Diversity and Inclusion

Being LGBTQ+ isn’t a safeguarding risk, it’s how others in our society may behave towards a young person who identifies as LGBTQ+ that may cause risk. 

Individual may want to talk about how they’re feeling, so if they trust you, responding in a positive and supportive manner will show you’re an ally. See our guidance about allyship to find out more. 

What does LGBTQ+ mean?

LGBTQ+ stands for lesbian, gay, bisexual, transgender, queer or questioning and more. This term covers a broad range of people who have different lived experiences and may be at different stages in exploring their gender and sexuality and includes people who are asexual or have differences in sex development (sometimes known as intersex).

For further information on pronouns can be found on the Pronouns.org website. You can also find a full glossary of LGBTQ+ terms on Stonewall’s website.

Communication is key

You shouldn’t assume any young person would want to be separated or excluded from activities. Have a conversation with them regarding their needs and if any changes or amendments are required. This is good practice for everyone taking part in your organisation, so that everyone has a voice, feels seen, heard and valued within your club or activity.

Awareness and understanding

Many children and young people may have known or questioned their sexuality or gender identity from a young age. A large number don’t tell anyone until they’re older. This may be because they are scared or worried about others’ reactions.

To help facilitate a young person’s own understanding and confidence, you could promote Childline as they can support a young person with advice about their feelings or sexual identity.

The timeframe between first questioning their identity and starting to accept themselves (or coming-out) can lead to an individual’s emotional wellbeing and mental health being impacted. For example, they may experience:

• low self-esteem or possibly depression
• feeling a sense of isolation
• minority stress
• a need to prove themselves in other areas of their lives
• imposter syndrome
• fear of bullying

Your club or activity should strive to create a culture of acceptance, awareness and understanding of different types of sexuality and gender identities. If your club is part of a national governing body (NGB) or active partnership (AP), make sure you are following their equality, diversity and inclusion or transgender policies and procedures.

Practical steps for supporting LGBTQ+ athletes

Team kits

Think about any specific requirements you have around sports kits to make sure everyone feels included. Rather than having gender specific kits, young people should be free to wear the kit that they feel most comfortable in. Never compromise on requirements around safety equipment should never be compromised when selecting kit.

Changing facilities and lockers rooms

Make sure everyone feels safe when using changing rooms. Many sports have mixed-gender, transgender (or non-binary) teams at several age group levels, your organisation to enable the groups to change separately should always be made. Solutions may include: 

• each gender using a different room or facility
• each gender having a separate time slot
• everybody changing at home before they leave
• each gender having an allocated area of a larger shared facility

Resources

• Childline is celebrating pride - NSPCC Childline is celebrating Pride
• Gendered Intelligence - a not-for-profit community-interest company that aims to increase understanding of gender diversity
• Just Like Us - LGBTQ+ charity working directly with schools and supporting LGBTQ+ young people through mentors
• LGBT Consortium - national membership network of LGBTQ+ organisations and charities
• Pride sport - A UK organisation for LGBTQ+ sports development and equality Pride Youth Games Pride Youth Games
• Play by the Rules - Australian campaign to tackle homophobia in sport
• Rainbow Laces - an LGBTQ+ campaign from Stonewall
• Safeguarding LGBTQ+ children and young people - NSPCC Learning guidance
• Safeguarding LGBTQ+ young people in sport - CPSU webinar
• Sexual and gender identity - Childline guidance for young people on sexual orientation, identity, trans identity, transition and sexuality
• Stonewall - working for equality and justice for lesbians, gay men and bisexuals
• Switchboard LGBTQIA+ helpline - a national free helpline that offers a confidential support for the LGBTQ+ community
• The Proud Trust - community organisation offering advice for young people and education resources
• Transgender inclusion in grassroots sports - Northern Ireland Human Rights Commission (NIHRC) and Gendered Intelligence

You don't need to understand every aspect of a person’s specific disability, condition or sensory need; however you should consider their particular needs when planning your activity.

First and foremost, you should consider the child or young person first, and any disability (visible or hidden) is secondary. 

What does disability really mean?

We’re using the term ‘disabled children’ to refer to children and young people with a range of very different conditions and identities; some of whom may not identify as being disabled. This includes children and young people who:

• have a physical disability
• have a learning disability
• have visual impairment  
• are d/Deaf or have limited hearing
• are neurodiverse (autistic spectrum, attention deficit hyperactivity disorder ADHD)
• have a long-term illness

Awareness and understanding

Having a good awareness and understanding of the challenges that d/Deaf and disabled individuals face will help to make your organisation more inclusive. Everyone who is responsible for, or in contact with children and young people should consider how to support, recognise and respond to their needs or concerns. 

For further guidance take a look at our ADHD, Autism and taking part in sport mini webinar and Neurodiversity Week: strengths, sport and safeguarding blog. 

Why abuse may be overlooked for disabled children and young people?

Possible signs if abuse could be interpreted as a characteristic of the child’s disability and abuse could be overlooked, leaving the child at risk. For further information see our child abuse in a sport setting guidance.

Barriers for disabled young people when taking part in sport

Most disabled children and young people are able and willing to participate in sport when they have access to facilities and appropriately trained staff to support them. Some common challenges that disabled individuals face when getting involved in sport include:

• lack of positive early experiences in sport and physical activity
• the coach or provider lack awareness of how to be inclusive
• limited opportunities and programmes for participation, training and competition
• lack of accessible facilities or equipment
• limited accessible transportation
• negative attitudes towards disability from parents, coaches, teachers and disabled people
• information and resources not provided in accessible formats

Practical steps for supporting d/Deaf and disabled athletes

Having practical safeguards in place, help to create a safer, more inclusive environment and help to keep disabled young people safe within your organisation. Consider the following:

Individual’s needs 

The disabled person is the expert. They are more likely to know what their needs are and how they can best be supported. Meet with the young person and their parents or carers to understand and agree:

• their needs, including personal or intimate care responsibilities
• how the young person will be supported and by who
• arrangements made to make sure they are included and safeguarding requirements

Supporting people with limited verbal communication 

Here are some tips for including children and young people with limited communication.

• pay attention to non-verbal cues, signals, and behaviours such as, facial expressions, body language, eye contact and any changes in emotions or behaviour
• use other forms of communication such as sign language, visual supports, communication cards or digital tools 

Personal and intimate care

Personal care responsibilities for children with disabilities should be discussed with them and their parents or carers as part of their induction. These requirements should be put into a statement which sits alongside your safeguarding policy. Each person who requires personal care should have a statement detailing their specific needs and be kept securely.

Sports coaches, staff and volunteers should not be involved in providing intimate care for any children and young people taking part in your sport or activity. This care should always be the responsibility of the parents, carers or other identified carers.

For further information about intimate care needs for disabled children and young people visit, the NSPCC Learning website.

Medication

Your organisation should have guidance in place on administering medication in your safeguarding policy which outlines:

• any medication required
• who is responsible for administering and when the medication should be
• how the medication is stored
• how to record and track which medications have been given and when, so that
• medication is given correctly and safely

This should be agreed and signed off by the young person, parent or carer and either the designated safeguarding officer or senior sports coach.

Resources

• Disability in sport, featuring Ade Adepitan - Childline ‘Voice Box’ video about the array of sports in which people with disabilities can take part
• Safeguarding d/Deaf and disabled children - NSPCC Learning resources for helping organisations protect d/Deaf and disabled children from abuse
• Telling about abuse - a leaflet for d/Deaf adults
• Telling about bullying - a leaflet for d/Deaf adults
• We have the right to be safe - NSPCC report on protecting disabled children from abuse
• Disability awareness in sport - guidance and resource by Disability Sport Coach
• Paralympics Games lead the way in celebrating differences - European Commission
• Activity Alliance d/Deaf and disabled resources - a range of resources and guidance regarding disability rights and breaking down the barriers to communication
• British Sign Language (BSL) website
• Communication tools  and Visual supports - resources from National Autistic Society
• Disability and sports - United Nations guidance
• Inclusive language: words to use and avoid when writing about disability - GOV.UK guidance

An ally is someone who actively supports the rights of a minority group without being a member of it.

A minority group is any small group in society that is different from others because of their race, religion, political beliefs, faith, gender, gender identity, sexual orientation, age, health, ability or background, or are made to feel as though they are a minority, in a way that is harmful or unfair.

Allies play an important role in inclusivity and equality; whether it’s in your sport or physical activity, outside your sport, in the workplace, at school, or in everyday life.

What is an ally?

An ally is someone who actively promotes and wants to improve the culture of inclusion, through intentional, positive and conscious efforts which benefit others.

Examples of minority groups

• LGBTQ+ individuals - acknowledge how this community may not always feel safe in all spaces 
• d/Deaf and disabled individuals - you don't need to understand every aspect of a person’s disability, however you should consider their needs and experiences
• ethnic minorities and marginalised communities - learn about individual backgrounds, beliefs, culture and experiences
• low-socio-economic backgrounds – understand how experiences of financial limitations may affect their ability to access sport and physical activity

Ways to be an ally

There are different ways to be an everyday or active ally. To be an ally within your sport club, activity, or community could mean any of the following:  

• to take on the issues or struggles as your own
• to stand up and speak up, even when you feel uneasy (but only if you feel safe to)
• use the benefits of your privilege to help others
• acknowledge other individual lived experiences
• be open and willing to learn and grow
• champion accessibility in your space

Encouraging allyship within your sport or activity

Building a community of allies will encourage others to act as allies too and will help to create a more inclusive culture in your organisation.

Other ways you can support allyship

• open dialogue – create spaces where individuals can openly discuss issues related to diversity, inclusion, and allyship. Encourage sharing experiences and listening to each other.
  
  
• collaborate with others - seek input and ideas from a wide range of individuals, empower everyone to contribute. If you have members of your club, activity or community that have lived experience of the issues you are trying to overcome, collaborate on the possible solutions.
  
  
• promote growth - actively oppose discrimination whenever you encounter it. If mistakes are made, explore how they can be avoided and learnt from. If you don't know, then ask questions. Be open to learning more about people and how they are experiencing your sport and activity.
  
  
• accessibility - make sure spaces and information is accessible as possible for everyone’s needs. This doesn’t just mean what is visible, for example ramps and imagery, but also what cannot be seen, such as noise levels and atmosphere.
  
  
• role models - highlight and promote role models within the sport who exemplify allyship. Their stories can inspire others and demonstrate the positive impact of being an ally.
  
  
• celebrate diversity - recognise and celebrate the diversity within your sport. Host events and initiatives that highlight the contributions of all athletes, regardless of their background.

These are just examples. To put these into action, start thinking about how you can incorporate behaviours into codes of conduct or language use in everyday sessions. Being an ally will look different for each person and in every space. The aim is to support an inclusive and safe space where children and young people can thrive.

Why are allies important for sport and physical activity?

Allies are vital in sports as they foster support, amplify marginalised voices, break down barriers, promote inclusivity, and serve as role models. Their efforts create a welcoming and equitable environment, enhancing both individual and team performance, and building a strong sense of community. In essence, allies help ensure that everyone can thrive and feel valued in the world of sport.

An ally’s support could make the difference between an individual getting involved in sport, or taking a route without the physical, mental, social and emotional benefits that come from sport and physical activity.  

What the research tells us

'Children and young people with two or more characteristics of inequality are the least active, least likely to volunteer and have the lowest levels of positive attitudes and wider outcomes.' - Sport England’s Active Lives Survey

'Children or young people who have a disability are over three times more likely to experience a form of violence compared to their non-disabled peers.' - Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies

'Many children and young people who come from Black, Asian and minoritised ethnic communities experience racism, bias, stereotyping or cultural misunderstanding as they grow up. This can result in some children and young people being more likely to come to the attention of child protection services, while other children are less likely to receive effective support.' - Nuffield Foundation, Annual report 2020

Using inclusive language that doesn’t discriminate against someone’s ability, age, race, religion, faith, gender, gender identity and sexual orientation helps to create an inclusive culture in your organisation. 

Inclusive language should not discriminate against others who are different from yourself. It should be welcoming and respectful to all.

Language and terminology

The language that people use in your club and on social media, in newsletters and all communication with young people, parents and the public should be inclusive. 

You could involve the children and staff in your organisation to agree what language is acceptable and adopt these in your policies and procedures.

Key things to consider about language in your sport

1. You and your club should challenge all language that is upsetting, offensive, threatening, abusive or violent and deal with it appropriately.
2. Just because someone uses certain language to refer to themselves, doesn’t mean it’s acceptable for them to use this language towards others.
3. If you think something is banter or a joke, it doesn’t mean others feel the same.
4. Communicate with everyone involved in your organisation around acceptable use of language and behaviour, so that everyone is aware, what is and isn't acceptable.
5. Include information about using inclusive language in your policies and procedures and in your codes of conduct or behaviours

For information on the correct use of pronouns visit the Pronouns.org website. You can also find a full glossary of LGBTQ+ terms on Stonewall’s website.

Attitudes

Celebrate difference

Having positive role models within sports can influence children and young people. If a young person sees someone like themselves taking part in a particular sport or activity, they can identify more closely with the person and the sport, and this may inspire them to take part. 

Have open discussions with the young people in your organisation about the language you use will help all members to feel valued and listened to. This could cover their preferred name, pronouns, personal needs and concerns.

Banter or bullying

Banter is often passed off as being acceptable within a sports setting, but one person’s banter is another person’s bullying. Banter may not include all the same elements as bullying, but it doesn’t mean it is acceptable. Listen to our webinars on banter vs bullying in sport and racism in sport to find out more.

Challenging sporting stereotypes

Stereotypes are generally based on birth genders and conventional gender roles within our wider society and culture. As these roles have developed and changed alongside our everyday life, sport has developed too.

Certain sports have been deemed as gender specific and although there have been vast developments in equality and diversity in the sports sector, pre-existing stereotypes are hard to shake. Such as:

• females being the weaker gender
• males should be tough and not show emotions or cry  
• certain ethnicities are faster or better at a particular sport

Challenge these stereotypes to give everyone taking part within your sport or activity a level playing field.

Unconscious bias

We all absorb values and messages from the environments that we grow up in and around. Unconscious bias is the attitudes and stereotypes that affect our actions, understanding and decisions without realising. These are automatic and often based on the persons experiences, as well as social and society norms and cultural conditioning.

Being aware of your unconscious bias and how it operates, is the first step toward accountability and understanding it. To learn more see our unconscious bias in sport and physical activity webinar mini series.

A wide range of resources are available to help you make your sport or activity more accessible and inclusive for all children and young people.

CPSU and NSPCC resources

• How it is - an image vocabulary for children about feelings, rights and safety, personal care and sexuality
• Protecting children from bullying and cyberbullying - NSPCC Learning guidance
• Safeguarding children from black, Asian and minoritised ethnic communities - NSPCC Learning guidance

Sport specific resources

• Disability awareness in sport - guidance and resource by Disability Sport Coach
• Equality, diversity and inclusion framework - England Hockey
• Equality and diversity for clubs - Swim England
• Ideas for making your sessions more inclusive - inclusive coaching guidance from UK Coaching
• Moving to inclusion - an hub for equality, diversity and inclusion in sports
• Paralympics Games lead the way in celebrating differences - European Commission
• Stonewall FC - London's famous gay football club, providing a platform for openly gay players of all levels and abilities to play competitive football
• The FA's equality, diversity and inclusion homepage - FA information and resources

Other useful resources

• Ditch the Label - one of the UK's largest anti-bullying charities
• Disability and sports - United Nations guidance
• EACH (Educational Action Challenging Homophobia) - set up to challenge homophobia, it offers training and consultancy, and runs an action line for people to report homophobic bullying
• Equality Act 2010 - GOV.UK guidance
• Inclusive language: words to use and avoid when writing about disability - GOV.UK guidance
• Let's stop bullying for all - advice from disabled young people for disabled young people - video developed by the Anti-Bullying Alliance

Publications

• Active beyond education? - National Disability Sport Organisations and English Federation of Disability Sport, 2015
• Annual Disability and Activity Survey - Activity Alliance’s Annual Disability and Activity Survey 2021-22
• Child abuse, child protection and disabled children – a review of recent research - Stalker K and McArthur K. University of Strathclyde, 2012
• Engaging disabled people in sport and physical activity - English Federation of Disability Sport
• Homophobia in sport (Feb 2017) – House of Commons report on homophobic attitudes in sport