Wondering how to make your primary / early years classroom LGBT+ inclusive?
Here are a few tips to get you started…
Representation and curriculum
· Make sure you have LGBT+ inclusive books in your book area / class library – there are plenty of picture and chapter books available from all good booksellers. Be sure to rotate them, read them aloud, discuss them and pose questions around them on your displays.
· Make sure any posters and pictures on display reflect different types of families and individuals and challenge gender stereotypes. Celebrate the range of families in your class.
· Think creatively about your curriculum offer and be sure to include key LGBT+ figures and stories as the focus for learning, in addition to those you would traditionally include. Link your core and wider curriculum to the themes and ideas in inclusive books and stories.
· In EYFS create small world settings around inclusive books and stories, instigate problem solving activities featuring diverse characters from LGBT+ inclusive picture books and expand your role play areas to include props and ideas from this book collection.
· From EYFS to KS2, plan the wording of maths word problems and problem solving activities to include, for example, same-sex parented families and same sex relationships, not always mums and dads and heterosexual families/individuals. Help your children know that real life is diverse and that difference is championed.
Representation is crucial for an inclusive environment.
Families and individuals
Be aware of the different families represented in your class and be friendly and welcoming to all. Quickly get to know each child’s preferred name then make sure you pronounce it correctly and use it. Follow the model of our early years staff who are experts at welcoming, including and representing all families and individuals in our schools and settings.
Make your classroom a gender-inclusive zone…
It almost goes without saying these days, but make sure everyone has access to everything that takes place in your classroom and keep groupings flexible and fluid.
Addressing your class:
Primary schools can be a little behind the times when it comes to the language we use. When speaking to your class or to gain their attention, use the class (or year group) name, or gender-inclusive words such as ‘children’, or the more informal ‘folks’ or ‘peeps’, rather than ‘boys and girls’ or ‘ladies and gentlemen’. The same applies when speaking to groups or individuals. Use their actual names or ‘children’, rather than, for example, ‘Boys, can you please collect up the books.’
Managing whole class manoeuvres:
A focus on gender when organising activities is often arbitrary and largely unnecessary. This includes activities such as lining up, getting into groups or washing hands before lunch. It’s not necessary to split the children into boys and girls to do this: be creative and use letters of the alphabet in names; existing class groups; sock colours; shoe fastenings; favourite foods etc. Make sure everyone working with your class knows to do this too.
Seating plans:
If you are in a school where seating plans are required in KS2, be sure to avoid ‘boy, girl, boy, girl’ seating. Why not empower your pupils to sit where they know they will learn most effectively?
Show you’re an ally:
The simple act of wearing a rainbow lanyard, pin or badge helps those who need to know that you are a trusted adult and an ally to LGBT+ people. This may be important for a child, a member of staff or a member of the school’s wider community.
If any of the above are not happening in your school or setting, try to lead by example and model this approach for others. Then plan for how you can work with your senior leadership team to make it a focus for everyone.
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