Following the international standards of implementing a comprehensive education approach to prevent and address SOGIGESC-based bullying, this report provides information on 10 indicators that provide input on the areas developed within this framework.
The indicators entail the implementation of (1, 2) anti-discrimination legislation and inclusive national policies or action plans, (3, 8) inclusive curricula, guidelines and other sources of information, (4) mandatory training for teachers, (7, 9) support for students, and supportive school environments, as well as (6) data collection on the experiences of LGBTQI learners. We also deemed it necessary to include (5) the recognition of learners’ gender identities, in particular legal gender recognition, and (10) the extent to which Council of Europe Member States have shown international commitment to creating safe, supportive and inclusive education systems.
Building on the experience with the first edition of the Index and Report, IGLYO refined the questionnaire and then asked for the contributions of member organisations, other relevant civil society organisations and educational experts from the Council of Europe Member States, as well as Belarus and Kosovo.
IGLYO received completed questionnaires from all countries, except Liechtenstein, Monaco and San Marino. In some cases, member organisations or local educational experts did not have the capacity to do this research. In those cases, information was provided by lawyers and desk research. On the basis of the collected data, two different resources have been created. Firstly, a narrative report, with the most relevant information, has been produced for each country (the LGBTQI Inclusive Education Report). Secondly, IGLYO has developed a map and table to easily highlight and compare the situation in each country, based on the ten indicators (the LGBTQI Inclusive Education Index).
This project is primarily aimed at governments (education ministries, policy-makers and other governmental staff working in the field of inclusive education), to provide an overview of the situation in each country according to civil society. For that reason, this research relies on qualitative information. IGLYO has worked closely with its member organisations and partners to gather data on legislation, policies and practices at a national level. When needed, desk research was also carried out to verify the accuracy of the information or to supplement the data provided. Final results have also been reviewed and verified by other partners and pro-bono lawyers.