Inclusive policy development in a community-based alternative education program serving LGBT youth

Abstract

Alternative education programs can prevent disparities in academic outcomes among marginalized youth. This descriptive study examines the results of an alternative education program with nondiscrimination policies and staff training related to supporting the inclusion of lesbian, gay, bisexual, and transgender (LGBT) youth. Secondary analysis of demographic, psychosocial, academic, and grade level data for participants (N = 232) was completed. The study included analysis of data describing participant and program characteristics, and an assessment of the program's impact on student outcomes. Findings indicate that LGBT youth perform equally well as compared to non-LGBT counterparts and excel even while entering the program with a psychosocial history that differs from their peers. This study offers a framework for replication to other community-based alternative education programs supporting LGBT youth.