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In this study, educators, LGBTQ (gay, lesbian, bisexual, transgender, or questioning their sexuality) students, and their allies in a southwestern Pennsylvania sample reported their perceptions of bullying of LGBTQ youth and school climate and awareness of anti-bullying laws and policies within their school systems. Results indicate differences in students’ and educators’ perceptions of the frequency of bullying of LGBTQ students and support for LGBTQ students. LGBTQ students report significantly more bullying of LGBTQ students than their straight allies as well as educators for all forms of bullying assessed. Additionally, educators perceive higher levels of support for students from school personnel and students than reported by students. The importance of educator understanding and intervention in the bullying experiences of LGBTQ students is discussed. [ABSTRACT FROM AUTHOR]

In this study, researchers investigated whether lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents use indirect aggression and exhibit prosocial behavior in their relationships at rates comparable to their heterosexual peers. In a sample of 666 college students (median age = 19.5 years), LGBTQ adolescents (N = 22) used relationally and socially aggressive behaviors at a level consistent with their heterosexual peers. This suggests that sexual orientation identification does not appear to differentially affect the use of indirectly aggressive behaviors during social interactions. There were also no differences in self-reported interpersonally mature behaviors (e.g., use of prosocial skills) exhibited by heterosexual and LGBTQ adolescents in this sample, which indicates that sexual and gender identity were also unrelated to the use of prosocial behaviors. [ABSTRACT FROM PUBLISHER]