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Multiple dimensions of safe space for LGBTQ students: school staff perceptions.

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Title: Multiple dimensions of safe space for LGBTQ students: school staff perceptions.
Authors: Beasy, Kim1 Kim.Beasy@utas.edu.au, Grant, Ruby1, Emery, Sherridan1
Source: Sex Education. Jan2023, Vol. 23 Issue 1, p35-48. 14p.
Subject Terms: *School environment, *Research methodology, *College teacher attitudes, *Curriculum, *Minority students, Safety, Executives, Interviewing, LGBTQ+ people, Research funding, Descriptive statistics, Thematic analysis, Data analysis software, Space perception, Social integration
Geographic Terms: Australia
Abstract: Inclusive school environments have been shown to improve educational outcomes, retention, mental health and overall wellbeing for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. Anti-bullying approaches have been common strategies used in schools to promote safety for all students, yet a well-established critique among scholars and educators suggests such approaches by themselves are insufficient. Little research exists investigating the spatial aspects of forming LGBTQ-inclusive school cultures. This article reports on an Australian study exploring teachers' and school staff understandings of how space influences inclusion and how they negotiateed or established 'safe spaces' for LGBTQ students. Drawing on the work of Edward Soja, we explored how participants constituted safety in conceived and perceived spaces, and how this informed the ways in which physical environments were established in the lived space to promote inclusion. We reveal the role of physical, discursive and curriculum spaces in everyday schooling activities and practices to promote LGBTQ inclusion. [ABSTRACT FROM AUTHOR]
Copyright of Sex Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Multiple dimensions of safe space for LGBTQ students: school staff perceptions.
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  Data: Inclusive school environments have been shown to improve educational outcomes, retention, mental health and overall wellbeing for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. Anti-bullying approaches have been common strategies used in schools to promote safety for all students, yet a well-established critique among scholars and educators suggests such approaches by themselves are insufficient. Little research exists investigating the spatial aspects of forming LGBTQ-inclusive school cultures. This article reports on an Australian study exploring teachers' and school staff understandings of how space influences inclusion and how they negotiateed or established 'safe spaces' for LGBTQ students. Drawing on the work of Edward Soja, we explored how participants constituted safety in conceived and perceived spaces, and how this informed the ways in which physical environments were established in the lived space to promote inclusion. We reveal the role of physical, discursive and curriculum spaces in everyday schooling activities and practices to promote LGBTQ inclusion. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Sex Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681811.2021.2018677
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 35
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Minority students
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Executives
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: LGBTQ+ people
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      – SubjectFull: Research funding
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Data analysis software
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      – SubjectFull: Space perception
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      – SubjectFull: Social integration
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Multiple dimensions of safe space for LGBTQ students: school staff perceptions.
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            – D: 01
              M: 01
              Text: Jan2023
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