LGBTQ+ student, staff and parent experiences in Australian schools: an ecological perspective

<p dir="ltr">Lesbian, Gay, Bisexual, Transgender/gender diverse, or Queer (LGBTQ+) individuals internationally are at greater risk of suicide and mental health concerns compared to non- LGBTQ+ peers. Discriminatory experiences with others contribute to these concerning wellbeing disparities and are experienced most in school or workplaces. LGBTQ+ students, staff and parents are at particular risk of experiencing discrimination in schools, and such experiences negatively impact the health and wellbeing of the entire LGBTQ+ school-based community. Yet, less is known about potential similarities in the school-based experiences of LGBTQ+ students, staff, and parents. Accordingly, the main purpose of this thesis is to explore and triangulate potential trends in the positive and negative roles of schools in the LGBTQ+ school-based community. Qualitative and quantitative data were collected via online surveys from 1,968 students, 212 staff and 196 parents exploring experiences and perceptions of Australian schools. </p><p dir="ltr">The overall thesis structure is aligned to answering three critical questions to developing LGBTQ+ inclusive school policy and practices: (1) review and identify trends in school-based experiences of LGBTQ+ students, staff, and parents; (2) identify potential social, political, and legal barriers to LGBTQ+ content in schools; and (3) develop a body of empirical evidence exploring potential trends in the experiences of LGBTQ+ students, staff, and parents via an ecological theoretical framework. Chapters 1, 2, and 3 detail the first stage of this project: reviewing evidence, identifying potential barriers, and development of an LGBTQ+ inclusive school audit survey. Chapters 4, 5, and 6 detail three empirical studies exploring the LGBTQ+ community’s experiences and perceptions of Australian schools. To triangulate data, all three studies explored trends based on the role (students, staff, or parent) or gender identity (cisgender vs. transgender/gender diverse) of participants. Trends based on type of school attended (public, religious affiliated private, non-religious affiliated private), or location of school (nonmetropolitan vs. metropolitan) were explored. </p><p dir="ltr">LGBTQ+ students, staff, and parents experienced similar school-based challenges, including concerns in school safety, school-based violence, and self-harm. Generally, students were at particular risk of all school challenges, and transgender/gender diverse students, or students enrolled in public, religious affiliated or non-metropolitan schools were of particular concern (Chapter 4). Schools could adopt similar strategies to promote the LGBTQ+ schoolbased communities’ wellbeing and perceptions of school safety including the provision of LGBTQ+ activities and resources (Chapter 5 and 6). Affirming school experiences were more likely to be experienced by LGBTQ+ staff, students and parents in metropolitan schools, and students in public or non-religious affiliated schools (Chapter 5). From the perspective of the LGBTQ+ school-based community, schools that provided inclusive curricula, staff training, GSAs and celebrated LGBTQ+ awareness days were particularly beneficial in promoting safe schools and inclusive communities (Chapter 6). Chapter 7 synthesised trends identified in school experiences and perceptions based on characteristics of participants (role and gender identity), and the schools they attend through an ecological lens. This thesis contributes new insights into the role of schools in the lives of the LGBTQ+ community, with implications for community responsive school policies and practices.</p>