LGBTQ+ lives in prisons: addressing the policy-practice gap.

Purpose: The purpose of this paper is to use lived experience and research to bridge the gap between LGBTQ+ policy and practice in prisons. The authors hope that this paper will ignite debate and lead to the development of policy, training and awareness across the prison estate in the United Kingdom (UK).

Design/methodology/approach: This paper draws on the lived experiences of a serving prisoner, who has co-authored this paper.

Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools.

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and relationships should be present in the curriculum.

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers.

Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England.

'It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments': Exploring One Teacher Educator's Personal Experiences of Dyslexia.

This article uses a life history approach to explore personal experiences of dyslexia of one higher-education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education.