View in EDS

Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools

Saved in:
Bibliographic Details
Title: Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools
Language: English
Authors: Laura G. Hanlon (ORCID 0000-0001-5577-612X), Stephanie N. Webb (ORCID 0000-0002-5960-5878), Jill M. Chonody (ORCID 0000-0001-6859-0826), Phillip S. Kavanagh (ORCID 0000-0003-1090-4188), Deborah A. Price (ORCID 0000-0002-1754-1263), Christina C. Ambrosi (ORCID 0000-0002-7806-7366)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1498899
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Laura+G%2E+Hanlon%22">Laura G. Hanlon</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5577-612X">0000-0001-5577-612X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+N%2E+Webb%22">Stephanie N. Webb</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5960-5878">0000-0002-5960-5878</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jill+M%2E+Chonody%22">Jill M. Chonody</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6859-0826">0000-0001-6859-0826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Phillip+S%2E+Kavanagh%22">Phillip S. Kavanagh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1090-4188">0000-0003-1090-4188</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deborah+A%2E+Price%22">Deborah A. Price</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1754-1263">0000-0002-1754-1263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+C%2E+Ambrosi%22">Christina C. Ambrosi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7806-7366">0000-0002-7806-7366</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2026 53(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s13384-025-00925-2
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0311-6999<br />2210-5328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1498899
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498899
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s13384-025-00925-2
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Assistant Principals
        Type: general
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Educational Environment
        Type: general
    Titles:
      – TitleFull: Teachers' Perspectives on Principal Support for Addressing Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Laura G. Hanlon
      – PersonEntity:
          Name:
            NameFull: Stephanie N. Webb
      – PersonEntity:
          Name:
            NameFull: Jill M. Chonody
      – PersonEntity:
          Name:
            NameFull: Phillip S. Kavanagh
      – PersonEntity:
          Name:
            NameFull: Deborah A. Price
      – PersonEntity:
          Name:
            NameFull: Christina C. Ambrosi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0311-6999
            – Type: issn-electronic
              Value: 2210-5328
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Australian Educational Researcher
              Type: main
ResultId 1