Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices

Jack K. Day, Salvatore Ioverno, Stephen T Russell

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.

Original languageEnglish (US)
Pages (from-to)29-43
Number of pages15
JournalJournal of School Psychology
Volume74
DOIs
StatePublished - Jun 1 2019
Externally publishedYes

Fingerprint

Transgender Persons
sexual orientation
Sexual Behavior
gender
school
truancy
school climate
school policy
School Health Services
Climate
Sexual Minorities
Students
health
experience
student

Keywords

  • Academic achievement
  • Bullying and harassment
  • Gender identity
  • School policy
  • Sexual orientation
  • Truancy and absenteeism

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Safe and supportive schools for LGBT youth : Addressing educational inequities through inclusive policies and practices. / Day, Jack K.; Ioverno, Salvatore; Russell, Stephen T.

In: Journal of School Psychology, Vol. 74, 01.06.2019, p. 29-43.

Research output: Contribution to journalArticle

@article{db401822316b41cf9a69eca6651e84a5,
title = "Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices",
abstract = "Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.",
keywords = "Academic achievement, Bullying and harassment, Gender identity, School policy, Sexual orientation, Truancy and absenteeism",
author = "Day, {Jack K.} and Salvatore Ioverno and Russell, {Stephen T}",
year = "2019",
month = "6",
day = "1",
doi = "10.1016/j.jsp.2019.05.007",
language = "English (US)",
volume = "74",
pages = "29--43",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Safe and supportive schools for LGBT youth

T2 - Addressing educational inequities through inclusive policies and practices

AU - Day, Jack K.

AU - Ioverno, Salvatore

AU - Russell, Stephen T

PY - 2019/6/1

Y1 - 2019/6/1

N2 - Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.

AB - Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.

KW - Academic achievement

KW - Bullying and harassment

KW - Gender identity

KW - School policy

KW - Sexual orientation

KW - Truancy and absenteeism

UR - http://www.scopus.com/inward/record.url?scp=85066104550&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066104550&partnerID=8YFLogxK

U2 - 10.1016/j.jsp.2019.05.007

DO - 10.1016/j.jsp.2019.05.007

M3 - Article

AN - SCOPUS:85066104550

VL - 74

SP - 29

EP - 43

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

ER -