Creating Safe Spaces for LGBTQ Youth in Schools: A Necessity

Part A (The ideal)

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Learning institutions in cooperation with the government and other stakeholders need to engage and support LGBTQ youth in schools. Generally, the LGBTQ students need to have a conducive learning environment free from discrimination and full of support just as the fellow students do enjoy (Goldberg et al., 2018). The issue needs to be addressed openly for educating the other population in schools to know that LBTQ is mostly not by choice. Therefore the group needs to be incorporated in the school society with proper treatment. The school administrations, students, and all school workers have a more significant role in ending discrimination against LGBTQ individuals. Effective strategies should, therefore, be put in place to enforce and motivate the educators and students to be more vibrant in protecting LGBTQ students

Part B (The reality)

Despite the efforts to curb discrimination against LGBTQ and providing support to the group by governments, organizations, and other stakeholders responsible for advocating the rights of the LGBTQ groups, discrimination against these groups is still rampant in the learning institutions. There have been complaints by some of the LGBTQ students on harassment, including online bullying, mockery, inconsiderable punishments, and discipline by the tutors/ teachers, denial, or limitation of some of the learning resources or activities (Baams, 2018). The LGBTQ moral of studying has been lowered due to a lack of comfort while in schools. The LGBTQ students, therefore, undergo psychological torture, such as depression and low self-esteem. As a result, some end up committing suicide, drop out of school, or perform poorly in class compared to their ability (Hatchel et al., 2018).

Part C (The consequences, need, and intervention)

Unless effective measures are taken to solve LGBTQ students' real problems in learning institutions, discrimination against the LGBTQ in learning institutions will continue to be there. The LGBTQ students will continue to undergo humiliation, and there will reach a turning point where they will need to fight back, and these will be dangerous. For example, murder cases against students may become a norm (Duberman et al., 2019). Therefore, it is of necessity that the discrimination against these groups of students and elsewhere in society to be put at a stop for the better good of everyone.

Purpose Statement

The research project has the aim of investigating high school administrator and educator training to engage and support LGBTQ youth. However, the goal derives sub-objectives/specific objectives that will determine what is to be achieved in the research in specific terms. They will also determine the kind of questions to be used in data collection and analysis.

The specific objectives are as follows;

To determine the effects of discrimination against LGBTQ students in schools.

To describe the conditions/challenges of LGBTQ students in schools/learning institutions

To develop ways of curbing discrimination against LGBTQ students in learning institutions.

Research questions

The questions will create a broad exploration of the LGBTQ students' issues while in schools aided by the perception of the participants. The questions are designed to explore the challenges related to LGBTQ students in schools and how to improve the LGBTQ situation in schools. The questions are therefore as follows;

What are the difficulties experienced by LGBTQ students in schools?

What are the causes of the challenges experienced by LGBTQ students in schools?

How can the challenges faced by LGBTQ students in schools be solved?

What is the role of learning institution administrators, students, and government in providing a conducive learning environment for LGBTQ students?

How do the LGBTQ students perceive the challenges experience while in school?

How would the situation be if the challenges/difficulties experienced by LGBTQ in schools could be dealt with?

References

Baams, L. (2018). Disparities for LGBTQ and gender nonconforming adolescents. Pediatrics, 141(5), e20173004.

Duberman, M. B. (2019). Stonewall: The definitive story of the LGBTQ rights uprising that changed America. Plume.

Goldberg, A. E., & Allen, K. R. (2018). Teaching undergraduates about LGBTQ identities, families, and intersectionality. Family Relations, 67(1), 176-191.

Hatchel, T., Espelage, D. L., & Huang, Y. (2018). Sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ adolescents: Temporal insights. American Journal of Orthopsychiatry, 88(4), 422.