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'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+.

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Title: 'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+.
Authors: Harris, Richard, Wilson-Daily, Ann E., Fuller, Georgina
Source: Cambridge Journal of Education. Apr2022, Vol. 52 Issue 2, p155-173. 19p. 3 Charts, 2 Graphs.
Subjects: LGBTQ+ people, Students, Timeout method, Support groups, Secondary schools
Abstract: This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students' sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of 'safe' spaces such as support groups and the school curriculum can exacerbate students' feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students' sense of isolation potentially provides a means to identify more specific ways schools could address this issue. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: 'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+.
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Apr2022, Vol. 52 Issue 2, p155-173. 19p. 3 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22LGBTQ%2B+people%22">LGBTQ+ people</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Timeout+method%22">Timeout method</searchLink><br /><searchLink fieldCode="DE" term="%22Support+groups%22">Support groups</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink>
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  Data: This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students' sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of 'safe' spaces such as support groups and the school curriculum can exacerbate students' feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students' sense of isolation potentially provides a means to identify more specific ways schools could address this issue. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/0305764X.2021.1965091
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        Type: general
      – SubjectFull: Students
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      – SubjectFull: Timeout method
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      – SubjectFull: Support groups
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      – SubjectFull: Secondary schools
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      – TitleFull: 'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+.
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              Text: Apr2022
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