From Marginalization to Inclusion: How Alternative Education Supports Sexuality and Gender Diverse Youth
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| Title: | From Marginalization to Inclusion: How Alternative Education Supports Sexuality and Gender Diverse Youth |
|---|---|
| Language: | English |
| Authors: | Michael J. Ireland (ORCID |
| Source: | Psychology in the Schools. 2025 62(11):4382-4397. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | LGBTQ People, Student Diversity, Nontraditional Education, Well Being, Inclusion, Adolescents, Interpersonal Relationship, Social Support Groups, Educational Environment, Foreign Countries, Barriers, Social Bias, Traditional Schools, Teacher Student Relationship, Access to Health Care, Peer Acceptance, Small Classes, School Policy |
| Geographic Terms: | Australia |
| DOI: | 10.1002/pits.70006 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Despite growing awareness of sexuality and gender diverse (SGD) youth's educational challenges, limited research examines how alternative education settings support these students' wellbeing and engagement. This qualitative study investigated how Australian Flexible Learning Options (FLOs) foster inclusivity and belonging for SGD youth, comparing their experiences with mainstream schooling. Semi-structured interviews were conducted with 11 SGD students (aged 15-18) from a regional Australian FLO. Template thematic analysis, guided by Minority Stress Theory and the Socioecological Model, revealed two primary themes: (1) school relationships and social support, and (2) school climate and inclusive learning approaches. While mainstream schools were characterized by systemic barriers including discrimination, identity concealment, and limited support, the FLO environment provided affirming experiences through supportive teacher-student relationships, accessible mental health resources, and peer acceptance. Small class sizes, flexible learning approaches, and inclusive policies were identified as key factors in creating safe and supportive educational spaces. These findings demonstrate how alternative education settings can mitigate minority stress through targeted structural and relational supports, while highlighting opportunities for mainstream schools to adopt similar practices. Future research should examine how these supportive practices can be implemented across diverse educational contexts to enhance outcomes for SGD youth. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486541 |
| Database: | ERIC |
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