Education must be safe, inclusive, and accessible to all learners. To ensure the effective realisation of the right to education, a strong anti-discrimination legislative framework is essential. All states are responsible for guaranteeing and safeguarding this right by explicitly addressing discrimination based on sexual orientation, gender identity and gender expression, and variations in sex characteristics within educational environments. So-called “anti-propaganda laws”, which ban the discussion or representation of SOGIGESC issues and identities in educational settings and other public spaces, create significant obstacles to inclusive education. As such, these laws are given greater weight in assessments than the mere absence of protective measures.

National or regional policies or action plans that promote safe and inclusive learning environments are essential for guiding schools in addressing bias-motivated discrimination based on actual or perceived SOGIGESC. Such policies provide a clear framework outlining the procedures and actions schools should take to prevent and respond to bias-based discrimination. They also equip teachers and school staff with the necessary tools, guidance, and institutional support to confidently foster inclusion and effectively address incidents of prejudice or harassment.

The meaningful inclusion of LGBTQI identities and experiences across curricula and learning materials provides teachers with regular opportunities to address diversity and foster an inclusive learning environment. It is equally important to ensure that these materials promote positive messages and avoid reinforcing negative stereotypes or misinformation. IGLYO maintains that such content should be integrated throughout the entire curriculum, or, at a minimum, included in mandatory lessons for all students. Accordingly, countries have been assessed based only on their compulsory curricula.

Teachers play a critical role in fostering a safe and inclusive environment for all students, regardless of their sexual orientation, gender identity, gender expression, or variations in sex characteristics. However, many teachers and educators still report lacking the knowledge, confidence, or resources to address LGBTQI topics or effectively support LGBTQI learners. Comprehensive and compulsory national or regional training programmes for teachers and school staff on LGBTQI awareness and inclusion are essential. Countries are scored based solely on the existence of mandatory training.

To support the rights and well-being of trans, non-binary, gender-diverse, and intersex students, all learners should have the right to have their name and gender marker recognised in accordance with their self-identified gender. This recognition must be fully respected across the school environment, with all official documents and certificates reflecting the chosen name and gender, and learners being allowed to access facilities and spaces that align with their gender identity. Only countries that extend self-determination-based LGR to minors receive the maximum score.

Monitoring the nature, prevalence, and impact of school-based violence is essential for designing effective strategies to prevent and address bullying. To fully understand and respond to this issue, incidents of bullying based on students’ actual or perceived SOGIGESC must be explicitly recorded as such. To receive a score in the Index, there must be documented evidence that the data was collected either by the government, by a publicly funded institution, or by a civil society organisation that receives government funding specifically to work on inclusive education.

Teachers and school staff play a key role in safeguarding the health and well-being of all learners. LGBTQI students may at times require specific support, and it is essential that school personnel are adequately trained and equipped to respond to their needs with sensitivity and competence. Establishing connections with relevant LGBTQI youth services and community organisations is also vital to ensure students can be referred to appropriate external support when needed. In addition, tailored support must be available for any learner affected by bias-motivated violence. This report includes all available information on support systems across countries. For the purpose of the Index, countries were scored based on whether governments directly provide such services or fund civil society organisations to deliver them.

Learners should have access to information and guidance on sexual orientation, gender identity, gender expression, and variations in sex characteristics (SOGIGESC). This information should be made available in multiple formats, including posters, leaflets, and digital resources, and displayed both in visible communal areas and more private spaces within schools. Ensuring that relevant websites are accessible from school computers also contributes to an environment where all learners feel represented and respected. Providing such information not only supports LGBTQI students but also helps foster understanding and inclusion among the wider student body.

A safe and supportive school environment is crucial for the development, as well as the physical and mental well-being of LGBTQI young people. This indicator highlights whether school environments are inclusive or hostile towards LGBTQI learners, but also the extent to which governments actively collaborate with or fund civil society organisations to foster safe, supportive, and inclusive learning environments.

Bias-motivated bullying based on actual or perceived SOGIGESC continues to be a global challenge that requires action beyond local and national levels to effectively address and eradicate it. International commitment from states demonstrates political leadership and underscores the importance of cooperation in combating this issue. Membership in the European Governmental LGBTI Focal Points Network (EFPN) and the signing of the UNESCO Call for Action by Ministers on Inclusive and Equitable Education for All learners, which advocates for an environment free from discrimination and violence, both serve as key indicators of this commitment to LGBTQI-inclusive education.