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A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Anti-bullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers.

Research reveals that students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) often do not feel safe at school as a result of higher rates of bullying in comparison to their heterosexual peers (Kann et al., 2016; Kosciw, Greytak, Palmer, & Boesen, 2014; Russell, Clarke, & Lamb, 2009). Compared to general victimization, bullying related to perceived or actual sexual orientation or gender identity is associated with more severe negative outcomes regarding mental health, substance use, and truancy (Russell, Sinclair, Poteat, & Koenig, 2012). In terms of academic functioning, homophobic bullying is associated with lower academic achievement (Aragon, Poteat, Espelage, & Koenig, 2014; Birkett et al., 2009; Poteat & Espelage, 2007), truancy (Aragon et al., 2014; Birkett et al., 2009; Kann et al., 2016), being less likely to pursue postsecondary education (Aragon et al., 2014; Kann et al., 2016), lower levels of school connectedness (Poteat & Espelage, 2007), and elevated school discipline problems (Aragon et al., 2014). Research shows that teachers perceive schools to be more supportive of LGBTQ youth than do students or parents. School psychologists can train teachers to use methods that may increase the likelihood that LGBT students will report bullying. They can also help teachers understand that although some studies suggest that adult interventions in bullying situations are not likely to stop a student's victimization, the concern demonstrated by teachers does appear to help student victims psychologically (Englander, 2013). Day, Snapp, and Russell (2016) found that supportive, but not punitive, practices are associated with less homophobic bullying and greater school connectedness. Research findings highlight the need for reducing bullying of LGBTQ student victims, increasing support, enhancing the training of teachers, and implementing and increasing the specificity of antibullying policies.

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This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies. [ABSTRACT FROM AUTHOR]