PK-12 leaders use gender- and sexuality-inclusivity professional development (IPD) as a tool to improve the school climate for LGBTQ+ students, but IPD programs vary widely in their scope, breadth, duration, instructional approach, and content. In this paper, we present the IPD conceptual framework, which proposes a sustained, intensive, and expansive approach to PD can influence student outcomes through changes in educators’ beliefs, attitudes, skills, and knowledge concerning gender and sexuality. Using a large, Midwestern school district as a case study, we examine characteristics of schools participating in an intensive IPD program and whether participation contributed to school disciplinary rates. Using 2018-2019 administrative and program data from the district and state department of instruction, we: 1) describe demographic and program differences between IPD and non-IPD schools, and 2) evaluate the contribution of IPD on disciplinary outcomes using OLS regression analysis controlling for selection characteristics. Our analysis reveals less racial and ethnically-diverse and better financially-resourced schools participate in the IPD program. The regression analysis suggests schools participating in IPD have lower suspension rates, assault rates, and endangering behavior rates compared to non-IPD schools. Several studies indicate supportive leaders and IPD improves school climates for LGBTQ+ students; however, quantitative descriptions of how IPD may influence student behavior remain scarce. Policymakers and educational leaders may be interested in this study’s results suggesting a decrease in disciplinary actions among schools committed to IPD with core components of the IPD framework.

Given the well-established health disparities between lesbian, gay, bisexual, transgender, queer, and gender-expansive (LGBTQ+) and cisgender, straight youth, scholars predicted the COVID-19 pandemic would disproportionately impact LGBTQ+ students. Yet, few studies have described changes in LGBTQ+ students’ school experiences and well-being during the pandemic. Using survey data from 40,904 middle and high school students, we examined changes from before (2018) to during (2021) the pandemic in peer victimization, anxiety, and suicide attempts. We conducted bivariate and multivariate regression analyses to assess changes between the two time points among LGBTQ+ and cisgender, straight students. We found LGBTQ+ students experienced more peer victimization, anxiety, and suicide attempts at both points, before and during the pandemic, than cisgender, straight youth. However, LGBTQ+ students reported increased anxiety, decreased peer victimization, and decreased suicide attempts in 2021, during the pandemic, compared to pre-pandemic 2018 reports. These findings suggest pandemic-related school disruptions may have provided LGBTQ+ students some relief from the harmful effects of poor, in-person school climates.