LGBTQ Perceptions of High School Bullying

Abstract

This qualitative study was conducted to examine LGBTQ former high schoolstudents’ perceptions related to their experience while attending high school in northeastKansas. Specifically, the purpose of this study was to understand LGBTQ former highschool students’ perceptions of experiences with being bullied in high school, districtstaff’s responses to the bullying of LGBTQ students, district policies related to bullyingof LGBTQ students, the extent that the policies protected the students, the curriculum andhow it was inclusive of the LGBTQ community, and the experiences with LGBTQstudents threatening or committing suicide.The researcher determined that all but one of the participants were either bulliedor witnessed bullying due to being LGBTQ. Although eight of the participants reportedthat teachers and staff were supportive of stopping the bullying of LGBTQ students onestudent did perceive that the teachers were bullying him. Fifteen of the 17 participantswere aware of the school policies that addressed bullying and harassment, but none of thepolicies were specifically designed to protect the LGBTQ students. None of theparticipants were aware of any defined consequences for the bullying of LGBTQstudents, but there were consequences for bullying of the students. Three participantsrecalled discussing or learning anything about LGBTQ people in high school, and thediscussions were in literature class, not about LGBTQ history. Thirteen of theparticipants were aware of LGBTQ students harming themselves or trying to commitsuicide; the harm included both cutting and suicide.The implications for action that could improve the lives of LGBTQ studentsincluded: educators need training to work appropriately with LGBTQ students, school districts need to examine their current bullying policies to determine if they protectLGBTQ students, schools need to include LGBTQ history in the curriculum, and studentsneed to feel safe and supported at their schools. Recommendations for future researchincluded: determining whether students from different areas outside of northeast Kansashad similar experiences, determining the differences in high school staffs’ perceptionsregarding LGBTQ students before and after training related to LGBTQ students,determining the differences between how school districts handle the punishment of thebullying of LGBTQ students, determining the differences between “straight” andLGBTQ students perceptions of bullying, and determining whether a curriculum thatincludes LGBTQ history might help students feel more included in school and help deterbullying problems.