Parental Perspectives on Principals' Responses to Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools: An Exploratory Study
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| Title: | Parental Perspectives on Principals' Responses to Homophobic, Biphobic, and Transphobic Bullying in Australian High Schools: An Exploratory Study |
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| Language: | English |
| Authors: | Laura G. Hanlon (ORCID |
| Source: | International Journal of Bullying Prevention. 2025 7(4):632-644. |
| 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 |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Parent Attitudes, Principals, Responses, Homosexuality, Social Bias, Sexual Orientation, Transgender People, Bullying, High Schools, Foreign Countries, Administrator Responsibility, School Safety, Zero Tolerance Policy, Intervention, Empathy, LGBTQ People |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s42380-024-00252-7 |
| ISSN: | 2523-3653 2523-3661 |
| Abstract: | School principals may be well-placed to establish safe and affirming school climates for gender and sexuality diverse students by upholding zero-tolerance policies for homophobic, biphobic, and/or transphobic (HBT) bullying. Few qualitative investigations have examined how leaders are perceived, by those with vested interest, to be exercising their powers in this regard. Parents and caregivers (N = 16) completed a qualitative online questionnaire about their experiences navigating school responses to the HBT bullying of their child. Responses were analysed using reflexive thematic analysis. Findings indicate that principals were often either a first point of contact or an option for escalation. Intervention efforts were favourably appraised where empathy for the targeted student was accompanied by quick and decisive action. When this did not occur, participants described the injurious effects of inaction, prejudiced attitudes, and minimisation of the impact of non-physical bullying on both them and their child. We discuss implications for principals and schools with respect to the significant consequences of non-intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508434 |
| Database: | ERIC |
| Abstract: | School principals may be well-placed to establish safe and affirming school climates for gender and sexuality diverse students by upholding zero-tolerance policies for homophobic, biphobic, and/or transphobic (HBT) bullying. Few qualitative investigations have examined how leaders are perceived, by those with vested interest, to be exercising their powers in this regard. Parents and caregivers (N = 16) completed a qualitative online questionnaire about their experiences navigating school responses to the HBT bullying of their child. Responses were analysed using reflexive thematic analysis. Findings indicate that principals were often either a first point of contact or an option for escalation. Intervention efforts were favourably appraised where empathy for the targeted student was accompanied by quick and decisive action. When this did not occur, participants described the injurious effects of inaction, prejudiced attitudes, and minimisation of the impact of non-physical bullying on both them and their child. We discuss implications for principals and schools with respect to the significant consequences of non-intervention. |
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| ISSN: | 2523-3653 2523-3661 |
| DOI: | 10.1007/s42380-024-00252-7 |
