LGBTQ Student Experiences in Schools from 2009-2019: A Systematic Review of Study Characteristics and Recommendations for Prevention and Intervention in School Psychology Journals

Autor/inn/en	Abreu, Roberto L.; Audette, Lillian; Mitchell, Y'Londa; Simpson, Ina; Ward, Jessica; Ackerman, Lindsay; Gonzalez, Kirsten A.; Washington, Katherine
Titel	LGBTQ Student Experiences in Schools from 2009-2019: A Systematic Review of Study Characteristics and Recommendations for Prevention and Intervention in School Psychology Journals
Quelle	In: Psychology in the Schools, 59 (2022) 1, S.115-151 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abreu, Roberto L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22508
Schlagwörter	LGBTQ People; School Psychology; At Risk Students; Educational Research; Social Bias; Student Needs; Well Being; Bullying; Journal Articles; Prevention; Intervention; School Safety; School Policy; Inclusion; Staff Development; Curriculum Development + Suchen Sie Ihr Suchwort? Schulpsychologie; Bildungsforschung; Pädagogische Forschung; Well-being; Wellness; Wohlbefinden; Mobbing; Journal article; Zeitschriftenaufsatz; Prävention; Vorbeugung; Schulpolitik; Inklusion; Personnel development; Personalentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009-2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01