Abstract
Greater numbers of youth in Czech schools identify as sexual and gender minorities (SGM). This is occurring in a highly homogenous country that has a history of tolerance, yet limited guidelines exist on how to support these increasingly more visible communities. This provides a unique environment to examine how, when, and why educators advocate for SGM youth in the Czech Republic, and it sets the stage for more research. In this study, 114 teachers working in Czech schools completed a survey about when they intervened and facilitated discussions in response to homo-negativity and trans-negativity (i.e., verbal prejudice). Regression models showed that intervention and discussion were significantly positively related to teachers’ self-efficacy to advocate for SGM youth. Additionally, educator training and attitudes were related to initiating classroom discussions about managing the consequences of verbal bullying.
Published Version
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