Since 2018, San Marino has amended its non-discrimination provision in the Constitution to include sexual orientation. Regrettably, GIGESC grounds are not included, despite recommendations as part of the Universal Periodic Review.
San Marino has no specific anti-discrimination laws in place that prohibit discrimination in education on grounds of SOGIGESC. Law 21/1998 on General Education Norms (1998) states that the inclusion and non-discrimination of all students must be ensured, but this has mostly been applied and understood in regard to disability.
San Marino’s anti-bullying action plan was adopted in 2017, but does not include SOGIGESC grounds or the needs of LGBTQI learners. The action plan calls for data gathering and awareness raising.
ECRI has recommended that the San Marino authorities should work towards the adoption of standards for preventing and combating bullying, including cyberbullying, and violence in schools and set up a system for monitoring and LGBTI-phobic bullying and violence in schools.
SOGIGESC issues are not part of the mandatory curricula.
San Marino continues to have no mandatory sex education or human rights curricula that are inclusive of SOGIGESC.
ECRI has recommended that the authorities ensure that human rights education in San Marino includes greater age appropriate awareness on issues related to sexual orientation, gender identity and sex characteristics in the school environment.
There is currently no mandatory teacher training on LGBTQI awareness.
ECRI has noted that teachers are not adequately sensitised about issues related to sexual orientation, gender identity and sex characteristics. There is growing concern about bullying in schools and in particular about cyberbullying.
ECRI has recommended that the initial and inservice training of primary and secondary school teachers on human rights issues, including those related to sexual orientation, gender identity and sex characteristics, should be strengthened.
While some schools are quite conservative, some school principals and teachers are very supportive and work together to create a safer environment for LGBTQI learners.
Generally speaking, the small country has made progress over the past years by amending the Constitution to ban discrimination, through a successful referendum, and introducing civil partnership in 2018.
The government does not provide funding, nor does it actively work in partnership with NGOs to promote LGBTQI inclusive education.
There are no legal gender recognition procedures in place in San Marino, and practice is ad hoc.
No information is available about policies or practices allowing trans students to use their correct name and gender in schools.
The government does not collect data on anti-LGBTQI bullying, despite the 2017 action plan and ECRI’s recommendations (2018).
Neither the government or schools provide targeted support for LGBTQI learners or their families. Arcigay Rimini has provided support in some individual cases.
No relevant guidelines are in place for teachers or LGBTQI learners.
San Marino is a States Party to seven of the nine core UN treaties, including the ICESCR and the CRC, which enshrines the right to education. San Marino is not a member of the European Governmental LGBTI Focal Points Network (as of November 2020) and has not 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.