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Links to documents:
Access this URL (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/367473/NatCen_Social_Research_-_HBT_bullying_-_analytical_report.pdf)Full report[Link to copy hosted by GOV.UK]
Download this file (NatCen_Social_Research_-_HBT_bullying_-_analytical_report.pdf)Full report[Archive copy hosted by UK Trans Info]

Brief Summary

This government report provides findings from research on how best to tackle homophobic, biphobic and transphobic (HBT) bullying in schools.

Extract from Document

This report provides the findings from a qualitative study of 'What works in tackling homophobic, biphobic and transphobic (HBT) bullying among school-aged children and young people?'. The study involved:

  • A rapid evidence assessment to establish the types of anti-HBT bullying thought to be happening;
  • An online mapping exercise to see which types of initiatives were being used, which generated 247 responses;
  • Depth interviews with 20 teachers and other providers involved in the delivery of anti-HBT initiatives across a range of schools;
  • Four school case studies, with each case study involving
    • observation of initiatives designed to prevent or reduce HBT bullying;
    • interviews or groups with staff;
    • groups with pupils who had received an intervention or been involved in the delivery of teaching
    • and interviews pupils who had sought because they were bullied because of their real or perceived sexual orientation.

The study was conducted between April and July 2014. The findings represent the range of views expressed about what worked or didn't work in tackling HBT bullying. The study does not constitute an evaluation of what works in the strictest sense and the findings should be interpreted in this light.

The findings were organised around four main approaches to tackling HBT bullying:

  • Prevention or proactive approaches
  • Interactive, discursive and reflexive teaching
  • Playground or school life approaches
  • Reactive and supportive approaches

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