There have been no legislative changes in Montenegro since 2022 that relate to education and SOGIGESC issues.
Montenegro’s Law on prohibition of discrimination (2014, amended in 2017) includes a prohibition of discrimination on the grounds of SOGIGESC that extends to the educational sector. The Law on general education relies on this law and thus prohibits discrimination within the education system indirectly.
There is no evidence of official policies prohibiting the discussion of LGBTQI issues in schools or educational institutions. However, following the change in political leadership after the 2020 parliamentary elections, and the subsequent replacement of many school directors, numerous schools have stopped allowing NGOs to deliver informal education on LGBTQI topics.
The National LGBT Strategy expired in December 2018, leaving a significant portion of its planned activities incomplete. In April 2019, a new LGBTI Strategy 2019-2023 was adopted, featuring more concrete measures, a defined budget, and clear indicators. However, civil society reported that the implementation of the Strategy was largely unsatisfactory. With few exceptions, the ministries and institutions tasked with executing specific components failed to meet their obligations effectively. The government heavily relied on cooperation with NGOs, and activities conducted without civil society input were often lacking both effectiveness and creativity. An evaluation of the Strategy’s implementation revealed that out of fifteen operational objectives, only one was fully achieved and four were partially met. As a result, the Strategy ultimately fell short of its goals, particularly in improving social acceptance of LGBTQI individuals and enhancing their access to employment, public services, and support mechanisms.
A new 2024-2028 LGBTI Strategy was adopted in Montenegro.
The mandatory national curriculum does not include references to SOGIGESC issues, nor does it provide comprehensive sex and relationship education. However, the elective subject “Healthy Lifestyles” includes discussions on sexual orientation and gender identity. Despite this, civil society reports that some teachers, and particularly those with personal biases against LGBTQI students, frequently skip or avoid addressing SOGIGESC topics without facing consequences. In some cases, teachers have even openly expressed their disagreement with LGBTQI-inclusive content in the classroom.
Montenegro includes a human rights curriculum through the subject Civic Education, but the inclusion of LGBTQI issues is inconsistent and largely depends on the willingness of individual teachers. Since 2017, Civic Education has not been a mandatory subject in schools. Civil society organisations, along with student-led initiatives such as the “Kamo śutra” protests, have repeatedly called for the subject to be reinstated as obligatory. However, the Ministry of Education has responded ambivalently. As Montenegro prepares for an educational reform in 2025, there has been a growing push from right-wing political parties and the church to introduce religious education in schools, despite the existence of a subject on the history of religions. This initiative has faced resistance from civil society organisations, but the final outcome remains uncertain.
In March 2020, national civil society organisation Spektra signed a first agreement with a high school in the capital Podgorica regarding the planning of educational workshops on SOGIGESC related issues. In 2021, four memorandum of cooperation have been signed with four more schools (one in the capital Podgorica, and three in local municipalities of Mojkovac, Kolašin and Kotor).
There is currently no evidence of mandatory teacher training on LGBTQI issues. The education for teachers on LGBTQI issues had been accredited by the Bureau of Education in 2018 and 2019, offering benefits for teachers who attend non-formal education on this particular topic (NGO Juventas accredited the program during these two years).
Since then, there have been no accredited training programs and therefore no incentives for teachers to educate themselves on SOGIGESC issues are lacking. Civil society reports that the official call for accreditation is not sufficiently promoted.
There is no evidence of policies banning LGBTQI youth clubs from meeting within school grounds. However, despite the absence of formal restrictions on such clubs and organisations, there is, in practice, not a single one in Montenegro on any level.
Civil society has called on the government to ensure that LGBTIQI topics are covered in schools and that LGBTIQI young people are protected from bullying and harassment. There were several reports from high-school students that some schools are not open anymore to informal education about LGBTQI human rights, after the change of directors, which occurred after elections in 2020.
The government does not provide funding, nor does it actively work in partnership with NGOs in relation to LGBTQI-inclusive education.
Legal gender recognition procedures have existed since 2014, but the procedure is not based on self-determination and remains heavily medicalised, involving psychological counseling, hormonal therapy, surgery and sterilisation. The procedure is vague as the Law on civic registers does not clearly define its requirements and thus leaves it to the Ministry of Internal Affairs to interpret this legal uncertainty. Name change, however, is not conditional upon the change of one’s gender marker. Minors can access name change procedures but only upon the request of their legal representative.
A legal gender recognition (LGR) reform process has been underway since 2022, though civil society organisations began advocating for change as early as 2016. In 2022, the government issued an open call for membership in a Working Group tasked with drafting an LGR law, which included representatives from the organisations Spectra and Juventas. The Working Group completed a draft of the law in late 2022 and continued its work through 2023 and 2024. Although the draft law received endorsement from the government, it had not been submitted to Parliament by the end of the year. The delay was due to obstruction by the Prime Minister, despite the law enjoying clear support from a majority of Members of Parliament.
The draft Law on Legal Gender Recognition in Montenegro has garnered widespread support from both national and international stakeholders. A total of 48 prominent activists and civil society organisations in Montenegro have publicly endorsed the law. Additionally, four major international organisations (TGEU, ILGA-Europe, ERA, and IGLYO) representing over 900 members collectively, have expressed their strong support. This was further reinforced by two open letters: one signed by 137 regional NGOs and activists, and another by over 100 individuals from the academic community. Fifteen Members of the European Parliament have also called for the law's adoption, emphasising its importance for Montenegro’s progress in the EU accession process. In December, four major political parties forming the majority in the Montenegrin Parliament (DPS, SD, PES, and URA) officially endorsed the law during a public panel hosted by Spektra. Furthermore, during a session of the Montenegrin Youth Parliament, one of the formal youth proposals to the Government was the adoption of the Law on Legal Gender Recognition by the end of the year.
The Government is obligated to adopt this law under Montenegro's EU Accession Programme for 2023–2024, a commitment that remains unfulfilled. The Delegation of the European Union in Montenegro has explicitly urged the Government to adopt the Law on Legal Gender Recognition based on self-identification without further delay. The draft law is now listed in the Government’s 2025 work program, though it was fully prepared and ready for adoption by the end of 2024.
The adoption of the law would fulfill key commitments under the 2024–2027 Reform Agenda and advance Montenegro’s compliance with international human rights obligations. Both the Council of Europe’s Committee for the Prevention of Torture (CPT) and the UN Committee on the Elimination of Discrimination against Women (CEDAW) have recommended that legal gender recognition procedures be based on self-determination and exclude sterilisation as a prerequisite.
Although there is no specific EU acquis directly governing legal gender recognition based on self-identification, the adoption of this law would significantly contribute to fulfilling final benchmarks in the area of fundamental rights. It would also help ensure implementation of CPT recommendations and provide mechanisms for prompt and appropriate judicial action in cases of abuse. The European Commission has already issued a positive opinion on the draft law, acknowledging its importance for the advancement of human rights in Montenegro and calling for its immediate adoption.
As part of its fourth Universal Periodic Review (UPR), UN States recommended Montenegro to introduce legal gender recognition procedures that uphold the dignity, self-identification, and autonomy of trans people.
There is no evidence of policies allowing students to use their preferred name before legal gender recognition.
Data on LGBTQI students’ experiences is only collected by civil society organisations. The first research among students was done in May 2013 by NGO Juventas. Spektra conducted the first survey on ‘Discrimination against transgender and gender diverse students in high schools’ in 2019. The results of the survey show widespread prejudice and uncovered a substantial lack of knowledge, but also found students that would support trans peers.
An analysis conducted in 2021 by the Centre for Civic Education (CGO) on the representation of LGBTIQ topics in the curricula and textbooks of gymnasiums and vocational schools revealed that such topics are only briefly addressed across most subjects. However, the elective subject Healthy Lifestyles stood out as containing the most substantial and meaningful content related to LGBTIQ issues. According to the authors of the analysis, this subject approaches the topic in an appropriate and inclusive manner, emphasising the importance of acceptance, empathy, and respect for diversity.
Schools do not provide direct or indirect support to LGBTQI learners through school psychologists or counselors. Whilst psychological counseling has been made available in schools, the counselors are not systematically trained on LGBTQI issues. Research done by NGO Juventas in 2017 revealed that there was no possibility for psychologists and pedagogical staff to educate themselves on said issues until civil society organisation Juventas organised a training.
Montenegro’s anti-bullying network, operating primarily in the format of a phone line, has been established for primary schools, but there are still no sufficiently trained professionals or peer counselors capable of providing LGBTQI-specific assistance. However, in 2018 and 2019, the NGO Parents organised SOGIGESC-specific training for counselors operating their SOS phone line.
There is no evidence regarding the availability of LGBTQI-specific information within schools. While no law or policy prohibits such materials, in practice they are not present in schools due to them being perceived as ‘too controversial’ and that minors should not be exposed to them.
Schools do not have the requirement to adopt anti-bullying guidelines specifically tackling bullying based on SOGIGESC. However, there are general guidelines for psychological and pedagogical staff by the Ministry of Education that have enjoyed widespread use.
Montenegro has ratified eight of the nine core UN treaties, including the ICESCR and the CRC, which enshrine the right to education. Montenegro is a member of the European Governmental LGBTI Focal Points Network (as of November 2020), and has signed the 2016 UNESCO Call for Action.
Here is the country's score for each ground of discrimination on which we based our observations for 8 of the 10 indicators presented above.
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.