Fenaughty, John2019-06-182019Sex Education : Sexuality Society and Learning 20191472-0825http://hdl.handle.net/2292/47121In 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks. The article begins by integrating key concepts from the bullying research literature with pedagogical theory to offer a theoretical framework to support the ‘evidenced-based’ approach it advocates. Next, with reference to a case-study, the guidelines are reconceptualised and appended to form an eight-step process to guide resource design and production. The article concludes by noting the central importance of robust consultation and collaboration alongside a strong pedagogical theoretical framework as key foundations for successful classroom resource interventions.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.This article has been accepted for publication in Sex Education : Sexuality Society and Learning, published by Taylor & Francis.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttps://authorservices.taylorandfrancis.com/sharing-your-work/Journal Article10.1080/14681811.2019.1579707Copyright: Taylor & Francishttp://purl.org/eprint/accessRights/OpenAccess