LGBTQIA+ Youth Insight in Blackpool

Healthwatch Blackpool were commissioned by Public Health to undertake consultation work with young people, exploring their views on how Personal, Social, Health and Economic (PSHE) education could help address stigma associated with individuals identifying as Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA+). They undertook focus groups with 142 children and young people between April and November 2024.

In conclusion, feedback relating to how PSHE education can help address stigma associated with identifying as LGBTQIA+ is consistent, with those young people from educational settings and those from LGBTQIA+ groups providing similar suggestions. There was very little difference in attitude, with young people largely embracing diversity and championing differences. 

Young people associated the term LGBTQIA+ with various aspects of sexual orientation and gender identity, demonstrating an understanding of the letters “L”, “G”, “B” and “T”. Despite this, student knowledge regarding the meaning of the letters “Q”, “I” and “A” was uncommon, with the meaning of the “+” symbol also being unclear, highlighting a gap in knowledge. 

While LGBTQIA+ education is present in schools, many young people feel this is often rushed, repetitive and lacking in depth. Young people expressed a need for a comprehensive and engaging PSHE curriculum on LGBTQIA+ topics. They specifically hoped for the inclusion of topics such as LGBTQIA+ history, real-life experiences and community heritage, enhancing learning and understanding. In order to do this, some individuals desired more interactive and varied methods of learning, such as creative projects and discussions with community members. Additionally, some young people mentioned integrating contemporary examples from pop culture, such as TV shows or celebrities, to enhance understanding.

Similarly, young people felt that PSHE education can significantly reduce stigma against LGBTQIA+ individuals by incorporating collaborative activities with positive messaging, such as poster-making and tailored assemblies, promoting inclusivity and understanding. In addition, young people felt that education regarding how best to support LGBTQIA+ peers and addressing the negative effects of bullying are crucial to be incorporated. 

Young people identified several barriers preventing teachers from effectively addressing LGBTQIA+ topics in the classroom. These included teacher awkwardness or lack of confidence, fear of offending and avoidance of certain topics. Feedback suggests that young people would benefit from more class discussions and group learning, particularly feeling that their generation has lots to contribute in conversations. Additionally, some young people felt that having one point of contact within the school that they felt comfortable speaking to about LGBTQIA+ topics would be beneficial. 

Young people suggested that schools could create a supportive environment for LGBTQIA+ young people by increasing dialogue through assemblies, posters and more frequent lessons on LGBTQIA+ topics. Emphasising education on respectful behaviour and appropriate communication was deemed as crucial for young people, alongside incorporating contemporary and historical LGBTQIA+ figures into the curriculum, promoting acceptance.