Evaluation

The Scottish Government’s implementation programme for LGBT Inclusive Education is ongoing. Research and evaluation into the impact of the policy area in schools is undertaken on a continuous basis. The most recent evaluation information has been published.

Evaluation Reports

LGBT Inclusive Education: Progress and Evaluation Report (2021-2022)

This Progress and Evaluation Report was prepared by Time for Inclusive Education (TIE) on behalf of the Scottish Government and presents an evaluation and analysis of the first phase of the implementation programme, from September 2021 to June 2022, as it entered the profession for the first time.

 

This report provides the findings from evaluation processes which occurred during this period, and presents analysis and commentary on progress made.

 

Evaluative data collected from teachers, student teachers, and learners is aggregated and analysed in this report.

 

Published: July 2023

Download

Headline Findings

The 2021-2022 Progress and Evaluation Report analyses quantitative and qualitative data from thousands of teachers, student teachers, and learners collected over a nine month period across local authority areas.

 

This early evaluation is the first of its kind and indicates that the national approach to LGBT Inclusive Education supports schools to effectively increase learner understanding of prejudice, has an early impact on prejudice-based behaviours, and improves teacher and student teacher efficacy in addressing these topics in a school setting. The implementation of LGBT Inclusive Education in Scotland is ongoing.

Teacher Confidence and Efficacy
Teachers who participated in the evaluation process overwhelmingly reported that both their knowledge and understanding of LGBT Inclusive Education had improved after participating in professional learning. Most demonstrated a clear understanding of the national approach in this area, and the importance of meaningful and contextual embedment of LGBT themes in teaching and learning as opposed to exceptional or singular approaches.

"This module has given me hope for moving forward with teaching about diversity in our school. We are a rights respecting school but so far, we have not really explored LGBT education in our plans. I think that this is definitely needed within our learning environment."
- Primary teacher, Falkirk Council

"The content has provided me with more confidence in talking to peers about LGBT Inclusive Education by reinforcing the message that it is our job as educators to ensure all pupils are treated fairly."
- Secondary teacher, North Lanarkshire Council

97% of teachers who took part in the national professional learning on LGBT Inclusive Education felt more confident delivering this work in their own school setting.
Learners' Understanding of Prejudice
Learners reported an improvement in their knowledge and understanding of core concepts related to LGBT Inclusive Education. In particular, their awareness of prejudice and the LGBT community's contributions to society had strengthened.

"I learned a lot about the Allport Scale. Throughout history, the amount of actions and discrimination against the nine [protected characteristics] is absolutely massive, and we're still working as a society to fix it."
- Secondary pupil, Aberdeenshire Council

"You shouldn't call people names that are mean and offensive. I have heard the word gay used meanly in school. People would say "last one up the hill is gay" it is not right. I know that it happens in real life."
- Primary pupil, North Lanarkshire Council

87% of secondary learners had a stronger understanding of the impact of homophobic, biphobic, and transphobic prejudice after engaging with LGBT Inclusive Education, while 9 out of 10 had a clearer understanding of how prejudice can arise and escalate.
Learners' Experiences of Prejudice
Many learners who participated in evaluation indicated that their perspective on prejudice-based behaviours and language towards LGBT people had changed, identifying that they had a role to play in challenging prejudice in their school communities.

"It made me happy when people realised that 'gay' and 'lesbian' and 'Lgbt' isn't an insult."
- Primary pupil, North Lanarkshire Council

"Stand up for people more when I hear them getting bullied and try and be a good example for younger people."
- Secondary pupil, Shetland Islands Council

9 out of 10 secondary learners would no longer use pejorative language about LGBT people after engaging with LGBT Inclusive Education, while 98% were able to accurately identify how to challenge prejudice-based behaviours.

96% of primary learners felt that resources about the use of homophobic language at school were "very relatable" to their own experiences.
Learners' Self-Empowerment
A common report among secondary learners were that messages of self-empowerment and recognition of difference as a positive aspect of life stood out to them when engaging with LGBT Inclusive Education. Some specifically noted that they had adopted sentiments of self-acceptance in relation to their own identities after receiving this learning in their schools.

"It's perfectly fine to be a part of LGBTQ+ and that there are people I can talk to about it."
- Secondary pupil, Shetland Islands Council

"Lgbt people can have it quite hard and we should give them a chance to be who they want to be."
Secondary pupil, Moray Council

"I'm not the only one."
- Secondary pupil, Shetland Islands Council

Previous
Next

Further Resources

Schools in Scotland are supported to implement LGBT Inclusive Education through the provision of resources and professional learning.

 

For Schools and Teachers

 

A two stage professional learning course has been provided by the Scottish Government for teachers and school staff in Scotland to support them to implement LGBT Inclusive Education effectively.

 

Stage 1 of the course is an instantly accessible E-Learning module and covers content including the national policy area, framework, and approach; legislation; curriculum planning; child protection and safeguarding; engaging the whole school community; and the Four Contexts for Learning.

 

Stage 2 of the course is delivered in schools. This input provides staff with the opportunity to work collegiately across year groups and departments to identify an effective implementation method that will work for their school setting. Staff collaborate to consider effective curriculum development.

 

Additionally, a series of curriculum resources are available for schools to use and adapt. These resources provide examples of what teaching and learning related to LGBT Inclusive Education should look like, and exemplify the national approach in practice.

 

For Parents and Carers

 

The National Parent Forum of Scotland has developed guidance for parents and carers, providing information about what LGBT Inclusive Education is. This resource explains what is happening in schools, what parents and carers can expect their child to learn about, and how to get involved in their child’s learning.

 

All curriculum resources are publicly available through the lgbteducation.scot platform, and can be viewed by anyone with an interest in LGBT Inclusive Education in Scotland. These resources provide examples of what teaching and learning related to LGBT Inclusive Education may look like in a school setting.