How the Magic City Acceptance Academy’s School Environment Creates Conditions to Promote Community

Abstract

Recent literature confirms that bullying, harassment, and violence continues in public schools against LGBTQ youth and students who are perceived as other due to status of race, class, or ability. The purpose of this study was to explore how the Magic City Acceptance Academy’s (MCAA) school environment creates conditions to promote community. MCAA is a charter school recently opened near Birmingham, Alabama. Principal findings are based on interviews with key school and community leaders, multiple school observations, and a review of key documents. The study uncovered processes and emphases used to cultivate an affirming school environment for students. Themes suggested that physical space, student supports and resources, evidence of affirmation, and specific student-oriented policies, serve as key factors that support overall student well-being in this innovative school environment. This article presents findings from an initial phase of a more comprehensive, case study analysis. We conclude that a welcoming and supportive school environment may contribute to the protective factor of school connectedness. We present implications for practice that may apply to educators as well as mental and community health professionals, among others. Recommendations for future research are also presented.