LGBTQ+ Students Feel Safer When Schools Do These Two Things

As educators, we know creating an inclusive school environment is important and challenging these days, especially with new legislation in states like Missouri and Oklahoma. We have all seen the struggle in the eyes of students who feel inadequate. It’s hard for us to look away, especially with the rise of violence against and self-harm within the trans community. A sense of belonging is important for any student, but for students in the queer community, feeling safe can change their learning journey. A recent piece of research highlights how important inclusive policies in schools are for all students.

Students feel a greater sense of belonging when their schools 1) allow and support inclusive groups and 2) protect students through inclusive school policies.

Imagine a school where every student feels respected and included—that’s the potential power of Gender-Sexuality Alliances (GSAs) and comprehensive LGBTQ+ policies in schools. This study examined how GSAs and school policies specifically designed to be LGBTQ+-inclusive can promote a sense of belonging among students. Researchers have found a higher sense of belonging in schools with inclusive policies. Students reported that they felt more included and respected on days when they experienced high response from both peers and GSA mentors, and when they actively participated in leadership with their GSAs.

In other words, LGBTQ+ students feel safe when their schools both support their spaces and protect them.

A key finding from Poteat et al. (2024):

• A strong sense of belonging. Students reported that they felt a strong sense of belonging in schools with LGBTQ+-friendly policies.
• Responsive peers and mentors. The more responsive peers and advisors are within GSAs, the greater the students’ sense of belonging.
• Leadership roles are important. Taking on leadership roles within GSAs was also associated with an increased sense of belonging among students.

Can we trust this research?

Not all research has the same value! Here’s what our We Are Teachers “Malarkey Meter” says about this book, based on four key factors.

• Peer reviewed: Yes! This study underwent rigorous rounds of peer review before publication.
• Sample size: With more than 600 participants across 51 GSAs, the study provides a robust data set for analysis. Although we like to see data in the thousands, the number of participants here provides more statistical power.
• Reliable sources: The research team (V. Paul Poteat, Robert Marx, Abigail Richburg, Jerel P Calzo, Cayley C. Bliss, Hirokazu Yoshikawa, and Arthur Lipkin) includes famous scholars in psychology and youth education, which improves the reliability of the research. Not to mention that this research team includes nearly 50,000 citations! Additionally, they published their research in the Journal of Youth and Adolescence, a respected education policy journal.
• How to do it: Using a three-level multilevel model (individual student level, between student levels, and between GSAs level) over a six-month period allows for the analysis of factors that influence students’ sense of belonging. All of that means that the researchers did a good job of being able to distinguish the levels of how students feel about their peers and advisors and how that correlates with the GSAs’ standards. Good job!

What does this mean for teachers?

This study highlights the importance of supporting and implementing GSAs and LGBTQ+-inclusive policies in schools. It’s not just about having these goals on paper, it’s about living within the school community. As educators, we can advocate and actively participate in these programs, ensuring that all students feel truly included and respected. Cayley Bliss from the research team shared with We Are Teachers:

Teachers can specifically promote a welcoming school environment where all youth can feel a sense of community, respect, and belonging by 1) expressing their support for LGBTQ+ students and their school’s GSA and 2) advocating for LGBTQ+ inclusive policies and practices that are appropriate used in their studies. the school. Collectively, these efforts are contributing to the school’s growing presence among LGBTQ+ students.

So, how can schools create more LGBTQ+ inclusive policies and practices?

As we continue to move toward more inclusive educational environments in our schools, it is clear that teachers hold the keys to unlocking a sense of belonging for our students. Embracing the findings of this study—we are called to not only support but actively engage with LGBTQ+ inclusive policies and GSAs within our schools. This is more than policy—it’s about creating space there all of them A student, regardless of background or identity, can succeed and feel like an important part of the school community. We must cultivate these areas with purpose and strength, we affirm all of them student that they are truly his.

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