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A positive school climate has been associated with higher academic achievement and school success. Sexual and gender minority youth (SGMY) have not been afforded the same positive school climate experience as their heterosexual peers. Peer victimization against SGMY is pervasive, perpetuated by frequent antigay messages, homophobic bias, threats of physical abuse, and violence in school settings. This study explored school-based prevention strategies to counter homophobic bullying and promote a positive school climate for SGMY. Research questions focused on how schools can effectively mitigate bias-based harm, how strategies can be integrated into the school climate, and limitations that have hindered implementation of preventative practices and policies.
Methods
We used a qualitative grounded theory methodology. SGMY service providers and university researchers were recruited using purposive sampling. Eligibility criteria were having 3 or more years of practice/research experience with SGMY communities. In-depth semi-structured interviews (45-60 minutes) explored perspectives on homophobic bullying in schools and prevention strategies. All interviews were digitally recorded and transcribed verbatim. Initial and focused coding were conducted to develop thematic analysis. Analysis by multiple coders, thematic consensus and peer-debriefing supported validity.
Results
Participants (n=16) ranged from 25 to 62 years of age and had diverse ethnic and sexual identities. Seven were female and 9 identified as male or transgender male. Six themes emerged that focused on the prevention of homophobic bullying in educational institutions: (1) policy-based reforms; (2) curriculum integration; (3) peer education; (4) staff training; (5) individual teacher practices; and (6) limitations in implementing prevention strategies. Participants emphasized system-level changes, valuing initiatives that enable feelings of empowerment, such as reforming school curricula to amend educational materials and encourage dialogue about sexual and gender diversity. Results suggest that SGMY education may prove essential for both students who perpetuate harm against SGMY and for teachers and staff who may use this knowledge to find effective ways to address antigay messages in the classroom and support SGM students. Restructuring educational programming to openly discuss homophobia and heterosexism may increase safety, minimize peer victimization, and raise awareness among students and staff about sexual and gender diversity. Our study demonstrated that several limitations exist that hinder the implementation of anti-bullying policies directed at SGMY, some of which include lack of financial resources and lack of awareness regarding school policies that might address homophobic bullying.
Conclusions and Implications
School-based responses to bias-based bullying and harassment are often predicated by acts of violence. Frequent responses that simply request the abuse be stopped are immediate reactive responses that do not address the recurrent antigay messages perpetuated in schools. Our study indicated that prevention strategies must range from system-level policy and curricula reforms to changing individual-level teacher practices in the classroom, and student-based networking and mentoring platforms. Educational reform, at both macro and micro school-based levels, can build a positive school climate for SGMY. Findings from this study have implications for the profession of social work to effectively foster safe, inclusive and respectful spaces in schools and advocate for the safety and well-being of SGMY.