The project that we are carrying out was born from the need to deal thoroughly with a problem identified at European level, in line with a 2018 YouGov report which has unearthed the following facts:

  • 45% of primary and secondary teachers have witnessed discrimination for reasons of gender and / or affective-sexual orientation.
  • 70% of teachers have witnessed the use of non-inclusive and / or homophobic and sexist language.
  • 86% of teachers consider that they have not had adequate training in order to deal with this type of problem.
  • 48% of LGTBI students have experienced bullying at school.
  • 55% of teachers have witnessed low-level sexism and discrimination against female students within schools.

There is clearly much room for improvement regarding gender and affective-sexual diversity and therefore we aim to offer an integral response which includes the following key objectives:

  1. The absolute normalisation and effective inclusion of primary and secondary students, raising the levels of awareness of this subject and reducing those of discrimination and conflict due to gender or affective-sexual orientation.
  2. With the aim of meeting objective 1, the implementation within schools of a Comprehensive Action Plan involving the various profiles of our partner institutions and the professional networks to which they circumscribe.
  3. The provision for coordinating the 3 areas of the educational communities as well as the authorities and network of partnerships which can help in the process of transforming our schools.
  4. The establishment of a “European Network of Discrimination-Free Schools”.

In order to meet these objectives, we have formed an association which is both heterogenic and complimentary and involves various institutions that have a range of professional profiles and experience from which to tackle these problems and achieve results which have a maximum impact:

  1. Jaén Teacher’s Centre (Spain)
  2. Jaén Territorial’s Delegation of education, sports, equality, social policies and conciliation
  3. Secondary education centre (Sweden)
  4. Education centre specialising in innovation (Greece)
  5. International Centre for the Promotion of Education and Development (Italy)
  6. Cooperative for Education, Cooperation and Development (Portugal)
  7. Cambridge County Council Education Authority (UK)

Each of these partners is committed to collaborating with other relevant institutions within their own professional network, including the schools which are prepared to trial the findings of this project.

The programme of activities is specified in concurrent local and transnational calendars of events which are based on the need to obtain the project results.

Evaluation, suggestions for improvement, and sustainability plan

The local calendar of events will be carried out continuously during the 3-year period of the project. Similarly, a transnational meeting will take place three times a year which will aim to coordinate the tasks of management, implementation and dissemination whilst also providing the opportunity to debate, find a consensus, present conclusions and select results. This programme will finish with two staff-training activities which will tackle the shortcomings of the association regarding a scientific approach to the two topic areas in both their diachronic and synchronic strands as well as a study into active work methodologies within the classroom, cooperative learning and the use of artistic resources as a classroom tool.

We hope this approach will have a direct impact on not only the schools involved, but also on the local communities and their network of partnerships as well as a wide-ranging network of European schools. This will be done through our Dissemination Plan which will be carried out both within the institutions involved in the project and also by the educational authorities, schools and institutions that are to be found within this area of activity.

It is to be hoped that the ultimate benefit will be an improvement in the levels of discrimination, conflict and bullying within schools as well as a greater awareness of gender diversity and affective sexual orientation. Similarly, we hope to spread inclusive values and improve the way in
which those schools committed to the promotion of democratic values and an active and efficient citizenship approach diversity management.