This study examined the perceptions of and responses to conflict of pupils and teachers in secondary schools in England and Denmark. It also examined the responses of schools to pupil conflicts and whether pupils and teachers found these measures to be effective in addressing and/or managing such conflicts. The inquiry into perceptions and responses involved questionnaires, interviews, classroom observations and documentary data collection instruments. There were a total of 347 pupil respondents (approximately 11-16 years old) and 34 teacher respondents across four schools. The results yielded significant perceptual differences both within the individual countries and cross-culturally. In the two English schools there were significant differences amongst pupil and teacher perceptions of conflict. There were also significant differences amongst pupil perceptions and responses to conflict crossculturally. More English pupils defined conflict and identified pupil conflicts in their schools as fighting, while the majority of Danish pupils both defined and identified pupil conflicts as verbal. However, for the most part there was more consistency in responses amongst pupils and teachers in Denmark than in England. Cultural and educational differences could be two contributing factors that played a role in the differences in perceptions of, and responses to, conflict amongst respondents in England and Denmark. For example, the Danish system administers a class teacher system where the class teacher not only spends several years with the same pupils but also takes on the role of pastoral carer. Moreover, it was found that while all four schools in this study had anti-bullying policies, none had policies pertaining specifically to the management of conflict. This was potentially an area of concern as pupils described conflicts that were beyond the scope of bullying.

This body of work examines lived experiences of LGBT people within three sub-themes: sex and relationships education (SRE) and sexual health; homophobic, biphobic and transphobic (HBT) bullying; understandings and experiences of LGBT ‘community’.  I have identified a persistent invisibility of LGBT identities in school-based SRE and NHS healthcare provision, and argue that heteronormativity and heterosexism impact on sexual decision-making and sexual wellbeing. In particular, they foster fears about health services, specific concerns about confidentiality and/or disclosure, and fears about judgement or discrimination during health-related encounters.  In work in school and youth work settings I have linked curriculum invisibility to experiences of homophobia, suggesting that there is more at play than individual experiences of ‘bullying’. I have highlighted the complexity of language use related to homophobia and bullying, and demonstrated that some school responses can (appear to) ‘abnormalise’ LGBT identities, for instance in referrals to counselling that young LGBT people can interpret as apportioning ‘blame’. I have also pointed to tensions between governmental efforts to address HBT bullying and, until recently, their lack of support for school-based SRE.  In exploring constructions of LGBT ‘community’, I have demonstrated the complexity of experiences, and argued that use of the (singular) term ‘LGBT community’ risks minimising or misunderstanding such diversity, which has implications for service planning and provision.  Across my work, I stress the importance of adopting a sociological approach to what are often psychologised subjects, demonstrated in my illustrations of people’s ongoing (LGBT) identity management. In doing so, I show how legislative developments do not always lead to improved experiences for LGBT people. However, I seek to influence policy and practice in a way that does not over-state LGBT people’s perceived ‘vulnerabilities’ or ‘at riskness’, and that does not portray (particularly young) LGBT people as inherent ‘victims’ in need of ‘support’.