Included in this article:

• VOICE: Tackling  barriers to support sustainable participation
• Use positive examples to tackle negative stereotypes head-on
• How to ensure that bullying isn't tolerated
• RESOURCE: FAQs: Working with Parents and Carers of LGBTQ+ Children

by Charlotte Potterton

Part 1 of this two-part series considered the power of inclusivity in boosting team cohesion and includes practical tips on how to create an environment in which LGBTQ+ children and young people feel included and empowered to participate. 

In Part 2, Erin Williams discusses key barriers to participation for LGBTQ+ children and young people, and suggests practical ways to help reduce those barriers, focus on what you can change, and create a comfortable and welcoming environment. 

Research conducted in 2021 found that LGBTQ+ school pupils are twice as likely to have been bullied, and that 91% have heard negative language about being LGBTQ+ in the past year. 

The fact that "bullying is still really rife" is for Erin an obvious barrier to participation in sport and physical activity for LGBTQ+ children and young people. For them, fear of the unknown is likely to be exacerbated by real concerns that they might be entering an environment in which they could again experience bullying – even if that environment intends to be inclusive. 

Additionally, some people, Erin adds, might feel comfortable and secure in their identity and orientation, but "are living in a home or school environment where their family or teachers aren’t accepting of them, and that’s putting them in emotional, physical and mental danger."  

Erin recalls lying awake at night worrying about telling people about her own identity, and then turning up exhausted to practice – making it significantly harder to perform well. 

She also explains that, from her experiences of working with young people, that many identify the journey to the session as a barrier to participation, explaining that they felt targeted or unsafe during their walk or bus ride to the session. 

Erin adds: 

Finally, some policies can be off-putting. For example, even when trans-exclusive policies are implemented solely at an elite level, Erin has seen them be used to exclude participation at a grassroots or community level as well, affecting young people who simply want to get active. 

Tackling barriers to support sustainable participation 

Once you have a clearer understanding of some of the immediate barriers that can prevent LGBTQ+ people from getting involved in sport and physical activity, you can work to reduce and remove them, supporting long-term involvement and fostering a welcoming environment. 

Being clear that any kind of bullying won’t be tolerated can crucially build confidence in your sessions.

On the other hand, making light, positive comments about LGBTQ+ people can help establish you as an ally, as well as offering an opportunity to strengthen your coach-athlete relationships by giving players a chance to get to know you. 

Erin suggests mentioning that you’ve watched a popular LGBTQ+ show such as Heartstopper, or that you’ve recently spent time with an LGBTQ+ friend or relative. There’s no need to mention details, and be sure to preserve people’s privacy. 

You could even mention positive moments in sport, such as when England cricket captain Joe Root called out homophobia on the pitch.  

Use positive examples to tackle negative stereotypes head-on 

Although progress has been made, some stereotypes prevail – and they can be discouraging as well as infuriating. Thankfully, you’re in the perfect position to undermine them. 

For example, Erin suggests that, if you coach boys’ teams, refer to female athletes when you’re giving examples of good players, not just male athletes, helping to avoid any suggestion that who is and who isn’t good at sport can be attributable to gender. 

It’s also important to address negative stereotypes when you hear them. For example, say you overhear something along the lines of ‘you kick like a girl.’ Most often, all you need to do is ask the person who said it what they mean by that – most of the time, Erin relates, they’ll look really confused and hurriedly take it back. 

It’s also important not to make assumptions about anyone’s body, ability, or gender expression. This practice of judging a book by its cover might mean that you fail to spot or support a hidden talent, unintentionally inhibit someone’s development or enjoyment, or create an uncomfortable environment that doesn’t encourage long-term participation by failing to respect someone’s identity. 

Erin recalls an experience she had when coaching at a camp. The coach had asked everyone to try out as goalie, and this one girl who had never played before turned out to be outstanding. 

To them, being a goalie was the antithesis of femininity, to the extent that they couldn’t even conceive of the idea that a person playing in goal might present themselves very differently off the pitch. Their belief in the stereotype that goalies are masculine and even lack athleticism was so ingrained that without the intervention of her coaches and even headteacher, that player would have been deprived of an opportunity to take part in sport. 

How to ensure that bullying isn’t tolerated 

While a one-off comment such as ‘you kick like a girl’ can be dealt with by simply addressing it at the time, your approach will probably need to change if you hear unacceptable language or suspect that a participant is being bullied.

In that scenario, Erin suggests stating that that language or behaviour won’t be tolerated and that there will be consequences if you hear or see it again. 

This is important even if the person who it was aimed at couldn’t hear it, Erin confirms. "You still have to address it, and potentially use it as a learning opportunity."

But what if you miss something? 

Erin explains that it’s important not to overthink it. You can’t be everywhere at once!  

Simply try your best to keep your eye on what’s happening. If small groups are talking in corners, try to find out why, and if someone appears particularly tense or is alone a lot, check in on them.