The project

Basic information about our project

According to research, LGBTQIA people suffer health inequalities related to a long-standing history of social stigma, discrimination, and denial of their civil and human rights, bringing about them to experience social exclusion. (Healthy People, 2020). 

The EU LGBTI II survey provides comparative evidence on how LGBTQIA people in the EU experience discrimination, violence and harassment in various areas of life (European Union Agency for Fundamental Rights, 2020).

Among these areas, the LGBTQIA!+ project addresses education and health, the latter considering health as bio-psycho- social and adopting a primary prevention perspective

Psychological literature explains that social relationship strength moderates the link between exclusion and depression symptoms (Woznicki et al., 2020). 

That’s why one of our specific goals is to raise social support towards the LGBTQIA+ community by building a solid social capital characterised by a climate of trust and social awareness. 

Moreover, nowadays hate speech and violent episodes occurred in many contexts. Schools and education settings are not an exception and two data from the EU-LGBTI II 2019 survey show that: 19% of respondents felt discriminated against in educational settings, moreover, the majority of LGBTI respondents aged 15-17 have experienced discrimination in some area of life (53%).

 Therefore, this project also acts through non-formal educational intervention, an advocacy-based service learning program, involving high school students (WP3).

Other issues the project handles are the low satisfaction with own country’s government efforts responded to prejudice and intolerance against LGBTI people and low openness about being LGBTQIA+ in Europe (FRA, EULGBTI II, 2019).

The former will be coped through the creation of roadmaps addressed to policymakers, as a result of the community visioning activity (WP2); the latter through artivism training which reinforces confidence regarding social LGBTQIA+ identity expression (WP4).

This project was built up by the partners by the use of the theory of change (ToC), preceded by a thorough needs and context analysis. ToC is an approach to strategic design that guarantees good internal coherence between impact objectives, outcome, output, activities and input. Furthermore, the project is inspired by the principles of the publication “What works in prevention: Principles of effective prevention programmes.” (Notion et al, 2003) in that it operates on several levels and settings, is theoretically grounded, is culturally relevant, provides for mixed methods teaching, places an important focus on evaluation and is supported by an interdisciplinary but competent and trained partnership.

LGBTQIA!+ Aims To Boost Social Inclusion Towards LGBTQIA+ Community Members In Partner Countries And At The EU Level, This General Objective Is Extremely Coherent With The Horizontal Priority Which We Refer To Because Unfortunately, LGBTQIA+ People Have Fewer Opportunities Since They Experience Discrimination Based On Their Sexuality (Including Gender Identity And Sexual Orientation) In Many Settings And Fields.

The specific objectives of this project are:

  1. to increase community empowerment among LGBTQIA+ members and activists. This goal is linked with both the third (especially) and the second priority we selected. Because, respectively, an empowered community manages to give voice to community needs, rights, and challenges, creating a bottom-up push which leads to social change in the third sector practice and the development of more participatory and community-oriented policy-making proposals, in accordance with the European Union ones, thus, reinforce links between policy, research and practice. It’s related to the second priority because this goal, if accomplished, promotes, in turn, active citizenship. In addition, among the intangible outcome, we expect to strengthen young people’s self-efficacy and sense of initiative in the social entrepreneurship field of advocacy practice. While the concrete results will be 2 roadmaps (one in form of a vademecum for third sector organisations, the other in form of guidelines addressed to local and national policymakers) made by youth LGBTQIA+ members or activists.
  2. To raise social support towards LGBTIQ+ communities. This goal, consistently with the first priority, tries to create inclusive environments that are responsive also to the needs of the wider community, by fostering social informal networks of trust, equity and equality. The concrete results are an online training course on how to implement an (ASLP) Adovacy- based ServiceLearning program (including the recorded e-learning modules) destinated to the partners’ stakeholders and the resulting ASLPs implemented by those who received the course, in high schools for students over 18 years old. Therefore this objective, in line with the second priority, enhances active citizenship among young people, notably through volunteering and acts of solidarity.
  3. To strengthen the confidence to express LGBTQIA+ social identity. Fostering the development of artivistic skills facilitates social LGBTQIA+ identity self-expression and the understanding of themes around non-discrimination, inequalities, and human and citizenship rights, through intercultural dialogue, the stimulation of awareness and recognition of diversity and promotion of tolerance, everything consistent with the second priority. The concrete results consist of a Artivism training course for youth workers of the cultural and creative sector and the respective creation of an online gallery with captions translated into all partners’ languages.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.


Financiado por la Unión Europea. Las opiniones y puntos de vista expresados solo comprometen a su(s) autor(es) y no reflejan necesariamente los de la Unión Europea o los de la Agencia Ejecutiva Europea de Educación y Cultura (EACEA). Ni la Unión Europea ni la EACEA pueden ser considerados responsables de ellos.


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