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Research Shows LGBTQ-Identified Students at Higher Risk

New research findings reported in the Educational Researcher highlight differences between lesbian, gay, bisexual, transgender, and questioning (LGBTQ)- and straight-identified youth in health outcomes and educational equity.

University of Illinois scholars Joseph P. Robinson, PhD, and Dorothy L Espelage, PhD, who conducted the research, found that “youths who identify as lesbian, gay, bisexual, transgender, or questioning are at a greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school.”

Their rigorous analysis of LGBTQ subgroups showed that bisexual youths appear “to be particularly at risk.” They also found that gaps in school belongingness and unexcused absences “are significantly greater in middle school, which suggests heightened early risk for LGBTQ-identified students.”

From a policy perspective, Robinson and Espelage believe that their study lays the groundwork “for new research in the development, implementation, and effectiveness of programs and policies, aimed at improving the educational experiences of LGBTQ youths.”

For their research, Robinson and Espelage surveyed a large, population-based anonymous sample of more than 13,000 students spanning middle to high school in 30 schools in Dane County, WI. This sample was unique and more likely reflects “the full spectrum of LQBTQ students,” they said, because it included middle school students, not just high school students, and students who identified themselves as transgender. “The sample recruitment methods did not specifically target sexual minority students,” they added.

Schools have opportunities from an equity and opportunity-to-learn perspective to help LGBTQ students who have lower levels of belongingness and higher levels of truancy, particularly in middle school, the researchers suggested. Early intervention may be crucial. In addition, they wrote that “incorporating discussions about sexual orientation and sexual identity in bullying prevention programs may contribute to safer environments and more positive outcomes for LGBTQ youths.”

In the article, Robinson and Espelage cited other pertinent research findings about bullying that have been reported within the past five years. For instance, they wrote “that a large percentage of bullying among students involves the use of homophobic teasing and slurs” and that “the pervasiveness of antigay language in schools suggests that most school environments are hostile of LGBT students.” Despite increasing interest, they noted that “very little is known about the rates of cyber-bullying among LGBT.”

Through this study, which “goes beyond prior studies in identifying heterogeneity and differential developmental trends,” the University of Illinois researchers hope to raise awareness of educational inequities related to LGBTQ and to pave the way “for interventions aimed at improving psychological and educational outcomes for these students.”

— Source: American Educational Research Association