LGBT parents’ perceptions of, and suggestions for, Australian school supports

Australian educational policy and guides dictate school inclusion of LGBT identities within schools typically privileging the perspective of LGBT students; possibly excluding the perspective of LGBT parents as a recognised member of school communities. This study explored the perspective of Australian LGBT parents in terms of positive experiences and supportive structures commonly endorsed by educational authoritative bodies. It employed an online survey informed by Bronfenbrenner’s Theory of Ecological Development; 73 LGBT identifying parents with children currently enrolled in Australian schools responded. Results indicated a high level of uncertainty regarding whether schools included key supports, with the most common supportive structures provided by schools being inclusive school forms. Supportive structures deemed most important were teacher training and inclusive school forms, followed by resources and activities that reflect LGBT parented families in schools. Leximancer assisted qualitative analysis indicated all supportive structures shared similar perceived benefits in creating welcoming school environments including; raising awareness, tolerance and knowledge of different forms of diversity within school environments; addressing potential misconceptions held by school community members and overcoming potential exclusionary experiences. The findings – particularly LGBT parents’ rejection of exceptional status – have implications for educational stakeholders including school administration, policy development authorities, teachers and LGBT researchers.