TY  - JOUR
PY  - 2024//
TI  - Which LGBTQ+ inclusive school strategies support LGBTQ+ student, staff and parent perceptions of school climate? A latent class analysis
JO  - Journal of homosexuality
A1  - Mann, Trent
A1  - Burns, Emma
A1  - Van Bergen, Penny
A1  - Jones, Tiffany
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community.<p />  <p>Language: en</p>
LA  - en
SN  - 0091-8369
UR  - http://dx.doi.org/10.1080/00918369.2024.2384933
ID  - ref1
ER  -