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Evaluation of an anti-homophobic, biphobic & transphobic bullying programme

Teenage girl looking at phone unhappily
Published: July 2016

Findings from a mixed method evaluation.


To evaluate eight initiatives set up to tackle and prevent homophobic, biphobic and transphobic (HB&T) bullying in schools and among young people.

A key aim of the evaluation was to understand which of these initiatives seemed to work, in what contexts and why. 

The main difference between the initiatives was whether they took a ‘whole school’ approach or delivered a series of short activities or one-off, stand-alone training or events.

Download the report 

Key findings

School policy development

Where senior school staff were sceptical or unsure about the importance of a HB&T bullying policy, training for governors and senior leadership teams helped change their minds.

Improving school staff awareness, understanding and confidence

Staff awareness and understanding in relation to HB&T bullying improved. This in turn increased their confidence to challenge bullying, especially in relation to the use of HB&T language by pupils.

Teacher capacity and cascaded learning

Building capacity among teachers to prevent and tackle HB&T bullying was one of the more successful part of the programme.This included building teacher knowledge and skills as well as better provision of teaching resources.

Raising pupil awareness

Attempts to improve pupil awareness of HB&T bullying and its effects were not as successful as among school staff. This was partly due to pupils’ awareness being higher at baseline, plus there was limited time for pupils’ views to change substantially between baseline and follow-up surveys, which sometimes took place on the same day as the activity or soon after.

Direct pupil support

One-to-one and group support to pupils who had been bullied, identified as LGB or T, or who were questioning their identity said that this increased their feelings of self-esteem and resilience to HB&T bullying.   


This was a mixed method evaluation that involved: a scoping stage; development of logic models; baseline and follow-up surveys in relation to initiatives’ key objectives; and qualitative case studies, involving interviews or focus groups with school staff and pupils.