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  1. The 2017 National School Climate Survey: the experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools

    The full GLSEN 2017 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: hearing biased language, from both students and educators; experiences of harassment and assault; anti-LGBTQ discrimination; effects of a hostile school climate on educational outcomes and psychological well-being; and the availability and utility of supportive school resources. This report also examines demographic and school differences in students’ experiences, as well as changes in school climate over time. …

  2. LGBT bullying in Cambodia’s schools

    This research report is the outcome of nation-wide research on the bullying faced by lesbian, gay, bisexual and transgender (LGBT) people during their attendance at school in Cambodia, and its long-term effects. The report presents the findings of the nation-wide survey, focus group discussions (FGDs), interviews, and from desk research comprising studies from around the world, and also offers recommendations on how to systematically address the issue of bullying based on sexual orientation and gender identity/expression (SOGIE) in the Cambodian education system. …

  3. The 2013 National School Climate Survey. The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools

    The 2013 National School Climate Survey is GLSEN's 8th biennial report on the school experiences of LGBT youth in schools, including the in-school resources that support LGBT students’ well-being, the extent of the challenges that they face at school, and insights into many other aspects of LGBT students’ experiences.

  4. Gender nonconforming youth: Discipline disparities, school push-out, and the school-to-prison pipeline

    The school-to-prison pipeline, or STPP, refers to a set of school policies and practices that push students away from education and onto a pathway toward the juvenile detention and the prison industrial complex. School policies and practices that promote the STPP include “zero tolerance” policies, increased police presence, suspension and expulsion, and harsh and disparate disciplinary practices. Research has demonstrated that students pushed out by such policies, practices, and disciplinary disparities are disproportionally students of color and low-income students. …

  5. The impact of homophobic and transphobic bullying on education and employment

    In February 2013, the International Lesbian, Gay, Bisexual, Transgender and Queer Youth and Student Organisation (IGLYO) commissioned Eleanor Formby from Sheffield Hallam University (in the UK) to carry out research on the impact of homophobic and transphobic bullying on education and employment in Europe. An online survey used, specifically targeted at a range of countries: Croatia, Denmark, Ireland, Italy, and Poland. The research extends existing literature that often focuses on impacts on mental health and emotional wellbeing. …

  6. The school report. The experiences of gay young people in Britain’s schools in 2012

    This report is based on a survey conducted by the Centre for Family Research at the University of Cambridge with young people who are lesbian, gay or bisexual (or think they might be), concerning their experiences in secondary schools and colleges across Britain. Key findings: - Homophobic bullying continues to be widespread in Britain’s schools. More than half (55 per cent) of lesbian, gay and bisexual pupils have experienced direct bullying; - The use of homophobic language is endemic. …

  7. The 2011 National School Climate Survey: the experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools

    In this 2011 survey, the authors examine the experiences of LGBT students with regard to indicators of negative school climate: hearing biased remarks, including homophobic remarks, in school; feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; missing classes or days of school because of safety reasons; and experiencing harassment and assault in school. …

  8. Valuing visibilty: an exploration of how sexual orientation issues arise and are addressed in post-primary schools

    ‘Valuing Visibility: An Exploration of How Issues of Sexual Orientation Arise and Are Addressed in Post-primary Schools’ is a research project funded by the Department of Education & Science and is being undertaken by the Education Department, NUI Maynooth in partnership with GLEN – Gay and Lesbian Equality Network. The research project seeks to document positive inclusive practice being carried out by schools with a view to informing the work of the key education stakeholders in making schools safe and inclusive learning environments for lesbian, gay and bisexual students. …

  9. Effects of homophobic versus nonhomophobic victimization on school commitment and the moderating effect of teacher attitudes in Brazilian public schools

    This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. …

  10. High school gay-straight alliances (GSAs) and young adult well-being: an examination of GSA presence, participation, and perceived effectiveness

    Gay-Straight Alliances (GSAs) are student-led, school-based clubs that aim to provide a safe environment in the school context for lesbian, gay, bisexual, and transgender (LGBT) students, as well as their straight allies. The present study examines the potential for GSAs to support positive youth development and to reduce associations among LGBT-specific school victimization and negative young adult well-being. …

  11. Needs for Education about LGBT Issues by Lesbian, Gay, Bisexual and Transgender Organizations

    From a worldwide assessment to explore the needs for a Global Association for LGBT (lesbian, gay, bisexual and transgender) Education, it became clear all respondents want to exchange their good practices. However, to be able to focus on educating mainstream organizations about sexual diversity, several challenges need to be faced. LGBT grassroots organizations have a great need for basic capacity building. They do have first hand experience with discrimination but usually lack the educational expertise to translate such knowledge into effective interventions for mainstream target groups. …

  12. Hatred in the hallways: violence and discrimination against Lesbian, Gay, Bisexual, and Transgender students in U.S. schools

    This publication discusses documented attacks on the human rights of lesbian, gay, bisexual, and transgender youth who have been subjected to abuse by their peers, and in some cases by their teachers and school administrators. To date, these violations are compounded by the lack of legislation to protect these students from discrimination and violence. Youth around the world ages 12 through 21 were interviewed for this report. In addition, 130 youth service providers, teachers, counselors, and parents were surveyed. …

  13. Effects of general and homophobic victimization on adolescents' psychosocial and educational concerns: the importance of intersecting identities and parent support

    Many adolescents experience peer victimization, which often can be homophobic. Applying the minority stress model with attention to intersecting social identities, this study tested the effects of general and homophobic victimization on several educational outcomes through suicidality and school belonging among 15,923 adolescents in Grades 7 through 12 on account of their sexual orientation and race/ethnicity. Parent support also was tested as a moderator of these effects. …

  14. This was my hell: the violence experienced by gender non-conforming youth in US high schools

    This paper explores the experiences of harassment and violence endured by seven gender nonconforming youth in US high schools. Based on a larger research project, it opens an inquiry into the school-based lives of gender-variant teens, a group heretofore ignored by most academics and educators. Breaking violence down into two main types (physical and sexual), this work uses informants' voices, along with 'doing gender' theory, to analyze the experiences of butch lesbian girls, trans teenagers, and genderqueer youth. …

  15. An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland

    While developments have been made concerning the understanding of general bullying behaviour in Irish schools, considerably less is known about homophobic bullying. Presented here are the findings of a study into the views and perspectives of a self-selected sample of 123 lesbian, gay, bisexual or transgendered (LGBT) secondary school-aged young people in Ireland. Findings highlight the extent to which such students experience name calling, teasing and bullying in their everyday lives. …

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