires that States implement concrete measures to dismantle structural barriers, address the root causes of exclusion and create environments where all learners can thrive in safety, equality and dignity.

With regard to addressing the broader environment in which discrimination and violence occur and promoting equality and non-discrimination for LGBT learners at all levels and in all types of educational institutions, States should:
(a) Decriminalize consensual same-sex conduct in accordance with international human rights standards;
(b) Eliminate legal and administrative restrictions on the rights to freedom of expression, peaceful assembly and association, including those based on sexual orientation and gender identity;
(c) Adopt and implement comprehensive anti-discrimination legislation that explicitly includes sexual orientation and gender identity as protected grounds;
(d) Ensure that school anti-bullying, anti-harassment and child protection policies explicitly include protections for LGBT learners;
(e) Prohibit practices such as expulsion, denial of admission or disciplinary action based on sexual orientation or gender identity;
(f) Take concrete measures to combat and eliminate all forms of social stigmatization, discrimination and violence based on sexual orientation and gender identity;
(g) Take appropriate legislative, administrative, educational and other measures to prevent and eliminate harmful practices aimed at changing or suppressing a person’s sexual orientation or gender identity, including so-called “conversion therapies” and punitive responses to non-normative gender expression;
(h) Promote public awareness and understanding of sexual and gender diversity, including through campaigns targeting parents, families and communities, and address the harmful impact of disinformation and discriminatory rhetoric;
(i) Ensure the meaningful participation of LGBT persons and organizations in the development, implementation and evaluation of laws, policies and programmes that affect them, in accordance with the principles of transparency, inclusivity and non-discrimination.

With regard to addressing violence and bullying, States, educational institutions and other stakeholders should:
(a) Establish and enforce a zero-tolerance policy for all forms of violence and bullying in educational settings, including cyberbullying, with explicit inclusion of protections for LGBT learners;
(b) Take proactive measures to prevent and respond to bullying of all students, including targeted actions to address the specific risks faced by LGBT learners;
(c) Establish safe, accessible, confidential and effective mechanisms for students to report bullying, harassment and discrimination;
(d) Develop and apply fair, transparent and effective remedies and disciplinary procedures to address incidents of violence and bullying;
(e) Provide clear protocols and regular training for teachers, administrators and school staff to recognize, prevent and respond to incidents of discrimination or violence, and to offer appropriate support to affected students;
(f) Implement comprehensive systems for monitoring and evaluating violence in and around educational institutions, including disaggregated data collection;
(g) In consultation with LGBT organizations, design and implement methods and protocols for the collection and use of data on the experiences of LGBT learners, in order to inform evidence-based public policies and promote accountability.

With regard to gender identity recognition, States should:
(a) Adopt legislation that enables transgender and gender-diverse persons to change their legal name and gender marker through a procedure based on self-determination. Such a process should be simple, administrative in nature, free from abusive requirements and, in the case of children, accessible in a manner that takes into account their evolving capacities and views, consistent with the best interests of the child;
(b) Permit the use of chosen names and pronouns in educational settings, including on school records and official documentation, irrespective of whether legal gender recognition has been obtained;
(c) Ensure safe and non-discriminatory access to school facilities, including bathrooms and changing rooms, in accordance with students’ self-identified gender;
(d) Eliminate gendered requirements in school uniforms, dress codes and appearance standards so as to allow students to express their gender identity freely and without penalty;
(e) Establish and uphold confidentiality protections for LGBT students, particularly minors, including with respect to the disclosure of sexual orientation or gender identity in accordance with the student’s consent and best interests.

With regard to creating safe and inclusive school environments, educational institutions should:
(a) Establish gender-inclusive facilities, including gender-neutral bathrooms and changing rooms, to ensure the safety, dignity and comfort of all students;
(b) Display visible affirmations of diversity and inclusion, such as inclusive signage, posters and symbols that reflect the presence and human rights of LGBT persons;
(c) Support and facilitate the formation and operation of student-led LGBT groups and other affinity organizations that promote inclusion, peer support and awareness;
(d) Ensure that classrooms and school or community libraries include a diverse range of age-appropriate books, periodicals and learning materials that reflect sexual and gender diversity, promote understanding and counteract stereotypes and prejudice.

With regard to comprehensive sexuality education and inclusive curricula, States should:
(a) Implement age-appropriate, evidence-based and scientifically accurate comprehensive sexuality education that affirms human rights and is inclusive of concepts related to sexual orientation, gender identity and expression, and diverse family structures;
(b) Promote diversity and inclusion across the education system by ensuring that curricula, subjects and educational materials reflect a broad range of human experiences and identities, including those related to sexual orientation and gender identity, in a manner that fosters understanding, respect and equality;
(c) Develop and implement mandatory, ongoing training programmes for teachers, school administrators and educational personnel on inclusive pedagogical approaches that promote diversity, equality and non-discrimination, including in relation to sexual orientation and gender identity;
(d) Collaborate with LGBT organizations and experts in the development, implementation and evaluation of inclusive educational content and teacher training initiatives.

With regard to mental health and support services, educational institutions should:
(a) Ensure the presence of trained and qualified mental health professionals and support staff who provide services that are inclusive, affirming and responsive to the specific needs of LGBT learners;
(b) Guarantee access to safe, confidential, child-sensitive and trauma-informed counselling and psychosocial support within the educational environment;
(c) Provide accessible information, resources and quality referral pathways for LGBT learners experiencing mental health crises or psychosocial distress;
(d) Establish coordination mechanisms to connect LGBT learners with competent and affirming community-based health and support services;
(e) Develop and implement programmes to assist students who face or are at risk of family rejection, including access to counselling, shelter and other protective measures.

With regard to community outreach and education, States should:
(a) Promote dialogue and awareness among parents, caregivers and families to foster understanding, acceptance and inclusion of LGBT persons, including in educational settings;
(b) Establish and strengthen partnerships with local civil society organizations, including LGBT-led groups, as well as community leaders and stakeholders, to support inclusive education and combat discrimination;
(c) Design and implement outreach and education strategies that are culturally appropriate and responsive to the needs of rural, Indigenous and minority communities, taking into account intersecting forms of discrimination and vulnerability.