Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Homophobic, biphobic and transphobic bullying in schools

Rivers, Ian (2017) Homophobic, biphobic and transphobic bullying in schools. In: School Bullying and Mental Health. Routledge, London, pp. 35-45. ISBN 978-1-138-67412-7

Text (Rivers-Routledge-2016-Homophobic-biphobic-and-transphobic-bullying-in-schools)
Accepted Author Manuscript

Download (391kB) | Preview


Research on the bullying and social exclusion of lesbian, gay, bisexual and transgender (LGBT) pupils in schools is now into its third decade. For over twenty years, studies have catalogued the daily torments many LGBTs have faced and continue to face going to school (Rivers, 2011). The wealth of evidence collected has prompted several governments to take action to address the homophobia that has long been apparent in the classrooms, corridors and on the playing fields of our schools. However, despite this wealth of evidence, some politicians, religious leaders and members of the teaching profession remain opposed to the delivery of curricula that acknowledge the diversity that exists within our schools, preferring to remain silent (at best) or overtly discriminate (at worst) against those young people who identify as other than heterosexual, or those who identify as members of the opposite sex.