Teaching Inclusion with Courage: LGBTQ+ Education in Schools Serving Faith Communities

How do you talk about LGBTQ+ inclusion in a primary school that serves a community of faith?

This was the question behind a project led by Dr Matthew Carlile, exploring how teachers in five English primary schools introduced LGBTQ-inclusive education in response to the DfE’s updated LGBT-inclusive Relationships and Sex Education, as part of the Educate & Celebrate programme. Each school served a diverse faith community - including Muslim, Christian, Hindu, and non-religious families - and all were committed to creating schools where every child felt safe, respected and seen.

Starting with Safety

Teachers in the project often began their inclusion work by focusing on anti-bullying. They wanted to keep all children safe from name-calling and prejudice, without alienating parents or colleagues who might feel uncertain about discussing LGBTQ topics.

Whilst this approach is often viewed as a pathologising approach to LGBTQ inclusive education, we found that it provided a bridge - a way to start the conversation in a familiar, values-based way. Over time, teachers discovered that students themselves were far more open, curious and respectful than they expected.

As one teacher explained:

‘We realised the children could talk about LGBTQ issues just as thoughtfully as they talk about race or religion. They listened, they asked good questions — they were sensible and kind’.

Building Confidence through Dialogue

In the early stages, teachers were cautious. Some introduced new storybooks quietly onto library shelves. Others avoided rainbow flags or the acronym ‘LGBTQ’ in public displays.

But as classroom conversations unfolded, confidence grew. Teachers learned that children were capable of deep empathy around the topic, and could hold both their faith and respect for difference at the same time.

By the end of the year, walls were decorated with displays celebrating families of all kinds, and inclusive books were proudly on show.

Shared Values, Shared Respect

One of the project’s most important findings was that faith and inclusion are not opposites. Many teachers and parents grounded their support for equality in their own religious values - compassion, respect and love for one’s neighbour.

As one participant put it:

‘Respect and tolerance are themselves moral values that we affirm as good ones - superior to intolerance and disrespect’.

Small Steps, Real Change

The project showed that embedding LGBTQ-inclusive education in faith-based or faith-serving schools doesn’t have to start with big, public gestures. It can begin quietly, through literature, discussion, and a shared commitment to kindness.

Over time, these small steps can transform a school’s culture. Teachers who were once hesitant became confident advocates for inclusion, supported by legislation like the Equality Act 2010 and by their pupils’ openness.

As Dr Carlile’s research found, it’s possible to start cautiously and end courageously, with classrooms that reflect every child’s reality and every family’s story.

In Summary

This work reminds us that LGBTQ-inclusive education isn’t about ideology: it’s about belonging.
It’s about helping children see that everyone, whatever their faith, family or identity, deserves safety, respect and representation.

That’s how inclusion begins: not in confrontation, but in conversation.