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Understanding School Climate and Interventions for Lesbian, Gay, Bisexual, Transgender, and Questioning Students
Hutton, Stacy Lynn
Hutton, Stacy Lynn
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Abstract
Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) high school students tend to experience more physical bullying and verbal harassment than heterosexual students. In addition, LGBTQ students are at an increased risk of anxiety, depression, suicidal ideation, and substance use as a result of negative school experiences. Comprehensive programs aimed at improving school climate for LBGTQ students have shown favorable results; however, implementation of such programs is often costly and time consuming. This study had two main goals: 1) understand the unique experiences of LGBTQ high school students in one California school district and 2) investigate the impact of two small scale interventions (district-wide social event and safe space sticker campaign). A qualitative research design was implemented and data were collected through individual interviews, document analysis, and participant observations. Results from this study demonstrate the unique experiences of LGBTQ students, and provide evidence of the positive impact of two low-level interventions.
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Date
2014-08-31
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Publisher
University of Kansas
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Keywords
Counseling psychology, Education, Psychology, Lesbian, Gay, Bisexual, Transgender, Lgbt, Null environment hypothesis, Safe space stickers, School climate