The growing research base in relation to sexual and gender diversity in schools paints a rather bleak picture of hostility, lack of educator training and support, lack of affirming representation in learning and teaching materials, and school systems that are generally oblivious to the needs of sexual and gender minority learners. Nevertheless a number of initiatives in recent years from the National Department of Basic Education, as well as at SADC level, offer some hope that the inequalities generated by heteronormative power and privilege in basic education can be corrected. These interventions may then support the emergence of a more informed, inclusive and transformed tertiary education system.
Human Sciences Research Council (Sat,) studied this question.