TY - JOUR
T1 - Promoting School Safety for LGBTQ and All Students
AU - Russell, Stephen T.
AU - Bishop, Meg D.
AU - Saba, Victoria C.
AU - James, Isaac
AU - Ioverno, Salvatore
N1 - Funding Information:
The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors acknowledge support for Russell from the Priscilla Pond Flawn Endowment at the University of Texas at Austin.
Funding Information:
The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors acknowledge support for Russell from the Priscilla Pond Flawn Endowment at the University of Texas at Austin. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a grant from the William T. Grant Foundation and grant, P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a grant from the William T. Grant Foundation and grant, P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Publisher Copyright:
© The Author(s) 2021.
PY - 2021/10
Y1 - 2021/10
N2 - Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.
AB - Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.
KW - LGBTQ
KW - policy
KW - schools
KW - sexual and gender minority
KW - youth
UR - http://www.scopus.com/inward/record.url?scp=85115227561&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85115227561&partnerID=8YFLogxK
U2 - 10.1177/23727322211031938
DO - 10.1177/23727322211031938
M3 - Article
AN - SCOPUS:85115227561
SN - 2372-7322
VL - 8
SP - 160
EP - 166
JO - Policy Insights from the Behavioral and Brain Sciences
JF - Policy Insights from the Behavioral and Brain Sciences
IS - 2
ER -