Luxembourg

2025

2022

2018

The highest possible score for a country is 100, and the lowest is -15. You can expand the different sections below to understand how the score was calculated for each indicator.

Indicator scores

Anti-Discrimination Legislation Applicable to Education

7.5

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

Anti-LGBTQI Measures

There have been no legislative changes in Luxembourg since 2022 that relate to education and SOGIGESC issues.

The Equal Treatment Act (2008) grants access to education regardless of sexual orientation and gender identity. Sex characteristics however, are not mentioned.

The Law of 29 August, 2017, concerning secondary education, puts forward disciplinary measures in case of anti-LGBTQI bullying or harassment.

There is no evidence of laws and policies prohibiting the discussion of LGBTQI issues as part of the curriculum or by teachers.

Policies and Action Plans

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

No anti-bullying policy or national action plan: 0/10 | Anti-bullying policy or national action plan covering one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

The first National Action Plan for the Promotion of the Rights of LGBTI Persons (2018-2023) was published in July 2018. Ten ministries were involved in the creation of the plan, which was drafted in collaboration with several human rights organisations. The first chapter of the Plan focuses on education that is inclusive of learners regardless of their actual or perceived SOGIGESC. The goals of the action plan were to be implemented within 5 years of the launch.

Luxembourg is currently revising its National Action Plan, with the Ministry of Equality and Diversity (MEGA) leading the effort. This revision involves collaboration with civil society, including LGBTQI associations, through working groups to ensure a diverse range of perspectives. The action plan aims to promote LGBTQI equality and build upon existing commitments to non-discrimination and diversity, according to the Ministry of Family, Solidarity, and Equality. The revised National Action Plan is yet to be published.

Inclusive Compulsory Education Curricula

7.5

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

No evidence of compulsory national curricula inclusive of LGBTQI people: 0/10 | The compulsory national curricula includes representation of one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

The country has a national education curriculum that includes sex and relationship education. The program includes a positive discussion and representation of sexual orientation and gender identity. Sex and relationship education is given each school year to students of all ages.

The sex and relationship education manual for primary schools includes the explanation that some children are born with variations in sex characteristics, as well as same-sex relationships as a topic, and gender-neutral visual representation of children.

Throughout secondary school, students will experience a general sex and relationship education each year on a different level. Specific “Social studies” sections in high school and vocational education to become an educator include more specific SOGIGE-related curricula in terms of sexuality and sexual orientation, social inclusion and equality principles, diversity and gender education.

The national curriculum includes a human rights education component. Civil society reports that the human rights module includes at least one section discussing LGBTQI topics, but is not part of the core component of the curriculum.

An awareness-raising campaign on school bullying and violence was launched in 2021. LGBTQI associations are invited to take part in activities to promote understanding and respect for LGBTI persons in schools. However, these activities are conducted on request and depend on the willingness of teachers.

Mandatory Teacher Training on LGBTQI Inclusion

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

No mention of SOGIGESC in the mandatory teacher training programme: 0/10 Mandatory teacher training program with mention of one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

There is currently no mandatory teacher training on LGBTQI awareness.

However, local civil society organisations together with the Institut de Formation de l’Education Nationale (IFEN) offer optional training to teachers and socio-educational staff regarding SOGIGESC issues. To encourage participation, SOGIGESC topics have been made a priority of mandatory annual in-service training.

In addition, the School Psycho-Social and Support Centre (CePAS) offers training for education staff on preventing bullying and violence.

The University of Luxembourg signed an agreement with Centre LGBTIQ+ Cigale to support, train, and empower LGBTQI staff and students.

School Environment and Partnerships

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

Hostile environment

Hostile school environment and no government partnership with civil society: -5/10 | There is no evidence of the government providing funding or working in partnership with civil society: 0/10 | The government provides funding and works in partnership with civil society to promote inclusive education for one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

Student and youth organisations as well as clubs are present in schools at the primary and secondary level, and LGBTQI organisations are allowed to meet.

There has been no discussion in mainstream media or institutional settings regarding the exclusion or inclusion of LGBTQI topics from the curriculum.

The government provides funding and actively works in partnership with NGOs to promote LGBTQI inclusive education.

Legal Gender Recognition

/10

Legal gender recognition without self-determination

Legal gender recognition with self-determination (over 16)

Legal gender recognition with self-determination (under 16)

No gender recognition provisions: 0/10 | There are laws and provisions, but with legal/medical/psychological approval: 5/10 | There are laws for self-determination, but only for those over 16 years of age: 7,5/10 | There are laws on gender self-determination, including those under 16 years of age: 10/10

In June 2018, the parliament approved a law amending the existing Civil Code, which replaces the judicial procedure with an administrative process. Under the new law, anyone wanting to change their name or gender marker in civil documents will no longer have to present any evidence of medical, hormonal or surgical treatments, or a psychiatric diagnosis. Under certain conditions, minors, stateless persons, refugees, citizens of Luxembourg living abroad, and citizens of other countries living in Luxembourg for more than one year may also make use of this administrative process. However, the law includes no option for non-binary gender markers.

Although there are no national guidelines allowing students to use their preferred name and gender marker in schools and/or universities, according to the National Action Plan, the Ministry of Education is currently working on guidelines for transgender students.

Data Collection on Bullying and Harassment

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

There is no evidence of national or regional data collection on bullying and harassment in education environments, or SO, GIGE and SC are not specifically mentioned: 0/10 | National or regional data on bullying and harassment in education environments is collected and disaggregated for one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

The government does not collect data on LGBTQI students’ experiences.

However, they follow the monitoring of ECRI.

Support Systems for LGBTQI Young People

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

There is no evidence of support systems specifically designed for LGBTQI learners: 0/10 | Direct or indirect support systems are provided by schools or local authorities, but the providers lack training in LGBTQI-related issues: 0/10 | Direct or indirect support systems are provided by schools or local authorities for one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

The government provides both direct and indirect support systems for LGBTQI youth. It has made agreements and collaborates with civil society organisations to provide the necessary specific support.

Schools provide direct support and relief services with trained providers. The providers are sometimes trained specifically on LGBTQI issues.

The Ministry of the Family Affaires offers specialised support to the LGBTQ community and anyone interested in SOGI-related topics through the contracted and government-funded counselling service, CIGALE.

The School Psycho-Social and Support Service (SePAS) proposes activities to combat school bullying and racist and LGBTIphobic incidents. It also provides support for pupils who are victims or perpetrators of these incidents.

Information and Guidelines

/10

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

Anti-LGBTQI Measures

Policies prohibiting the presence of LGBTQI-related information are in place: -5/10 | Schools are not required to adopt inclusive education guidelines: 0/10 | Information or guidelines for LGBTQI inclusion adopted by schools that mention one ground of discrimination: 5/10 | Two grounds: 7.5/10 | Three grounds: 10/10

Schools are required to have guidelines concerning the inclusion of LGBTQI learners since the activation of the National Action Plan of 2018.

Bullying is a concept defined by law and anti-bullying legislation is, amongst others, applied in education (see under Anti-discrimination legislation).

Supported by governmental funding, the local civil society organisation ECPAT has developed guidelines, including specific procedures to be followed by professionals working directly with children and young people. One of the areas within these guidelines is bias-motivated violence based on SOGIGESC. Since 2018, an interdisciplinary group of official representatives and professionals working on affective, sexual and relational education (including CIGALE and other services of the Red-Cross, the Planning Familial, the CESAS etc. but also e.g. representatives of the Family, Education and Health ministries) has been working on a general overhaul and updating of the national guide for sex and emotional health of youngsters.

Schools currently provide information within their premises regarding SOGIGESC issues and LGBTQI information is allowed within the school premises.

International Commitments

/10

Member of the European Governmental LGBTI Focal Points Network

Ratified the UNESCO Ministerial Call to Action

Neither Member in the EFPN or ratification of the UNESCO Call for Action: 0/10 | Member of the EFPN or ratification of the UNESCO Call for Action: 5/10 | Member of the EFPN and ratification of the UNESCO Call for Action: 10/10

Luxembourg has ratified seven of the nine core UN treaties, including the ICESCR and the CRC, which enshrine the right to education. Luxembourg is a member of the European Governmental LGBTI Focal Points Network (as of November 2020), and has signed the 2016 UNESCO Call for Action.

With the Law of 20 July 2018 ratifying the Council of Europe Convention on preventing and combating violence against women and domestic violence (i.e. the Istanbul Convention), the Penal Code has been adjusted and the explicit term of Gender Identity was added to the grounds of discrimination.

View the map scored by indicator

Grounds of discrimination

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.

Sexual orientation

Gender identity and expression

Sex characteristics (intersex)

See the map scored by ground of discrimination

Country score evolution

2025

/100

2022

/100

2018

47.5

/100

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.
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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.

Good practices

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