Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools
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| Title: | Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools |
|---|---|
| Language: | English |
| Authors: | Laura G. Hanlon (ORCID |
| Source: | Australian Educational Researcher. 2026 53(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Administrator Attitudes, Assistant Principals, Administrator Role, Social Bias, LGBTQ People, Bullying, Intervention, Administrator Behavior, Educational Environment |
| DOI: | 10.1007/s13384-025-00925-2 |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Research has suggested that the attitudes and priorities of school principals may influence how teachers and other staff support gender and sexuality diverse students, and handle bullying where it arises. The present study presents qualitative data from an online survey disseminated to staff working in Australian high schools (N = 62). The aim was to understand how participants regard the leadership of their principal team (including deputy/vice and assistant principals) in this space, and what additional support leadership could offer to assist staff in effectively addressing homophobic, biphobic, and transphobic bullying. Using reflexive thematic analysis, five themes were developed. Results suggest that there is a strong desire for explicit communication from leadership about expectations for dealing with prejudiced bullying. While wellbeing staff and classroom teachers may have the most day-to-day involvement with bullying intervention, participants indicated that principal involvement in creating a safe climate for gender and sexuality diverse members of the school community, and intervening in bullying where necessary, can fortify the efforts of other staff. Principal support may be particularly crucial in when considering religious and cultural sensitivities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498899 |
| Database: | ERIC |
| Abstract: | Research has suggested that the attitudes and priorities of school principals may influence how teachers and other staff support gender and sexuality diverse students, and handle bullying where it arises. The present study presents qualitative data from an online survey disseminated to staff working in Australian high schools (N = 62). The aim was to understand how participants regard the leadership of their principal team (including deputy/vice and assistant principals) in this space, and what additional support leadership could offer to assist staff in effectively addressing homophobic, biphobic, and transphobic bullying. Using reflexive thematic analysis, five themes were developed. Results suggest that there is a strong desire for explicit communication from leadership about expectations for dealing with prejudiced bullying. While wellbeing staff and classroom teachers may have the most day-to-day involvement with bullying intervention, participants indicated that principal involvement in creating a safe climate for gender and sexuality diverse members of the school community, and intervening in bullying where necessary, can fortify the efforts of other staff. Principal support may be particularly crucial in when considering religious and cultural sensitivities. |
|---|---|
| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-025-00925-2 |
