Universities can lead the way for LGBT well-being

7th July 2015

Universities are often considered to be 'safe spaces' for lesbian, gay, bisexual and trans (LGBT) students - but more still needs to be done to combat drop-out rates, according to a leading academic.

Eleanor Formby from Sheffield Hallam University will share the findings of From Freshers' Week To Finals: Understanding LGBT perspectives on, and experiences of, higher education, at an event at the University on Friday 24 July. Formby's findings show that LGBT students overall had a positive view of higher education, and many find it a much better place to explore their identities than school, echoing an earlier report by the NUS. Sheffield Hallam University was last year named as one of the most gay-friendly universities in the UK. The University scored full marks in Stonewall's annual Gay by Degree Guide, and is only one of six higher education institutions in the country to score 10 out of 10. But Formby warned that University students can change institutions during their course as a result of on-campus or off-campus experiences, while some may drop out altogether. She said: "The evidence suggests a broad range of experiences. For some, University can be described as a positive experience that facilitates greater freedom to explore sexual and gender identities or practices, with a more welcoming and inclusive environment than school. "But there are big differences across the University sector, and examples of good and bad practice are not hard to find. "What we need to see is senior leadership signalling their support for inclusion, including strong and easily identifiable mechanisms to respond to bullying or discrimination. "And accommodation services should be suitable for all students, giving appropriate choice, advice and support where necessary." Formby also says that marketing and admissions should make sure that LGBT visibility has been considered in any promotional materials, and that induction information should be appropriate for all students. Formby suggests that some Universities only engage with LGBT issues episodically rather than consistently, for example during LGBT history month, and that many are happy for students' union teams to tackle any issues. She added: "Negative occurrences at universities can impact on LGBT people's experience of higher education, and, ultimately, employment opportunities." This echoes earlier work by Formby for IGLYO (the International Lesbian, Gay, Bisexual, Transgender, Queer Youth and Student Organisation) that suggests negative experiences amongst LGBT young people can lead to student drop-outs and loss of confidence. However, caution is needed to not portray LGBT people as inherent 'victims', as not all experiences were negative, meaning a 'one size fits all' approach from professionals may not be helpful. This evidence, which will be presented at Sheffield Hallam on Friday, July 24, 2015, shows that some students may drop out of courses due to their experiences and means that the issue should be a major concern for universities. For example, trans students reported key difficulties on campus including the lack of gender-neutral toilets and facilities, and a lack of policies to support updating name and gender on student registers. Being repeatedly misnamed and misgendered represents a serious barrier to inclusion. Meanwhile, joining campus LGBT societies or groups may have a positive impact on LGBT students' experiences of higher education. From Freshers' Week To Finals: Understanding LGBT perspectives on, and experiences of, higher education has been carried out by Sheffield Hallam University with support from IGLYO, National Union of Students, the Society for Research into Higher Education and others. Launch event registration is available here.