Lesbian student

GLSEN believes that every student has the right to a safe, supportive, and LGBTQ-inclusive K education. We are a national network of educators, students, and local GLSEN Chapters working to make this right a reality. When year-old Clare and her best friend sneak away from a high school talent show to vape in the locker room, they discover their teacher, has snuck away to cry.

As Clare tries to reach out over. Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (–).

I sat down with Dr. Kosciw to look at how the experiences of LGBTQ students have changed over the last 20 years. We discussed the challenges that schools still face in supporting these students, the availability and benefits of school-based supports, and how educators at all levels can help.

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John Paul Reloj. Harassment based on sexual orientation still happens in many schools. This study looked into the diverse issues and experiences of lesbians and gays as viewed by both heterosexual and lesbian and gay groups based on the data from a mixed-method study. The participants of this study were students from an external campus of a state university, involving heterosexual and 40 lesbian and gay students.

The participants were selected using the snowballing method. The researcher employed a structured questionnaire, focus group discussions, and observations. Using descriptive technique and thematic analysis, the researcher found that the majority of lesbians and gays who participated in this study received equal treatment from teachers and staff; and the activities of the campus promoted safe spaces for lesbian and gay students.

On the other hand, other students encountered problems such as peer rejection and homophobic remarks, as well as parental rejection expressed in different ways. As a coping technique and coming-out process, they skipped school and joined groups that offered support. The findings imply that fostering gender-safe spaces should be an integral part of a student development program.

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