As educators, we know crafting an inclusive school environment is both crucial and highly challenging these days, especially with new legislation in states like Missouri and Oklahoma. We’ve all seen the struggle in the eyes of students who feel out of place. It’s hard for us to look away, especially with the uptick in violence against and self-harm within the trans community. A sense of belonging is crucial to any student, but for students in the queer community, feeling safe can transform their educational journey. A recent research piece highlights how important specific inclusive policies in schools can be for all students.
Students feel a greater sense of belonging when their 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’s the potential power of Gender-Sexuality Alliances (GSAs) and comprehensive LGBTQ+ policies in schools. This study examined how GSAs and school policies specifically designed to be LGBTQ+-inclusive could significantly elevate a sense of belonging among students. The researchers found a higher sense of belonging at schools with inclusive policies. Students reported feeling more included and respected on days when they experienced high responsiveness from both peers and GSA advisors, and when they actively participated in leadership with their GSAs.
In other words, LGBTQ+ students feel safer when their schools both support their spaces and protect them.
Key findings from Poteat et al. (2024):
- Stronger sense of belonging. Students reported feeling a stronger sense of belonging in schools with well-implemented LGBTQ+-inclusive policies.
- Responsive peers and advisors. The more responsive the peers and advisors within GSAs, the higher students’ sense of belonging.
- Leadership roles matter. Taking on leadership roles within GSAs also correlated with an increased sense of belonging among students.
Can we trust this research?
Not all research holds the same value! Here’s what our We Are Teachers “Malarkey Meter” says when it comes to this publication, based on four key factors.
- Peer-reviewed: Yes! This study underwent rigorous rounds of peer review before publication.
- Sample size: With over 600 participants across 51 GSAs, the study provides a robust data set for analysis. While we like to see data near the thousands, the number of participants here provides plenty of statistical power.
- Trustworthy sources: The research team (V. Paul Poteat, Robert Marx, Abigail Richburg, Jerel P Calzo, Cayley C. Bliss, Hirokazu Yoshikawa, and Arthur Lipkin) includes renowned scholars in adolescent psychology and education, enhancing the study’s credibility. Not to mention this research team comprises almost 50,000 citations! Additionally, they published their research in the Journal of Youth and Adolescence, a respectable education policy journal.
- Methodology: Employing a three-level multilevel model (individual student level, between-student levels, and between GSAs level) over six months allows for an analysis of the factors influencing students’ sense of belonging. All of that basically means that the researchers did a good job at being able to distinguish the levels of how students feel between their peers and mentors and how that corresponded to GSAs levels. Great work!
What does this mean for teachers?
This research highlights the importance of supporting and implementing GSAs and LGBTQ+-inclusive policies within schools. It’s not just about having these policies on paper, it’s about bringing them to life within the school community. As educators, we can advocate for and actively participate in these initiatives, ensuring that all students feel genuinely included and respected. Cayley Bliss from the research team shared with We Are Teachers:
Teachers can uniquely foster a welcoming school environment where all youth can feel a sense of community, respect, and belonging by 1) expressing their support for LGBTQ+ students and their school’s GSA and 2) advocating for inclusive LGBTQ+ policies and practices to be implemented in their school. Together, these efforts contribute to greater school belonging amongst LGBTQ+ students.
So, how can schools create more LGBTQ+-inclusive policies and practices?
As we continue navigating toward more inclusive educational environments at our schools, it’s clear that teachers hold the keys to unlocking a sense of belonging for our students. Embracing the findings from this research—we are called not just to support but to actively engage with LGBTQ+-inclusive policies and GSAs within our schools. This is more than policy—it’s about actively creating a space where every student, regardless of their background or identity, can thrive and feel like an integral part of the school community. We must cultivate these environments with intentionality and vigor, assuring every student that they truly belong.