Abstract
ABSTRACT Harassment against LGBTQ students is a widespread problem in schools around the globe. This paper presents the findings from a national study of Canadian educators that identified factors associated with confidence and frequency of intervention in peer-to-peer harassment in K-12 schools. Participants completed an online survey about the factors shaping their confidence and reported interventions in gendered harassment. Researchers identified that internal factors such as personal identities and life experiences accounted for more of the variation in educators’ levels of confidence than did external factors such as school culture, policies, and resources. However, school culture is an important factor to address as it accounted for more variation than policies and resources. These results can inform district and building-level priorities, school safety initiatives, and anti-bullying intervention programs aimed at reducing homophobia and transphobia in schools.
Published Version
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