Written by By Kayden Schumacher and Angharad Morgan, 24th June 2026
As Pride Month 2026 draws to a close, many LGBTQ+ communities around the world have celebrated hard-won progress whilst also navigating an ever-growing sense of uncertainty. Globally, debates about gender, sexuality and human rights have become increasingly polarised, with marginalised communities often finding themselves at the centre of political and cultural conflict. For many transgender, non-binary and gender-diverse people, Pride this year is taking place against a backdrop of heightened scrutiny, hostility and concern about what the future may hold.
In the UK, these concerns have been amplified by the recent 2025 Supreme Court ruling that the term “sex” in the Equality Act 2010 refers to a person’s sex assigned at birth. For many, the ruling is not simply a legal decision, it has real consequences for everyday life.
In the months since the judgment, reports have highlighted growing experiences of exclusion, segregation, harassment and violence among transgender, non-binary and intersex people. At the same time, transphobic rhetoric has become increasingly visible in public and political debate. The spread of misinformation and disinformation about gender diversity has contributed to social division and has had a direct impact on people’s sense of safety, belonging and wellbeing, particularly among transgender and gender-diverse young people.
Schools and colleges sit at the heart of these debates. Educational settings can be places where young people learn about equality, diversity and inclusion, but they can also be spaces where discrimination and gender-based violence are reproduced. Research consistently shows that transgender and gender-diverse young people experience disproportionately high levels of bullying, exclusion and marginalisation. These experiences can be further intensified when other aspects of identity, such as disability, ethnicity or socioeconomic background, are overlooked.
As educators and academics, we decided to begin a research project looking at the impact these experiences are having on young people in the UK. We argue that the current political and cultural climate echoes aspects of the Section 28 era, when legislation prohibited the “promotion” of homosexuality in schools and reinforced traditional moral values. While the contexts are not identical, there are striking parallels in the ways that gender and sexual diversity are being debated, regulated and contested within public life and education.
Despite these similarities, little research has explored how the experiences of transgender and gender-diverse young people today compare with those of LGBTQ+ young people who grew up during Section 28. Our study seeks to address this gap by examining how recent political developments are shaping young people’s experiences of education, belonging and identity.
We will recruit transgender and gender-diverse young people, gathering data until December 2026 through surveys and interviews. Participants will also be invited to take part in a letter-writing activity. This creative method will provide an opportunity for young people to express thoughts and feelings that may be difficult to capture in conversation alone. Participants will be able to write a letter to a future transgender and gender-diverse young person, to policymakers, or to their younger selves, reflecting on their experiences, hopes and concerns. We hope this approach will create space for reflection and allow participants to share their experiences in ways that feel meaningful and empowering.
Rather than focusing solely on policy and media debates, this study will centre the voices of young people themselves. By listening to their experiences, we hope to gain a deeper understanding of how contemporary social and political changes are affecting their lives and educational experiences.
The findings will then be considered alongside existing historical accounts and research from the Section 28 era, allowing us to explore whether there are parallels between the challenges facing transgender and gender-diverse young people today and those experienced by LGBTQ+ communities during a previous period of legislative and cultural restriction. In doing so, we hope to contribute to discussions about how schools, policymakers and communities can better support inclusion, safety and belonging for all young people.
*We are currently seeking participants aged 11-19 in England, who identify as transgender or gender-diverse. By sharing your experiences, you can help build a better understanding of how social and political change shapes the lives of young people and inform future efforts to create safer and more inclusive educational spaces. If you are interested in taking part, please contact Kayden Schumacher, Angharad Morgan and Jamie Chan: ae5705@coventry.ac.uk
If you are, or you know a person in need of support at this time, check out:
LGBTQ+ advice for staying safe at prides and marches – akt
Children & Young People – Mermaids
Services | Gendered Intelligence
For LGBTQ+ Young People – The Proud Trust
Beyond – Improving access for young people to mental health support .