Including same-sex families in educational settings

Abstract

The urge to feel recognized by society has led LGBT individuals to form their own community in order to obtain their own equal rights and opportunities. Researchers have repeatedly examined the differences between the development of children with same-sex parents and children with heterosexual parents, with many studies showing that there is in no difference at all. This dissertation presents the literature available on the matter and investigates the struggles that children raised by same-sex couples as well as their parents face. It also indicates, strategies which educators should adopt in order to minimalize these struggles. Some practices include using inclusive language and developing an inclusive environment while removing all biases and ensuring a welcoming environment for these children and their families. To date educational institutions and entities have not provided enough training for educators that help them feel at ease with LGBT issues in the classrooms. The reasons behind this vary and include religious and moral beliefs, as well as social prejudices and the idea that children are too young for such information. Malta seems to be making a step forward as according to the annual review conducted by ILGA-Europe (2015), Malta was the first country to introduce the Trans, Gender Variant and Intersex Students in Schools policy. Nevertheless, there is much more work which could be done, especially in the local context.