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Context matters: Supporting staff working with LGBT students in schools

Citation

Beasy, KM and Grant, RF and Coleman, BJ and Emery, SG, Context matters: Supporting staff working with LGBT students in schools, #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

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Abstract

Australian Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) young people report high levels of bullying, harassment, and discrimination at school, resulting in negative educational and health outcomes (see Hillier et al., 2010; Robinson et al., 2014). Previous Australian research has identified significant need for LGBTI-inclusive teaching practice and schooling environments (Jones & Hillier, 2012). Australian and international research consistently indicates that inclusive school cultures improve the educational outcomes and health and wellbeing of LGBTI students in addition to promoting broader student wellbeing and school satisfaction. However, little is known about how Tasmanian school staff are supporting LGBTI students in schools or what teachers’ needs are in creating and sustaining inclusive school environments.

Item Details

Item Type:Conference Extract
Keywords:LGBTIQ, inclusive education, qualitative
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Gender, Sexuality and Education
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Gender Aspects of Education
UTAS Author:Beasy, KM (Dr Kim Beasy)
UTAS Author:Grant, RF (Miss Ruby Grant)
UTAS Author:Coleman, BJ (Dr Bianca Coleman)
UTAS Author:Emery, SG (Ms Sherridan Emery)
ID Code:130108
Year Published:2018
Deposited By:Education
Deposited On:2019-01-10
Last Modified:2019-01-16
Downloads:0

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