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Multiple dimensions of safe space for LGBTQ students: school staff perceptions


Beasy, KM and Grant, R and Emery, S, Multiple dimensions of safe space for LGBTQ students: school staff perceptions, Sex Education pp. 1-14. ISSN 1468-1811 (2021) [Refereed Article]

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DOI: doi:10.1080/14681811.2021.2018677


Inclusive school environments have been shown to improve educational outcomes, retention, mental health and overall wellbeing for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. Anti-bullying approaches have been common strategies used in schools to promote safety for all students, yet a well-established critique among scholars and educators suggests such approaches by themselves are insufficient. Little research exists investigating the spatial aspects of forming LGBTQ-inclusive school cultures. This article reports on an Australian study exploring teachers' and school staff understandings of how space influences inclusion and how they negotiateed or established 'safe spaces' for LGBTQ students. Drawing on the work of Edward Soja, we explored how participants constituted safety in conceived and perceived spaces, and how this informed the ways in which physical environments were established in the lived space to promote inclusion. We reveal the role of physical, discursive and curriculum spaces in everyday schooling activities and practices to promote LGBTQ inclusion.

Item Details

Item Type:Refereed Article
Keywords:LGBTQ inclusion, safe space, school, teachers, spatiality, LGBTQ students, inclusive education
Research Division:Education
Research Group:Specialist studies in education
Research Field:Gender, sexuality and education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Gender aspects in education
UTAS Author:Beasy, KM (Dr Kim Beasy)
UTAS Author:Grant, R (Dr Ruby Grant)
UTAS Author:Emery, S (Dr Sherridan Emery)
ID Code:152772
Year Published:2021
Deposited By:Peter Underwood Centre for Educational Attainment
Deposited On:2022-08-24
Last Modified:2022-09-07

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