Work

LGBTQ+ student, staff, and parent perceptions of Australian school climates

Year: 2024

Type: article

Abstract: Lesbian, gay, bisexual, transgender/gender diverse, or queer (LGBTQ+) students, staff and parents can each perceive school as challenging environments. These challenges have typically been explored within three disparate bodies of research, however. Using a school climate lens, this study aimed to explore how LGBTQ+ student (n = 1926), staff (n = 198), and parent (n = 180) perceptions of school safety, interpersonal challenges and self-harm differ by roles, school types, school location, and gender modality. ANOVA and chi-square analyses showed that although LGBTQ+ students, staff and parents experience similar concerns in school safety, interpersonal challenges, and self-harm, students have higher prevalence on all indicators. Students in government/public, religious affiliated schools, and non-metropolitan schools had particularly high concerns, as did transgender and gender diverse students. This study offers important implications for school-wide interventions to promote positive school climates, with particular focus on school safety, anti-bullying, and self-harm, targeted to the needs of multiple members of the LGBTQ+ community.

Source: The Australian Educational Researcher

DOI: 10.1007/s13384-024-00749-6

Authors: Trent Mann, Penny Van Bergen, Emma Burns, Tiffany Jones

Institutions: Macquarie University, University of Wollongong

Language: English

Topic: LGBTQ Health, Identity, and Policy

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Reduced inequalities, Quality education, Gender equality, Peace, justice, and strong institutions

Open Access status: hybrid

Estimated APC paid: $2,990