Homophobia and Discrimination on

LGBT youth examined suggested that this resulted in a feeling of not being able to 'be
oneself'. 226
The general invisibility of sexual orientation issues <strong>and</strong> the lack of any positive
representations of LGBT people within education were also noted by LGBT NGOs
interviewed in all EU Member States. 227
The e-survey of stakeholders showed that 65 per cent believe that school curricula 'did
not consider' or 'showed a low degree of consideration' for LGBT issues (for example,
non-traditional family arrangements, relationships, gender roles or sexual preferences).
According to the School Mates Project, mentioned earlier, silence <strong>and</strong> biased views from
teachers <strong>and</strong> peers on LGBT issues foster negative attitudes towards homosexuals,
which increase the sense of isolation <strong>and</strong> vulnerability felt by homosexual adolescents.
Studies in Belgium also highlight an inadequate level of LGBT-relevant information <strong>and</strong>
training for pupils <strong>and</strong> teachers. 228
A comprehensive two-year study 229 in 12 Irish schools based on classroom observation,
student <strong>and</strong> staff interviews, focus groups <strong>and</strong> survey results found that sexual
orientation was a taboo subject. The institutional invisibility was reinforced by a lack of
vocabulary to name <strong>and</strong> discuss sexual difference. Discussions of sexual orientation in
class or focus groups resulted thus in silence, discomfort, fear <strong>and</strong> hostility. While
disabled people, as well as religious <strong>and</strong> racial minorities were also the subjects of
negative stereotyping, they did not evoke the same level of hostility or disrespect as
gays <strong>and</strong> lesbians. Fifty-five per cent of students surveyed would terminate a friendship,
if they found out that the person was gay or lesbian.
The stakeholder e-survey showed that more than half assessed the level of LGBT
acceptance among school personnel as ‘somewhat low’ to ‘nonexistent’. During
fieldwork research LGBT NGOs reported that school authorities did not always allow
access to schools for carrying out awareness raising initiatives. The country reports of
Malta, France, Luxembourg, Pol<strong>and</strong> <strong>and</strong> Bulgaria make reference to examples of LGBT
NGOs being blocked or ignored by school authorities when attempting to raise
awareness <strong>and</strong> combat homophobia in schools. 230
226 F. Colgan, C. Creegan <strong>and</strong> A., McKerney T. Wright (undated) Lesbian, Gay <strong>and</strong> Bisexual Workers:
equality, Diversity <strong>and</strong> Inclusion in the Workplace: A Qualitative Research Study. COERC/London
Metropolitan University
227 Fieldwork meetings in EU April-May 2008
228 K. Pelleriaux <strong>and</strong> J. Van Ouytsel (2003), ‘De houding van Vlaamse scholieren tegenover
holebiseksualiteit’, Antwerp; Universiteit Antwerpen
229 K. Lynch <strong>and</strong> A. Lodge (2002) Equality <strong>and</strong> Power in Schools. Redistribution, recognition <strong>and</strong>
representation. Routledge. London. P. 181-182
230 Fieldwork meetings in the EU Member States (March-April 2008)
Part II - The Social Situation
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