My Identity, My Idea to be Myself

MyID addresses the pressing issues of LGBTIQ+ and gender discrimination in schools. It aims to tackle the prevalent challenges of bullying, exclusion, and negative attitudes towards sexual orienta...

General objective of the project was to develop a comprehensive approach and specific educative actions to address intersectional discrimination and inequality experienced on grounds of sexual orientation, gender identity, gender expression and sex characteristics in secondary school. This was done by implementing the innovative MyID pedagogy, which focuses on emotional intelligence in general and more specifically on how to respectfully deal with the challenge of diversity. The more specific objectives were to integrate attention for LGBTIQ+ issues in school, to empower teachers to start teaching about these topics and to inform and mentor parents to understand and accept sexual and gender diversity. Thus, the My-ID projects is very crucial, especially as it runs during a key time for the European education system. Indeed, it is on during the EU LGBTIQ Equality Strategy 2020-2025, that marks a new phase of integration of LGBTIQ+ equality in all policy areas addressing LGBTIQ+ discrimination more effectively by 2025. Therefore, this project offers a good framework for future actions, having developed educative materials for students, teachers, parents and the school community.

The consortium has planned a comprehensive approach to sexual diversity that foresees three main results: PR1 'Classroom activities to integrate sexual and gender sensitivity in specific subjects': PR1.1 Desk research and needs analysis: All the partners in each participating countries delivered the questionnaires to students and teachers by reaching a population of 350 students and 100 teachers in total. The Lead partner (DEFOIN) collected and reported the main findings in a global synthesis report (PR1.1) that has been also used for the definition and realization of the PR1.2 Teacher manual with a compendium of activities to be piloted in the participating schools and PR1.4 Teacher guide with practical suggestions on how to deal with questions students may ask that took into full account the data gathered from the research phase. PR1.3 Piloting the activities in class and PR1.5 Mainstreaming (involvement of relevant stakeholders responsible for curriculum development). PR2: 'Teacher/staff training': PR2.1 Teachers training was done with the use of a teacher training manual and 4 video clips (PR2.2) which explain the My-ID methodology on how to engage on a deeper emotional level with diversity; An International training (LTTA) tested if teachers were able to implement the activities in the schools (PR2.3) and how to overcome cultural differences in teaching styles and deal with doubt and resistance. In addition, we realized a compendium of articles and materials to clarify some LGTBQI+ concepts based on the broad Q&A registered during the training (PR2.4 MyID reader for secondary education). PR3 'Parents guidance' to inform and mentor parents to understand and tolerate/accept sexual and gender diversity: P3.1 Needs assessment among parents; PR3.2 Manual for professionals on how to reach out and work with parents; PR3.3 Handbook for the parents; PR3.4 Brochure for the general population of parents and caretakers; PR3.5 Pilot testing with parents. In the section about the impact and evaluation you can see the numbers reached.