Some 18 years after the repeal of Section 28, we are still living in a woefully inconsistent age for LGBT pupils and teachers alike. Whilst the TIE campaign’s success in galvanising support for the inclusion of LGBT issues in the Scottish curriculum struck a triumphant chord north of the border, the recent prevalence of those who oppose the No Outsiders programme in Birmingham served as a sombre reminder of how much work still needs to be done.

Following the deeply unsettling findings of the 2017 Stonewall school report, it became clear to me that meaningful action is essential. Put plainly, if you alienate the LGBT community from the curriculum, you risk fostering an environment which wears away at the mental health of pupils and staff.

How to support LGBT students

Over the past two years, I’ve learned that if you want to create a genuine culture of inclusion in school, it’s a case of “every little helps”. It can’t just be a comprehensive sex education program or an anti-bullying policy. Rather, it requires universal buy-in on all levels of school. What follows are tips based on some of the steps I have taken this year to do my part in making the school experience truly inclusive.

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1. Start an LGBT club

Alongside three other passionate NQTs, we established an LGBT club. In doing so, we understood that such an undertaking needs to be a gentle process. We promoted the club at assemblies, making clear that it was a safe place for everyone and anyone who wants to support the cause. Teenagers are naturally self-conscious, so I found it helpful to make clear that pupils did not need to “out” themselves in order to attend the club, nor did they need to identify as a member of the LGBT community.

Initially, we kept the club’s location confidential, meaning that pupils could come and go discreetly. Now, we host a wonderful cast of inspiring pupils. Week by week, we will discuss LGBT issues, engage with LGBT texts and play games. Some weeks are more profound than others but, ultimately, what is key is creating a safe and secure environment.

2. Celebrate LGBT History Month

It comes around every February, and it’s an excellent opportunity to promote wholesome values of equality and tolerance throughout the whole school (plus, the excess of rainbow flags will add a lot of colour!)

This year, we sold badges courtesy of LGBT Youth Scotland, flogged rainbow cupcakes at morning break, set up a “wall of fame” showcasing LGBT icons throughout history, as well as artwork from pupils and, finally, placed QR codes throughout the school linking smartphones to various LGBT websites. All the money raised went straight to an LGBT charity. Now, two months on, many pupils are still proudly wearing their badges around the school.

3. Resist heteronormativity

“Heteronormativity” refers to the view that heterosexuality is the “normal” or “preferred” orientation. Historically, heteronormativity has been embedded in our curricula. Whether it be the presence of only nuclear families in a scenario-based maths problem, the sole existence of straight couples in sex education or the relative absence of LGBT relationships explored in English class texts, the lack of any kind of LGBT representation in our coursework fails to reflect the real world for which school is preparing young people.

This doesn’t mean that your subject needs a rainbow-coloured makeover; just refrain from presenting LGBT issues and relationships as a deviation from the norm, and consider ways in which your teaching could potentially encompass a broader range of identities, orientations and lifestyles.

4. Confront homophobia and transphobia visibly

In my opinion, this is one of the most crucial steps which a teacher can take. Throughout my student and NQT years, I have always confronted homophobic and transphobic language directly on the rare occasions that I’ve been faced with it. Doing so isn’t always easy (especially when you’re a new teacher learning the ropes of behaviour management). Indeed, confronting discrimination can disrupt (and even derail) a lesson. However, as the 2017 Stonewall school report made apparent, failure to confront this behaviour can indirectly legitimise LGBT discrimination in the eyes of young learners whilst potentially damaging mental wellbeing in the process.

Lastly, as teachers, we owe our pupils the best possible start in life. Succeeding in this endeavour is, in my opinion, just as dependent on giving pupils the chance to feel proud and secure in themselves as it is on attainment. Britain is still resisting tolerance in places, whilst the wellbeing of our youth suffers. By each playing our part, the teaching population can encourage more positive changes like those which were sparked by the TIE campaign in Scotland.

Just like the repeal of Section 28, I believe that collectively making the effort to create a more inclusive learning environment can lead towards another milestone in the journey towards an education system which truly accepts LGBT people and promotes respect for diversity.

Glen Fraser is a newly-qualified English teacher at Bishopbriggs Academy in East Dunbartonshire, near Glasgow