Using the project information resource:



For Organisations + CPD

Further guidance notes


The thematic PDF’s are aimed at a range of audiences (from teachers and NHS personnel to sports organisations and the general public), and are for equality and diversity discussion and related educational purposes. Three supplementary PDF’s were also created specifically for a younger age group [10 -16]

Collectively the documents comprise a reflective thinking resource that covers the issues of various types of inequality and discrimination experienced by LGBT people, and also organisations and businesses that may have to date done little work in the field of staff training in the area of LGBT discrimination issues and related Continuing Professional Development. Some PDF’s will be of more direct relevance to audiences such as teachers and sports instructors, others to LGBT people who wish to have a reflective thinking resource they can use in terms of dealing with homophobia when encountered in general settings, the workplace, sports contexts or in schools.

As such, depending on need all can be used, or just one or two that are more relevant to the viewer’s [or organisation’s needs] needs.

The six thematic PDF’s comprise a main article and a supportive material and links section that supplements discussion and reflection points made in the article. The latter has an educational purpose as well as discussion/reflective thinking one, in that it brings to the readers’ attention facts that they may not have been aware of (commonly regarding the challenging of stereotype derived thinking and the range and depth of consequences of unchallenged prejudice).

For organisations:

For organisations interested in LGBT inclusiveness and Anti-discrimination issues and related Continuing Professional Development (CPD): The project information resources, exhibition panels and or thematic PDF’s can be used in the following ways:

Dissemination to small groups of staff/colleagues for E&D awareness discussion purposes with suggested request for verbal or written feedback after a given period in which the material was studied. Guidance being given to look at best practice and identification of issues/questions and how changes that may be required in best practice can be effected by using some of the online resources included on the website (such as the Stonewall schools best practice information pack material).

In conjunction with study of the thematic PDF material, booking of panels for display in for example school staffrooms with subsequent display [in the case of educational establishments such as schools and colleges in public areas such as reception/foyer areas for pupils/students to study].

Please also see the Contact/Services page regarding CPD:

Further notes for using the resource:

The resource throughout places emphasis not upon LGBT people as a minority, but rather upon the discriminators as a much smaller minority whose main shared distinguishing characteristics are both fear of difference and of developing their own individuality.

Whilst the website material is founded upon ethical perspectives, emphasis is in particular placed upon practical professional and economic/business efficiency considerations that highlight enlightened self-interest as a key factor for effecting real change in behaviour and outlook.

The perspective adopted in the project’s material is therefore orientated towards looking at the sources of discrimination. The latter being exclusivist thinking (as witnessed in sectarianism and former ideologies such as those of Apartheid era South Africa, Fascist-Nazi era Europe, etc).

Exclusivist perspectives [the main source of prejudice and all related forms of anti-social behaviour, hate crime homophobic and trans-phobic bullying, racism and sexism] ultimately betray lack of personal self-confidence, as seen through inability to relate competently to others different to oneself – world wars, pogroms, suicides and extermination camps have been the inevitable outcomes of the fearful and socially incompetent in relating to difference.


To experience passing pain of any kind, physical or mental, is unpleasant. However, to indulge in prejudice – or indifference to prejudice (homophobic, racist or sexist) -- in the workplace, shop-floor, boardroom, staffroom, schoolroom, reception desk, school and PE provision contexts involves bearing other pains/costs that endure and are far-reaching in how they affect friends, family members, colleagues and strangers/members of the general public. .

These costs ultimately relate to keeping or loosing contracts, businesses and organisations flourishing or folding, and especially psychological harm to those who experience bullying (in particular amongst the young [LGBT children and adolescents] who commonly endure psychological scarring for many years simply because their ‘teachers’ chose to turn a blind eye to physical or verbal bullying).

Discriminatory behaviour is unethical and in the final analysis an act of disruptive selfishness, and its indulgence by those with professional and employment contractual obligations a betrayal of the organisation or business and of fellow staff/colleagues.

Permissiveness towards prejudiced and discriminatory behaviour in the workplace is, since the passing of the Equality Act 2010, regarded as an act of gross dereliction of duty. Evidence of active support for or connivance at such behaviour is illegal and can potentially involve prosecution.

Prejudice costs jobs and demonstrates a selfish indifference to harming organisations and businesses. A person/employee who puts selfishness and prejudice before professionalism is ultimately the enemy [person who can potentially helps to close an organisation or business through poisoning its workplace/office/shop-floor environment] of their more inclusive/mature and self confident and socially competent work colleagues.

The information and supportive articles and website links provided in this resource encourage greater awareness of the costs entailed by toleration of prejudice, and still more to better counteract the later in workplace, educational and sports contexts through understanding its sources and the steps by which it emerges to negatively effect, more than those who are the most direct victims.