LGBTQ Youth in American Schools: Moving to the Middle

Social support in schools and related outcomes for LGBTQ youth: a scoping review

“…LGBTQ youth, as reported by student observations [50]. Sexuality education workshops were another form of external support that led to significant positive effects on teachers' beliefs and behaviours to support their LGBTQ youth [61].…”

“…Program implementations within GSAs also encountered common problems. Problems included a lack of staff training and safe staff, a lack of student understanding towards LGBTQ issues, a lack of sensitivity towards LGBTQ topics, and challenges in facilitating a discussion on sexual or gender-related topics [50,69]. GSAs struggled to subvert the heteronormative school climate in schools where the greater community was unsafe, particularly in rural environments [28,63,71].…”

“…School staff mentioned the importance of having a coordinator external to the school to provide support for curricular efforts and activities to students and staff, and adapting to school needs, reducing harassment for LGBTQ youth [50,69,70]. Schools with an external source of support (i.e., external staff) showed significant improvements towards supporting…”

Social Support in Schools and Related Outcomes for LGBTQ Youth: A Scoping Review

“…Program implementations within GSAs also encountered common problems. Problems include a lack of staff training and safe staff, a lack of student understanding of or sensitivity to LGBTQ issues, and challenges in discussing sexuality in a school setting(Horowitz & Itzkowitz, 2011;Liboro et al, 2015). GSAs struggled to subvert the heteronormative school climate in schools where the greater community was unsafe, particularly in rural environments (De Pedro et al, 2018; Lapointe, 2015;Mayberry et al, 2013).…”

“…80.9% of LGBTQ youth reported never talking to a teacher aboutLGBTQ topics, 70.8% of youth never talked to a school health counselor, and 86.5% of youth never talked to a school School staff mentioned the importance of having a coordinator external to the school to provide support for curricular efforts and activities to students and staff, and adapting to school needs, reducing harassment for LGBTQ youth(Horowitz & Itzokowitz, 2011;Liboro et al, 2015;Luecke, 2011). Schools with an external source of support (i.e., external staff) showed signi cant improvements towards supporting LGBTQ youth, as reported by student observations(Horowitz & Itzkowitz, 2011). Sexuality education workshops were another form of external support that led to signi cant positive effects on teachers' beliefs and behaviours to support their LGBTQ youth(Kwok, 2018).…”