Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties.
The preponderance of bullying research does not address sexual orientation as a possible factor.
This article explores the delicate and complex issues immediate to the lives of lesbian, gay, bisexual, and transgender (LGBT) youth.
This study examined relationships between perceived heterosexism in high school policies and programs, social environments, and victimization rates among lesbian, gay, bisexual and questioning (LGBQ) students.
In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts.
Student unrest that sometimes culminates in violent expressions have had a long history in Kenyan schools. Recent evidence, however, points to new expressions of abuse on children.
In 2000, the Government of the Republic of Ireland introduced a syllabus for second-level schools (12-15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE).
This empirical study explores the subjective experiences of Israeli lesbigay school students and their perceptions of the school climate.
This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom.
Gay, lesbian, bisexual, transgender, questioning and intersex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools.