As educators, we recognize that creating an inclusive school environment is both critical and extremely difficult these days, especially in the wake of new laws in states such as Missouri and Oklahoma. We have all seen the conflict in the eyes of students who feel out of place. It’s hard to look away, especially given the rise in violence and self-harm within the trans community. A sense of belonging is important for any student, but for students in the queer community, feeling safe can change their educational journey. Recent research papers highlight how important specific inclusive policies in schools are for all students.
Students feel a greater sense of belonging when schools 1) allow and support inclusive groups and 2) protect students with inclusive school policies.
Imagine a school where every student feels valued and included. That is the potential power of Gender and Sexuality Alliances (GSAs) and inclusive LGBTQ+ policies in schools. This study examined how GSAs and school policies specifically designed to be LGBTQ+ inclusive can significantly increase students’ sense of belonging. Researchers found that schools with inclusive policies had a higher sense of belonging. Students reported feeling more included and respected on days when they experienced high responsiveness from both their peers and GSA advisors, and on days when they actively participated in GSA leadership.
In other words, LGBTQ+ students feel safer when their school supports and protects their place.
The important finding of Poteat et al. (2024):
A stronger sense of belonging. Students reported feeling a stronger sense of belonging in schools with well-implemented LGBTQ+ inclusive policies. Responsive colleagues and advisors. The more responsive colleagues and advisors within GSA, the greater the student’s sense of belonging. The role of a leader is important. Taking on a leadership role within GSA was also correlated with a greater sense of belonging among students.
Is this study reliable?
Not all research has the same value. Here’s what We Are Teachers’ Malarkey Meter says about this publication based on four key factors:
Peer-reviewed: Yes! This study underwent rigorous peer-review before publication. Sample size: Including over 600 participants across 51 GSAs, this study provides a robust dataset for analysis. We would like to see data closer to a few thousand people, but the number of participants here provides sufficient statistical power. Trustworthy sources: The research team (V. Paul Poteat, Robert Marx, Abigail Richburg, Jerel P Calzo, Cayley C. Bliss, Hirokazu Yoshikawa, Arthur Lipkin) includes prominent scholars in adolescent psychology and education. This increases the reliability of the research. Needless to say, this research team consists of approximately 50,000 citations. Additionally, they published their research in the Journal of Youth and Adolescent, a respected education policy journal. Methodology: Employing a three-level multilevel model (individual student level, between-student level, and between-GSA level) over a 6-month period allows for the analysis of factors that influence students’ sense of belonging. Masu. All of this basically allows researchers to distinguish between the level of how students feel among their peers and instructors and how that corresponds to their level of GSA. It means that Great job!
What does this mean for teachers?
This study highlights the importance of supporting and implementing GSA and LGBTQ+ inclusive policies within schools. It is important not only to have these policies on paper, but to make them a reality within the school community. As educators, we can advocate for and actively participate in these initiatives to ensure that all students feel truly accepted and valued. Kayleigh Bliss, from the research team, told We Are Teachers:
Teachers can ensure that all youth feel a sense of community, respect, and belonging by 1) expressing support for GSA for LGBTQ+ students and schools, and 2) advocating for LGBTQ+ inclusive policies and practices to be implemented in schools. You can create your own comfortable school environment where you can feel conscious. school. Together, these efforts contribute to increasing LGBTQ+ students’ sense of belonging at school.
So how can schools incorporate LGBTQ+ into more inclusive policies and practices?
As we continue to move towards more inclusive educational environments in our schools, it is clear that teachers hold the key to unlocking a sense of belonging for their students. Embracing this research, we are called upon to not only support but actively engage with LGBTQ+-inclusive policies and GSAs within our schools. This is not just a policy, it is about actively creating spaces where all students, regardless of their background or identity, can thrive and feel like an integral part of the school community. We must intentionally and energetically cultivate these environments to ensure that all students truly belong.
