LGBTQ bullying: a qualitative investigation of student and school health professional perspectives

Researchers and practitioners have recently called for greater involvement of school health professionals (SHPs; e.g., school psychologists, nurses, guidance counselors) in interventions to identify and address bullying of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students....

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Veröffentlicht in:Journal of LGBT youth Jg. 17; H. 3; S. 280 - 297
Hauptverfasser: Earnshaw, V. A., Menino, D. D., Sava, L. M., Perrotti, J., Barnes, T. N., Humphrey, D. L., Reisner, S. L.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States Routledge 02.07.2020
Schlagworte:
Aggression
Allied Health Personnel
Attitudes
Bullying
Ethnicity
intervention development
LGBTQ
LGBTQ People
Minority Group Students
qualitative
Racial Bias
school health professionals
School Health Services
Social Bias
Social Isolation
Student Attitudes
White Students
Massachusetts
Bullying
school health professionals
LGBTQ
intervention development
qualitative
ISSN:1936-1653, 1936-1661
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Zusammenfassung:Researchers and practitioners have recently called for greater involvement of school health professionals (SHPs; e.g., school psychologists, nurses, guidance counselors) in interventions to identify and address bullying of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students. To inform future interventions, this study explored the perspectives of LGBTQ students and SHPs on LGBTQ bullying and SHPs' responses to LGBTQ bullying. Five online, asynchronous focus groups were held in 2018 with 28 LGBTQ students and 19 SHPs recruited from Massachusetts, US. Methods were guided by Rapid Qualitative Inquiry. Results revealed a disconnect in perceptions of LGBTQ bullying among LGBTQ students versus SHPs, with LGBTQ students reporting a range of often significant verbal, social, and physical bullying experiences and SHPs reporting minimal awareness of LGBTQ bullying at their schools. Transgender students reported bullying related to their gender identity, including verbal, physical, and sexual harassment, deadnaming (referred to by their birth name), and misgendering (called an incorrect pronoun). LGBTQ students of color reported bullying based on their race/ethnicity and pronounced social isolation. LGBTQ students reported mixed experiences with reporting bullying to SHPs. Intervention efforts are needed to enhance communication between LGBTQ students and SHPs, and to strengthen SHPs' skills to respond to LGBTQ bullying.
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SourceType-Scholarly Journals-1
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Layne D. Humphrey is the Assistant Center Director of the Center for Research in Education and Social Policy at the University of Delaware.
David D. Menino is a Clinical Research Specialist at Boston Children’s Hospital.
Valerie A. Earnshaw is an Assistant Professor in Human Development and Family Sciences at the University of Delaware.
Sari L. Reisner is an Assistant Professor of Pediatrics at Harvard Medical School and of Epidemiology at the Harvard T.H. Chan School of Public Health, as well as a Research Scientist at The Fenway Institute at Fenway Health.
Tia N. Barnes is an Assistant Professor in Human Development and Family Sciences and a Senior Researcher at the Center for Research in Education and Social Policy at the University of Delaware.
Lauren M. Sava is a Clinical Research Specialist at Boston Children’s Hospital.
Jeff Perrotti is the Founding Director of the Massachusetts Department of Elementary and Secondary Education’s Safe Schools Program for LGBTQ Students.
Notes on contributors
ISSN:1936-1653
1936-1661
DOI:10.1080/19361653.2019.1653808