Research on the bullying and social exclusion of lesbian, gay, bisexual and transgender (LGBT) pupils in schools is now into its third decade. For over twenty years, studies have catalogued the daily torments many LGBTs have faced and continue to face going to school (Rivers, 2011). The wealth of evidence collected has prompted several governments to take action to address the homophobia that has long been apparent in the classrooms, corridors and on the playing fields of our schools. However, despite this wealth of evidence, some politicians, religious leaders and members of the teaching profession remain opposed to the delivery of curricula that acknowledge the diversity that exists within our schools, preferring to remain silent (at best) or overtly discriminate (at worst) against those young people who identify as other than heterosexual, or those who identify as members of the opposite sex
