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Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities.

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Title: Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities.
Authors: Mathieu, Reva1 (AUTHOR) rmathieusherr@duq.edu, Thomas, J. Daniel1 (AUTHOR), Perfetto, Kayla1 (AUTHOR)
Source: Intervention in School & Clinic. May2026, Vol. 61 Issue 5, p247-255. 9p.
Subject Terms: *LGBTQ+ students, *Multicultural education, *Higher education, *Autistic children, *Interpersonal relations, Psychological safety, Mentoring, Intersectionality
Abstract: Higher education institutions (HEIs) are increasingly tasked with meeting the needs of students who hold intersecting identities. Although research has explored support for lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) students and autistic students separately, little attention has been given to faculty-level support for individuals who identify as both within HEIs. Because of their direct involvement in students' academic and personal development, faculty are uniquely positioned to support autistic LGBTQ+ students as they navigate barriers, challenges, and stressors throughout their educational experiences. This article uses a critical narrative review to identify existing research that discuss the barriers, challenges, and stressors faced by each group. Findings are interpreted through a social relational model of disability and frameworks of intersectionality and psychological safety. Practical, faculty-level strategies to promote inclusion and supportive classroom environments for autistic LGBTQ+ students in HEIs are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Intervention in School & Clinic is the property of Sage Publications Inc. 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
FullText Text:
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  Data: Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities.
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  Data: <searchLink fieldCode="AR" term="%22Mathieu%2C+Reva%22">Mathieu, Reva</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rmathieusherr@duq.edu</i><br /><searchLink fieldCode="AR" term="%22Thomas%2C+J%2E+Daniel%22">Thomas, J. Daniel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perfetto%2C+Kayla%22">Perfetto, Kayla</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Intervention+in+School+%26+Clinic%22">Intervention in School & Clinic</searchLink>. May2026, Vol. 61 Issue 5, p247-255. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22LGBTQ%2B+students%22">LGBTQ+ students</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink>
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  Data: Higher education institutions (HEIs) are increasingly tasked with meeting the needs of students who hold intersecting identities. Although research has explored support for lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) students and autistic students separately, little attention has been given to faculty-level support for individuals who identify as both within HEIs. Because of their direct involvement in students' academic and personal development, faculty are uniquely positioned to support autistic LGBTQ+ students as they navigate barriers, challenges, and stressors throughout their educational experiences. This article uses a critical narrative review to identify existing research that discuss the barriers, challenges, and stressors faced by each group. Findings are interpreted through a social relational model of disability and frameworks of intersectionality and psychological safety. Practical, faculty-level strategies to promote inclusion and supportive classroom environments for autistic LGBTQ+ students in HEIs are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Intervention in School & Clinic is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193016845
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        Value: 10.1177/10534512261422594
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 247
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      – SubjectFull: LGBTQ+ students
        Type: general
      – SubjectFull: Multicultural education
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Autistic children
        Type: general
      – SubjectFull: Interpersonal relations
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      – SubjectFull: Psychological safety
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      – SubjectFull: Mentoring
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      – SubjectFull: Intersectionality
        Type: general
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      – TitleFull: Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities.
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            NameFull: Mathieu, Reva
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            NameFull: Thomas, J. Daniel
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            NameFull: Perfetto, Kayla
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            – D: 01
              M: 05
              Text: May2026
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              Y: 2026
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