The Law on Education (2016) calls for measures to address cyberbullying, including on the basis of sexual orientation. Cases can be reported online.
The Law on Equal Opportunities (2013) prohibits discrimination and harassment on the basis of sexual orientation, but does not cover GIGESC grounds.
The Law on Protection of Minors Against the Detrimental Effect of Public Information (2002) contained contrasting provisions regarding LGBTQI issues. While Article 4(2)(12) explicitly prohibits the dissemination of materials that incite bullying or humiliation based on sexual orientation, Article 4(2)(16) (as amended in 2009) banned information that "expresses contempt for family values" or promotes concepts of marriage and family formation different from those established in the Constitution and Civil Code.
However, in a landmark ruling delivered in December 2024, the Lithuanian Constitutional Court (Ruling No. KT23-N4/2024) found Article 4(2)(16) of the Law on the Protection of Minors Against the Detrimental Effect of Public Information to be unconstitutional. This provision immediately ceased to be valid upon the ruling, requiring no additional legislative action to implement the change.
The Court's decision was significantly influenced by the European Court of Human Rights (ECtHR) case of Macatė v. Lithuania. The Court determined that this provision violated constitutional principles by creating legal uncertainty, improperly restricting minors' access to information, and failing to ensure objective information that reflects real social relationships. The Court emphasised that the constitutional concept of family extends beyond marriage-based relationships to include bonds founded on permanent emotional attachment, mutual understanding, responsibility, and shared child-rearing, regardless of gender. This ruling represents a significant legal shift, as the previous interpretation of Article 4(2)(16) had effectively deterred discussion of LGBTQI issues in educational settings and public discourse. The Court specifically noted that restricting information about different family models is incompatible with the constitutional obligation to ensure children's harmonious development based on respect for human rights, dignity, and democratic values of equality, pluralism, and tolerance. This position aligns with other ECtHR jurisprudence, particularly Bayev and Others v. Russia, where the court found no scientific evidence that exposure to information about homosexuality or sexual minorities negatively affects children.
The Constitutional Court's analysis was further supported by the Law on Fundamentals of Protection of the Rights of the Child (2017), which establishes children's right to freedom of expression, including access to information. This law emphasises that the state should encourage media to disseminate information that is socially and culturally beneficial to children, promotes their welfare, and fosters respect for human rights and fundamental freedoms, principles that align with the Court's finding that diverse family representations contribute to children's development in a democratic society.
The 2017 Law on Equal Treatment obliges secondary and post-secondary education institutions to guarantee equal opportunity for all students regardless of sexual orientation.
While the legal effect of the Constitutional Court ruling is automatic, practical policy measures like inclusive education initiatives, however, remain necessary to address lingering societal impacts from the provision’s previous enforcement.
The Health and Sexuality Education, and Preparation for Family Life Programme (2016) prohibits discrimination on the grounds of the sexual orientation and the gender identity of students, their parents or foster parents. It does not outline specific steps to tackle discrimination or to make schools more inclusive.
Civil society organisations report that schools are required to have anti-bullying policies, but are not required to include LGBTQI-specific information.
There are no national human rights or civic education curricula. The national curriculum includes Sex and Relationship Education, but is not LGBTQI-inclusive.
A draft amendment to the Law on Education was tabled in 2023. The amendment proposes integrating sex education into religion and ethics courses.
There is no mandatory teacher training on LGBTQI awareness. On the contrary, teacher training materials include homophobic content, such as describing ‘homosexuality’ as “mentally unhealthy behavior”. In 2018, a group of NGOs called on the Ministry of Science and Education to remove such materials. No developments have taken place since.
Two teacher training centres have been accredited for improving the competencies related to inclusion and multiculturalism, and they started their work in October 2023, with a first group of 700 teachers.
Discrimination and violence against LGBTQI people remains common in Lithuania. NGOs, such as LGL have documented numerous cases over the past years and helped victims with legal support. Due to the Law on Protection of Minors (see under Anti-discrimination Legislation), LGBT-related content on TV or printed media is often censored.
In 2020, LGL highlighted the negative impact of the COVID-19 pandemic on LGBTQI youth, who feel even more isolated and alone than before. In 2021, LGL also spoke out about the situation of trans youth in the country, who find little support and are unable to access trans-specific healthcare services.
An LGL survey showed that LGBT students aged 14 to 19 feel more insecure about their sexual orientation in the classroom compared to the previous survey from 2017. Over six hundred students participated in the survey, examining their experiences between 2021 and 2022.
The government does not provide funding, nor does it actively work in partnership with NGOs in relation to LGBTQI inclusive education.
There is no legal gender recognition law in place in Lithuania. LGR is accessible through the court system. In the past years, several trans people have been able to change their legal gender without undergoing surgery or sterilisation.
LGR is not available to minors and no information is available about policies or practices allowing trans students to use their correct name and gender in schools.
In 2024, the Ombudsperson reiterated the call for an LGR procedure that is set out by law. The case L. v Lithuania remains under the enhanced supervision of the Council of Europe. The Ministry of Justice took steps to create a working group on trans-specific issues, involving CSOs.
The government does not collect data on the situation of LGBTQI students in schools. Data is only collected by NGOs.
Neither the government nor schools provide targeted support for LGBTQI learners or their families. In September 2020, the national LGBT NGO LGL launched an online support platform for young LGBTQI people who are victims of bullying, and also parents and teachers. The Youth Line is available for young people in general.
LGL’s 2015 publication Homophobic Bullying in Lithuanian Schools provides recommendations to teachers and other professionals working with young people on how to combat bullying and violence in schools.
Lithuania has ratified eight of the nine core UN treaties, including the ICESCR and the CRC, which enshrine the right to education. Lithuania is a member of the European Governmental LGBTI Focal Points Network (as of November 2020), but has not signed the 2016 UNESCO Call for Action.
Here is the country's score for each ground of discrimination on which we based our observations for 8 of the 10 indicators presented above.
To enable a meaningful comparison of country progress over time, we have retroactively aligned the scoring systems used in the 2018 and 2022 Editions of IGLYO’s LGBTQI Inclusive Education Index with the updated 2025 scoring criteria. While each edition of the research has built on the previous one, reflecting evolving standards and priorities in inclusive education, minor changes to indicators and scoring weights were introduced in 2022 and 2025 to improve clarity, consistency, and comprehensiveness.
By recalculating the earlier scores according to the 2025 framework, we have tried to ensure comparability across all three editions and provide a more accurate picture of progress, stagnation, or regression in each country’s approach to LGBTQI-inclusive education. For this reason, you might find some scores in the PDF Report & Index 2018 and 2022 differing from those on the Education website for these two years.