Belarus
Indicator scores
There are no anti-discrimination laws that mention sexual orientation, gender identity and expression, or variations in sex characteristics as protected grounds of discrimination with regard to education.
There are no national policies or action plans to tackle homophobic, biphobic, transphobic or interphobic bullying or promote LGBTQI inclusion.
There is no evidence of compulsory education curricula that include content on sexual orientation,gender identity and expression or variations in sex characteristics.
There is no evidence of mandatory teacher training on LGBTQI awareness.
The government does not provide funding to or partner with LGBTQI civil society organisations working in the area of education.
There are no clear legal or administrative proceedings to change name or gender marker.
The government does not provide data on homophobic, biphobic, transphobic and interphobic bullying.
There is no evidence of support systems specifically designed to need the needs of LGBTQI learners.
There is no evidence of publicly funded information and guidelines for LGBTQI learners and their families.
Belarus has not signed the Call for Action by Ministers – Inclusive and equitable education for all learners in an environment free from discrimination and violence.
Belarus is not a member of the European Governmental LGBTI Focal Points Network.
Grounds of discrimination
Here is the country's score on each ground of discrimination on which we based our observations for 8 of the 10 indicators presented above.
Country score evolution
To enable a meaningful comparison of country progress over time, we have retroactively aligned the scoring systems used in the 2018 and 2022 Editions of IGLYO’s LGBTQI Inclusive Education Index with the updated 2025 scoring criteria.
While each edition of the research has built on the previous one, reflecting evolving standards and priorities in inclusive education, minor changes to indicators and scoring weights were introduced in 2022 and 2025 to improve clarity, consistency, and comprehensiveness.
By recalculating the earlier scores according to the 2025 framework, we have tried to ensure comparability across all three editions and provide a more accurate picture of progress, stagnation, or regression in each country’s approach to LGBTQI-inclusive education.
For this reason, you might find some scores in the PDF Report & Index 2018 and 2022 differing from those on the Education website for these two years.