Abstract LGBTQ+ youth continue to report significant challenges to their wellbeing in schools (e.g., bullying, lack of representation in staff and curricula, and discrimination). The current study employed a large, diverse sample of LGBTQ+ youth to explore the types of support they reported receiving in schools. Participants completed a quantitative survey with a supplemental open-ended item leading to quantitative results conceptualized by nine themes. Quantitative findings illuminated that more than half of respondents reported that two or more teachers were supportive of their sexual orientation and gender identity, although youth of color and youth with gender-diverse identities reported lower likelihood of support. Themes included safety, lack of consistency, limited disclosure, programmatic silence, harmful legislation, transphobia, inclusion, representation, and youth recommendations. Triangulation of results suggest LGBTQ+ youth are receiving some school supports in response to their needs, but they have further recommendations for sustained efforts in positive directions (e.g., affiliate clubs, such as GSAs) and improvement in others (e.g., improved support during instances of bullying, agency in self-disclosure).
Szkody et al. (Mon,) studied this question.