Belong To Primary - New foundations for LGBTQ+ inclusivity in primary schools [Impact Case Study]
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Date
2025
Authors
Neary, Aoife
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Publisher
University College Cork
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Abstract
All children grow up in worlds with LGBTQ+ people. Many children have LGBTQ+ family members, and many are processing their own LGBTQ+ identities. Yet, despite this diversity, many children are not seeing their personhood, families, or worlds reflected holistically in primary schools. These subtle dynamics suggest to all children that there is something taboo about LGBTQ+ lives, creating the early conditions for hierarchy and discrimination with hugely negative impacts into adolescence. The goal of ‘Quality Education’ (SDG4) is not being achieved when LGBTQ+ lives are not being reflected in inclusive or meaningful ways in the formal or informal facets of primary school life. Furthermore, ‘Gender Equality’ (SDG5) is not being realized when families with trans and gender diverse members are rendered invisible or negatively impacted by rigidly gender segregated schooling or restrictively gendered practices. Waiting to address this challenge in post-primary schooling is too late. Furthermore, the need to address this problem early has never been more urgent, as we see the rise of anti-LGBTQ+ rhetoric globally with LGBTQ+ lives being misrepresented as somehow threatening to children. Belong To Primary provides new foundational evidence with epistemological and societal impacts that have huge potential for the reduction of inequalities (SDG10) in primary schools.
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Keywords
LGBTQ+ , Diversity , Taboo , Hierarchy , Discrimination , Primary schools , LGBTQ+ inclusivity in primary schools
Citation
Neary, A. (2025) 'Belong To Primary - New foundations for LGBTQ+ inclusivity in primary schools' [Impact Case Study]. Cork: University College Cork.
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© 2025, the Author.