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Individuals identifying as aromantic asexual face challenges living in predominantly heteronormative societies. This essay explains the challenges encountered living in India, a society known for its unique cultural and social structures. The authors use the oral history story-telling technique to understand the lived experiences of being an asexual aromantic. An analysis of the oral history highlights four key themes: liberation from structures, solidarity in the community, the perils of Amato normativity, and awareness of self. The authors call for increased access to mental health support systems in schools and beyond.

Work-integrated learning experiences of LGBTQIA+ students are rarely considered, with no specific consideration of paramedic students in this context. Students' perceptions of WIL and the challenges associated with navigating the off-campus clinical setting have highlighted the need for a sense of belongingness, safety and security, and a healthy self-concept. The present study piloted a 37-question online survey with participants from six paramedic programs from metropolitan and regional Australian universities in 2021. Semi-structured interviews were conducted with 12 participants from three universities, with participants selected from both metropolitan and regional universities. A mixed method approach was used to guide the data collection and analysis. Data were interpreted to suggest that paramedic students are unlikely to be open about their gender identity and/or sexual orientation with WIL staff for fear of discrimination. Study limitations and directions for future research are also discussed.

In the Two Islands Activity, students are given a fictitious prompt to examine and reflect on how their positionality influences their perceptions regarding their assumptions about gender and sexuality in interpersonal workplace interactions. Through the active process of perception checking, students examine how gender and sexuality stereotypes may influence their perception of a situation and their potential implications on business relationships. The activity is framed around the interpersonal Communication Theory of Identity as it relates to positionality, or how multiple identities (i.e., race, ethnicity, gender, class, sexuality, ability, age, and political ideology) in social and political contexts shape gender and sexuality roles and stereotypes within the workplace. Perception checking is an active, reflective process of asking questions and seeking alternative viewpoints to account for disentangling these perceptions. This activity encourages students to reflectively examine their identities, experiences, and stereotypes concerning cultural norms and ideologies of gender and sexuality.

While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators' concerns about what they are 'allowed' to engage with in respect to GSD inclusivity and to guide their proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling educators' proactive, positive support for GSD students are far from systematised in schools across Australia's eight states and territories. This paper presents an audit of publicly available policy guidance for educators in Australia's government schools, analysing these against an original evaluative set of best-practice criteria developed from research recommendations from the field of GSD-inclusivity in K-12 schools. Analyses for each state/territory are provided. Results from this audit highlight the unevenness in articulated policy support available to Australian educators and illustrate the criticality of developing Australian federal policy mandates with respect to GSD inclusivity and professional development for educators, including both articulated expectations for the creation/maintenance of a safe and affirming environment as well as pragmatic support for how to create school cultural change.

This study examines the effects of racist microaggressions and lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ)-related minority stressors (i.e., identity concealment, family rejection, internalized LGBTQ-phobia, victimization, and racialized heterosexism/cisgenderism) on psychological distress among Latinx LGBTQ+ young people, specifically college students. Participants are a Latinx subset (n = 80) from a national online nonprobability cross-sectional survey of LGBTQ+ college students. The study aim was examined using linear/logistic regression. Findings indicated that racist microaggressions and family rejection were associated with psychological distress. In addition, racist microaggressions were the only stressor associated with clinically significant psychological distress that may warrant psychiatric/psychological treatment. Therefore, racist microaggressions and family rejection are unique stressors that may saliently affect mental health among Latinx LGBTQ+ students. There is a great need to integrate minority stress theory with other critically-oriented theories, such as intersectionality, in research and intervention to eliminate mental health inequities faced by Latinx LGBTQ+ young people.

While research knowledge of bias-based bullying is increasing, there has been only limited research comparing in-person and online bias-based victimization incidents. The current study presents data on 521 bias-based incidents experienced by a large sample of youth (n = 854), 13-21 years old, examining differences between incidents that occurred solely online, solely in-person, or both online and in-person. Specifically, we examined whether the three types of incidents differed by: (a) respondents' sociodemographic characteristics (i.e., gender, race/ethnicity, immigrant status, religion, any disability, sexual orientation); (b) incident-level characteristics (i.e., victimization type, perpetrator relationship, number of perpetrators, physical injury, any weapon used, duration of the incident, location of the incident, and disclosure); and (c) negative impact (emotional distress, school-related problems, and physical symptoms). Results indicated that online-only bias-based victimization incidents occurred less frequently, and impacted victims less negatively, than either in-person only or combined online/in-person bias victimization. Incidents that were a mix of online and in-person bias-based victimization were the most distressing type of incident for youth, even controlling for other aggravating features (e.g., the number of perpetrators). Findings highlight the importance of asking vulnerable youth about the context of bias-based victimization they may have experienced and suggest that prevention initiatives will need to incorporate strategies to address the different environments in which bias-based victimization incidents occur.

Studies investigating autistic community research priorities indicate a mismatch between what autism research focuses on and what autistic people want to see researched. Furthermore, there has not been a research priority-setting exercise specifically with autistic people in Scotland, where there are unique cultural, political and social contexts. Using a community-based participatory design, we aimed to identify the research priorities of autistic adults living in Scotland. Autistic and non-autistic researchers designed and conducted a survey where 225 autistic adults rated and ranked research topics in order of importance and provided qualitative feedback on issues and questions important to them. The top five research priorities were mental health/well-being, identification and diagnosis of autistic people, support services, knowledge and attitudes towards autistic people and issues impacting autistic women. There were differences in priorities according to different intersections of identity, and qualitative responses indicated a desire for research to focus on support and understanding. The bottom three priorities concerned genetics, treatments and interventions and causes. These findings emphasise the need to address the gap between what autism research focuses on and the everyday lives of autistic people.

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students' future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.

In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17-19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings.

This experimental study explored the use of online expressive writing interventions to cope with distress from heterosexist events among a sample of autistic-LBGQ + individuals. This study included an open writing condition and an emotion focused therapy guided writing condition. Over 89% of the participants indicated that the writing exercises were helpful in processing the event, with significant decreases for measures of depressive and trauma/stressor symptoms. A thematic analysis identified specific aspects of each condition that were helpful for participants in coping with heterosexist distress, such as the development of insight through the emotion-focused exercises. This low-demand exercise is promising as a solo exercise or as a therapy homework assignment, especially given the accessibility of this online intervention for autistic-LGBQ + people.

The current research investigated the endorsement of hegemonic masculinity, sexism, and homophobia, and the perceptions of discrimination, among samples of heterosexual male and female, and LGB students who had entered into traditionally male-dominated and female-dominated fields of study. Specifically, students from vocational and educational training in Swiss upper-secondary schools were recruited. Results revealed that adherence to hegemonic masculinity, sexism, and homophobia is higher in male-dominated fields of study (vs. female-dominated). Furthermore, heterosexual female and LGB students enrolled in male-dominated fields of study have been found to experience and anticipate more discrimination than heterosexual male students. Implications of these results are discussed.

Queer- and trans-spectrum students continue to struggle with hostile campus climates. As a result, queer- and trans-spectrum students may engage in on-campus activism to push their institutions to address cisheterosexism on campus. Bisexual students experience invisibility, marginalization, and exclusion in both heterosexual and lesbian, gay, bisexual, transgender, and queer (LGBTQ) spaces. Though not surprising that bisexual students experience hostility within predominantly heterosexual spaces, their challenges within LGBTQ campus spaces are especially concerning considering these spaces should be inclusive and supportive of their bisexual identity. The purpose of this study is to examine bisexual college students' experiences engaging in identity-based activism within LGBTQ campus spaces. Based on interviews with bisexual college students who participated in LGBTQ activism on campus, I considered two questions. First, what were the costs of engaging in LGBTQ activism as bisexual students within LGBTQ campus spaces? Second, considering these costs, what sustained them in continuing their activist work within LGBTQ campus spaces? The findings of this study revealed that most participants experienced at least one of the three components symptomatic of activist burnout as a result of their engagement in LGBTQ campus spaces. Participants shared their challenges engaging in these spaces stemmed from two main causes: (a) identifying as bisexual and experiencing biphobia within LGBTQ campus spaces and (b) being overcommitted to their activist work within LGBTQ campus spaces.

Cyberbullying is a problem that is more prevalent and serious among LGBTQ+ people. Previous research has mostly analysed sexual orientation and homophobic cyberaggression. Hence, becomes necessary to consider sex-gender diversity as a whole and aggressions of a general nature. Moreover, existing prejudices underline the need to consider homonegativity as a key variable in this type of cyberviolence. This sequential mixed study explores, in a first qualitative step with focus groups, perceptions on the characterisation of LGBTQ+ cyberbullying and, in a second quantitative step, cybervictimisation in terms of affective-sexual, bodily and gender diversity, and the possible moderating role of internalised homonegativity. The qualitative study involved 175 students and the quantitative study involved 1,971 students aged 12-18 from secondary schools in Andalusia (Spain). Qualitative results identified valuable dimensions of cyberbullying, such as collective LGBTQ+ cybervictimisation. Quantitative results revealed differences in collective LGBTQ+ cybervictimisation according to sexual orientation, gender identity, and gender expression. It also highlights the moderation of internalised homonegativity, with those at a low level being more sensitive to collective LGBTQ+ cyberaggression. LGBTQ+ cyberbullying is made visible as a construct that includes various types of aggressions aimed at the whole spectrum of affective-sexual diversity and emphasises the need to address internalised homonegativity in psychoeducational interventions involving all students.

Digital Gender-Based violence (DGBV) is a social problem affecting overproportionally younger people, especially women and LGTB. Training programmes to combat DGBV are recommended but we lack evidence-based evaluation of them. We evaluate a series of trainings at university for all participants (N = 190), taking into account gender and sexual orientation. A multimethod approach is used. Training is assessed with a pre-/post-test survey on DGBV concerning content and skills, including items and open boxes on overall satisfaction. We also include observations of the workshop and students' reflections. We measure learning outcomes and satisfaction for the whole sample, as well as differences for gender and sexual orientation. Previous knowledge confirms the need for training programmes on DGBV. The difference between previous and subsequent knowledge proves that short training programmes on DGBV can improve students' knowledge of DGBV. We could not find differences between genders, but there are some differences based on sexual orientation.

Dating sexual violence (DSV) is a serious social problem among college students worldwide. This study examines the effects of gender role attitudes (GRA) in DSV and the mediating role of rape myth acceptance (RMA) among students of different sexual orientations in China. A total of 2134 Chinese college students (553 men and 1581 women, 1751 heterosexuals and 383 sexually diverse groups) participated in this study. We found that sexually diverse men have the highest DSV perpetration (47.13%) and victimization rates (40.23%) and that sexually diverse women have the most equal gender attitudes. RMA is identified as a mediator of the relationship between GRA and DSV perpetration and victimization among heterosexuals, but not among sexually diverse groups. The need for more sexually inclusive educational interventions to decrease DSV on college campuses is discussed.

Sexual and gender minorities (SGM) frequently experience depression and health care-related stigma. Health care satisfaction is important for seeking care, but little is known about SGM health care satisfaction, and especially as it relates to depression among rural SGM. From May 25 to July 2, 2021, we surveyed rural Illinois (IL) individuals aged [greater than or equal to] 18 years on the topics of demographics, depression, health care satisfaction, past health care experiences, internalized stigma, and victimization. Among the 398 respondents, the gender identity distribution included cisgender males and females (171 and 203, respectively) and transgender males and females (8 and 7, respectively), while sexual orientation included heterosexuals (114), gay/lesbians (143), and other orientations (141). Analyses were conducted with respect to both identity and orientation (and their interaction). In univariate analysis, transgender individuals were more likely than cisgender to screen positive for depression and less likely to report feeling accepted by their medical provider. Compared to heterosexual respondents, gay/lesbians and other orientations were more likely to screen positive for depression. In logistic regression, factors associated with increased risk of depression included nonheterosexual orientation and past poor health care experiences. In linear regression, factors most commonly associated with the seven satisfaction subscales include: sexual orientation, past poor experiences, and employment. There were significant differences in depression across both sexual orientation and gender identity, and in health care satisfaction by sexual orientation. Rural SGMs are more vulnerable to depression and less likely to report satisfactory care. As health care engagement is critical for screening and care adherence, engaging rural SGM in a routine and satisfactory fashion is needed.

LBGTQ+ students often miss the support and information they need in the school nursing, but little is known about junior high school (JHS) nurses' work with LGBTQ+ students. 15 JHS nurses were interviewed in focus groups about their perceptions of supporting LGBTQ+ students. Four interconnected themes were identified with inductive thematic analysis: (1) JHS nurses' professional identity and practice; (2) Recognition of sexual and gender diversity in school; (3) Family acceptance process; and (4) LGBTQ+ students as school nursing clients. JHS nurses self-identified as accepting professionals, but having limited skills, knowledge, and education needed in supporting LGBTQ+ students. Supporting LGBTQ+ students is a complex phenomenon, and to enhance JHS nurses' competence in providing care for these students, sexual and gender diversity needs to be included in evidence-based nursing information sources, covered in nursing education, and the school needs to be secured as LGBTQ+ safe place.

For lesbian, gay, bisexual, or queer (i.e., sexual minority [SM]) youth, coming out is an important developmental milestone and is typically associated with positive well-being. However, coming out in high school may entail a higher risk of school-based victimization. Due to the greater risk of homophobic bullying, the implications of being out in adolescence and well-being later in adulthood remain unclear. Using data from a national probability survey (Generations Study) of three distinct age cohorts of SM adults (N = 1,474) in the United States, this study (a) examined how being out at school in adolescence affects general well-being in adulthood and (b) SM-specific well-being in adulthood, and (c) examined if these associations differ by cohort. Results from multivariate regression analyses demonstrated that being out in adolescence was not significantly associated with general well-being, but was significantly associated with SM-specific well-being: higher rates of identity centrality and community connectedness, and lower rates of internalized homophobia. There were no cohort differences in the associations between outness in high school, general well-being, and SM well-being. The findings from this national probability sample of SM adults provide novel insight into implications of being out across the life course, including the positive implications of being out at school in adolescence for SM-specific well-being in adulthood.

Sexual violence (SV) on college campuses disproportionately affects cisgender (nontransgender) women, sexual minorities (e.g., gays/lesbians, bisexuals), and gender minority (e.g., transgender/nonbinary) people. This study investigates gender and sexual behavior differences in common SV intervention targets--SV-related knowledge, prevention behaviors, and care-seeking. We analyzed cross-sectional survey data, collected in 9/2015-3/2017, from 2202 students aged 18-24 years attending college health and counseling centers at 28 Pennsylvania and West Virginia campuses. Multivariable multilevel models tested gender and sexual behavior differences in SV history; recognition of SV; prevention behaviors (self-efficacy to obtain sexual consent, intentions to intervene, positive bystander behaviors); and care-seeking behaviors (knowledge of, self-efficacy to use, and actual use of SV services). Adjusting for lifetime exposure to SV, compared with cisgender men, cisgender women had higher recognition of SV and reproductive coercion, prevention behaviors, and care-seeking self-efficacy (beta range 0.19-1.36) and gender minority people had higher recognition of SV and intentions to intervene (beta range 0.33-0.61). Cisgender men with any same-gender sexual partners had higher SV knowledge (beta = 0.23) and self-efficacy to use SV services (beta = 0.52) than cisgender men with only opposite-gender partners. SV history did not explain these differences. Populations most vulnerable to SV generally have higher SV knowledge, prevention behaviors, and care-seeking behaviors than cisgender men with only opposite-gender sexual partners. Innovative SV intervention approaches are necessary to increase SV-related knowledge among heterosexual cisgender men and may need to target alternative mechanisms to effectively reduce inequities for sexual and gender minority people.

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

This study examines how one school's well-intentioned White teachers and students from diverse backgrounds--all of whom belong to their school's working groups created to address issues of diversity--conceptualize diversity. Utilizing a qualitative case study, the study shows a discrepancy between what teachers and students felt comfortable discussing, how they conceptualized diversity, and the degree to which both groups evaluated the rate of progress being made within the school. Despite their explicitly good intentions, White teachers' failure to access and incorporate the views of students participating in diversity working groups served to perpetuate the centering of White middle-class perspectives in the school environment and hindered equitable approaches to students from diverse races and ethnicities.

Issues surrounding gender and sexuality are fundamental determinants of either a liberated or restricted human experience, and comprehensive sex education has been recognized as an essential mechanism to help youth process their gender and sexuality in a standardized, open, safe, and healthy atmosphere. In the absence of such education, Y novels are a growing source of cultural resources in the social sphere of sexuality, especially among Thai girls and young women. The present study differentiated between and analyzed the sexual scripts engaged in by the two leading characters, the "pra'ek" and "nai'ek," in scenes of erotic significance from nine such novels. The dialogue and narration from these scenes were analyzed descriptively, and clear patterns of asymmetry emerged. These patterns were discussed as manifestations of heteronormative discourses. Y novels, despite the same-sex relationships that define them, were found to re-produce heteronormative discourses around masculinity and femininity. While Y novels may be an avenue for girls and women to explore their own sexuality in the heteronormative context in which they find themselves, the genre may also endanger girls, women, and queer-identifying people by re-producing meaning making that defines a 'gray area' of consent in sexual encounters.

LGBTQIA students are an important stakeholder group on college and university campuses, especially as both their visibility and expectations for support and empowerment on campus increase. But how ready is the field of higher education for litigation related to LGBTQIA issues, and how should student affairs practitioners prepare to address LGBTQIA students' possible negative campus experiences proactively? By reviewing details of cases that have set an important precedent and signal what might be coming with respect to LGBTQIA students' rights and experiences in higher education, this article seeks to provide detail and analysis of important legal areas that student affairs practitioners should be attuned to as they continue to educate thousands of LGBTQIA students each year. I explore how Title IX may be increasingly a route of redress for LGBTQIA students who have experienced discrimination; how rulings on religious freedom of expression may erode some of LGBTQIA students' rights on college and universities campuses; and the special relationship doctrine and how it may be applied to LGBTQIA students in mental health crisis.

There are more than 300 anti-Queer policies that are being proposed and implemented across the nation that impact education, including Tennessee's Senate Bill 1229; Virginia's "2022 Model Policies on the Privacy, Dignity, and Respect for all Students and Parents in Virginia's Public Schools;" and Florida's "Parental Rights in Education Bill" CS/CS/HB 1557, expanded April 2023, which prohibits topics of gender and sexuality in K-12 public education, unless related to reproductive health lessons. This policy brief offers a critique of three assumptions that can be applied to analyze how anti-Queer policies influence Queerness in rural schools. Those assumptions are: (1) Does the policy make assumptions on one type of parent? (2) How does the policy define gender and sexual identities? and (3) Will the policy erase rural queer educators and students?

Introduction. Sexuality and equality education are considered areas of relevant pedagogical research and intervention within current educational contexts in view of the violence and inequalities derived from the patriarchal system. Aims. This paper presents the main results of a research study that seeks to analyze the competence in sexuality and equality of university students during teacher training in Spain (Castilla la Mancha University). Method. For this, the study used a quantitative methodology and administered a nine-dimension questionnaire to 371 students. Results. The study revealed the weak acquisition of competence in sexuality and equality and the persistence of stereotyped images of sexualities. Furthermore, these findings show that future teachers have a weak equality-based professional practice due to an educational approach that lacks a gender perspective. Conclusions. The main conclusions highlight the evident formative needs in sexuality and equality and the absence of transforming feminist knowledge. All this can affect the development of quality education in sexuality and equality in students' future educational practices.

Research on the effects of social media has evidenced their influence on public opinion concerning health issues. However, there are scarce analyses that pay attention to this influence when health advice generalizes certain groups' sexual practices. This generalization occurred with monkeypox, men who have sex with men, after two World Health Organization's (WHO) recommendations launched in 2022. Therefore, this is the issue that will be deeply explored in the article. Drawing on the methodological strategy of social media analytics (SMA), 2313 tweets have been reviewed focused on people's reactions in front of WHO's statements of July 2022 about monkeypox and men who have sex with men behaviours. Findings illustrate that there is positioning against the generalizations caused due to WHO's statement creating a public discourse against the stigma of homosexual and bisexual men. This positioning is directly linked with people's claims to follow the evidence and valid claims on public health issues. Using social networks for claiming the use of rigorous data and evidence may contribute to a significant change in public opinion and health organizations.

Although children's literature has been challenged and banned for decades, some U.S. states have recently enacted legislation limiting how teachers can address such topics as race, sex, and gender in classrooms, which may influence teachers' selection of literature. To understand this phenomenon, this exploratory concurrent mixed-methods study involved a written children's literature course artifact and survey responses analyzed through critical literacy and self-censorship frameworks. Findings indicate that preservice teachers reported avoiding conversations about gender and gender identity more often than those about sexual orientation or race. Further, despite legislative changes, participants mostly reported self-censoring due to lack of pedagogical knowledge, lack of policy knowledge, and fear of institutional sanctions, which are long-standing reasons for self-censorship rather than new ones. Comparatively, they self-reported little desire to promote the dominant political ideology. This research indicates that topic-restrictive legislation can influence classroom practice even when teachers do not share the ideology behind such legislation.

The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.

Bringing together research from several lines of inquiry in psychology and education, this paper proposes a conceptual model for understanding how entrenched inequalities embedded within ecological macrosystems play out in the classroom to affect student learning. We consider how implicit teacher beliefs and belief expression affect teacher-student interactions and relationships, student learning-related processes, and student learning outcomes. First, we review the literature on how teacher beliefs relate to student learning outcomes. Second, we discuss how teacher beliefs may shape critical classroom-level and individual-level teacher-student interactions, and how these interactions can affect student factors critical to learning. The "Teacher Beliefs and Interactions Model," a conceptual model that brings together related bodies of work that have traditionally been separate, proposes teacher beliefs as an important area of inquiry for future empirical research in education and human development.

Objective: To assess differences in internalized stigma of mental illness based on demographic characteristics and mental healthcare utilization among college students. Participants: Students with self-reported mental illness (n = 128) were recruited via random sampling. Methods: Participants completed an online survey, including questions related to demographic characteristics and mental healthcare utilization. The survey also included the Internalized Stigma of Mental Illness (ISMI) scale. Data were analyzed using descriptive and inferential statistics. Results: Students accessing mental healthcare (pharmacological and/or psychotherapeutic) reported higher ISMI scores than students who did not access services during past year. Students with sexual minority statuses also reported higher ISMI scores than their heterosexual counterparts. Conclusions: Results highlight differences in internalized stigma based on demographics characteristics and mental healthcare utilization among college students. More research is needed to better understand intersectional stigma. Further, universities need tailored and specific interventions to address internalized stigma among students with diverse backgrounds and needs.

Objective: Examine how student demographics and perception of on-campus counseling service availability, accessibility, acceptability, and quality is related to utilization. Participants: A total of 262 students from 49 Georgia (U.S.) higher education institutions. Methods: A logistic regression examined student perception of on-campus counseling services and associations with service utilization, controlling for covariates. Results: (1) Non-heterosexual students were more likely to use on-campus counseling services than heterosexual students, (2) students in rural areas were more likely to utilize services than students in urban areas, (3) insured students had higher odds of utilizing services than uninsured students, and (4) higher ratings of perceived accessibility were associated with likelier service use. Conclusions: The perception of accessibility was significantly associated with higher odds of on-campus service use. Thus, a better understanding of student perception of on-campus counseling center accessibility is warranted.

The article examines the mutual relations between education, biopolitics and authority. The objective is to deconstruct authority in relation to three biopolitical issues: abortion, sexual orientation, and IVF. This deconstruction is performed by analysis of the manifestations and strategies of authority employed in Polish textbooks for four subjects at secondary school: social studies, family life education, ethics, and religion. This provided an answer to the question both about the significance of biopolitical issues in the education process and about the role of authority in their construction. The main rhetorical practices for the construction of authority were science, using the strategy of "stating facts"; law, with the strategy of "establishing order"; and religion, whose strategy is "initiating opposition". In the article, I conduct a qualitative analysis of each of the three rhetorical practices and make conclusions on the role of authority in the process of teaching biopolitical issues in school.

Netflix series "Sex Education" is popular with young people in a way school-based programmes rarely are. Analyzing the first three seasons, this paper explores "what" and "how" educative content is offered and how young people are addressed as sexual subjects. It is argued that "Sex Education" radically expands the conventional content of school-based programmes and attends to many critiques young people repeatedly make of them. "Sex Education" offers an example of how to educate about sexuality, via a queer and sex-positive approach where young people are understood as legitimate sexual beings who are authorities on their own sexual lives.

Fertility information is an important component of comprehensive sexuality education, but the extent to which adolescents are taught or informed about fertility is unknown in Australia. This study examined knowledge of fertility using an anonymous, online survey of > 2,600 adolescents aged 15-18 across Australia. Respondents represented diverse backgrounds, including sexuality and gender diversity (>60% identifying other than heterosexual, 17% gender identity other than man/woman). Average knowledge of fertility was significantly poorer compared to average knowledge of reproductive and sexual health content linked to the national curriculum (p < 0.001). Linear regression and LASSO variable selection modelling identified significant, but small associations between some sociodemographic factors and knowledge about fertility or overall reproductive and sexual health. Over 80% of respondents considered their sexual health education insufficient, which was associated with poorer knowledge on all outcomes measured in linear regression models. These findings suggest that including fertility content explicitly within the Australian national curriculum will likely increase adolescent understanding of fertility. The strong participation of the adolescent LGBTQ+ community in the survey demonstrates their interest in contributing to reproductive and sexual health education reform. Inclusivity, particularly of sexuality and gender should be a key consideration in reproductive and sexual health education delivery in Australia.

Visual representations (and their censorship) are carriers of messages and are powerful tools to invoke discourses. Visuals are not just supplements to written text; rather, these can be read independently as the primary text and are crucial to scientific communication, particularly in life sciences. This paper aims to investigate various textbook depictions of genitalia and examine how ideologies are manifested through visuals in relation to the human body. Here we try to unpack the visual representations of genitalia in different discursive spaces within Indian science textbooks from 6th to 12th grade. We position our study within the hermeneutic methodological landscape and apply the socio-semiotic analytic framework developed by Serafini [Serafini, Frank. 2010. "Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives." "Children's Literature in Education" 41 (2): 85-104. https://doi.org/10.1007/s10583-010-9100-5], consisting of three analytic perspectives: perceptual, structural, and ideological, to interpret the visual images of genitalia and the ideological matrix that produced these images. Our analysis of textbooks' portrayal reveals a tendency to censor or obscure genital depictions. The paper discusses the potential effects of these representations on students' health and relationships with their bodies and argues that they must engage in dialogue with discourses challenging normative understandings of the body and remain open to change.

Research on LGBTQ+ students and their sense of belonging in public schools is necessary; minoritized students deserve to feel safe, validated, and valued in a space where they belong. Using the 2017-2018 School Survey on Crime and Safety public-access data, we align variables to Bronfenbrenner's ecological systems framework. This study explored the relationship between having an affirming sexual orientation or gender identity student club and the frequency of student harassment in high school and the predictive ability of student, teacher, and school policy factors on harassment. We found that schools with LGBTQ+ accepting school clubs had higher incidence of sexual orientation and gender identity harassment. Additionally, student involvement in restorative circles, teacher trainings, and some school contexts predicted harassment. Implications and future directions for research are discussed.

Digital self-harm, the anonymous online posting, sending, or otherwise sharing of hurtful content about oneself, has not received the same amount of scholarly scrutiny as other forms of self-directed abuse. In the current paper, we analyze three independent national surveys of U.S. teens (aged 13-17, M = 14.96) in repeat cross-sectional studies conducted in 2016 (N = 4,742), 2019 (N = 4,250), and 2021 (N = 2,546) to assess the prevalence of two measures of digital self-harm. We examine demographic differences within each sample (gender, race, and sexual orientation), whether experience with cyberbullying was associated with these behaviors, and changes over time. Overall, the prevalence of digital self-harm has been increasing over time, and changes in demographic influences were observed. Implications for identifying, preventing, and responding to digital self-harm are discussed.

According to the author, "With Liberty and Justice for ALL: Multicultural ]Education in Wisconsin" is a most appropriate and befitting title for a National Association For Multicultural Education (NAME) conference in this moment -- an extraordinarily divided time -- in Wisconsin and U. S. history. As keynote speaker at this pre-voyage briefing, the author plans to share a few thoughts about the social structure and the aims of the society where the mission will take attendees to, to put in place multicultural education. NAME will be engaging in orchestrating plans for teaching and learning that are omitted and/or discouraged by many, whitewashed and/or misrepresented by many others, and taught and/or learned by few. To teach "liberty and justice for all" demands first acknowledging that the conceptualization and putting forth the idea ["liberty and justice for all"] was initially more exclusive than inclusive, in that only white men who own property were included. Black people, Indigenous people, and other People of Color, and all women were not included in the "All." Accomplishing what no one else has accomplish before -- Multicultural Education in all schools in Wisconsin -- demands putting into practice a harmonious working partnership between intercultural education and multicultural education at its highest conceptualization of social justice, where equality, equity, cultural recognition, persons with disability, economic differences, LBGTQ+ are included and flourishing in full blossom. The author's hopefulness is in part conditioned by the following: The belief America can be "that" America -- in spirit and action-- as the author states, we dream about where "We the People" is dedicated to the ideals -- as expressed in -- the Declaration of Independence, the United States Constitution, with a special pride in the final five words of The Pledge of Allegiance -- acknowledging that a dichotomy existed between the authors' words stated within these documents and the authors' everyday actions.

Background: College is a critical life stage for alcohol-related harms to others (AHTOs), gender, and sexual identity. We tested associations between inclusively-defined gender and sexual identities (separately) and AHTOs among college students. Methods: The Healthy Minds Study (n = 8,308) provided data about three AHTOs: (1) babysitting a drunk student, (2) alcohol-related unwanted sexual advance, and (3) alcohol-related sexual assault. Independent variables included gender and sexual identity. Results: One in four students (25.5%) reported babysitting, 6.2% reported unwanted advances, and 1.2% reported sexual assaults. Compared to cisgender males, cisgender females had higher odds of reporting babysitting (aOR = 1.36, p < 0.001) and unwanted advances (aOR = 2.59, p < 0.001); trans masculine students had higher odds of reporting sexual assaults (aOR = 4.49, p = 0.04). Conclusions: AHTOs are prevalent on college campuses, and cisgender female and trans masculine students have higher odds of experiencing them. Alcohol interventions may protect cisgender female and gender minority students from the drinkers around them.

Objective: To compare the prevalence and trajectories of risky health behaviors in sexual minority (SM; lesbian/gay/bisexual/questioning/asexual) versus heterosexual undergraduates across their first year of post-secondary. Participants: First-year undergraduates (N = 704, M[subscript age] = 17.97 years, 24% SM) from a midsized Canadian university. Methods: Students completed monthly (September-April) online questionnaires assessing substance use (binge drinking, tobacco, cannabis, illicit drug use) and disordered eating (binge eating, fasting, purging). Results: At the outset of the academic year, SM students endorsed more frequent cannabis use, illicit drug use, fasting, and binge eating, but less frequent tobacco use, versus heterosexual students. Over the year, SM students' binge drinking frequency declined less than that of heterosexual students, but their illicit drug use decreased while that of their heterosexual peers increased, and all students reported declining disordered eating frequency. Conclusions: Campus wellness initiatives for SM students should offer prevention and harm-reduction strategies prior to or shortly after their arrival on campus.

Objective: Kratom use represents a growing risk for public health. The present study examined demographic and behavioral factors linked with kratom use. Participants: Participants were college students in the United States who participated in the 2019-2020 Healthy Minds Study. Methods: Participants completed survey-based assessment of kratom use and related demographic, behavioral, and mental health variables. Results: Kratom use was linked with being White, male or transgender/gender nonconforming, identifying as a sexual minority, use of alcohol or marijuana, and depressive symptoms. Kratom use was not uniquely linked to exercise or anxiety. Conclusions: The results of the present study can be used to inform initial targeting of efforts to reduce kratom use among college students.

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the "tant" has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education.

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'.

In June 2021, a member of the Belgian conservative political party (N-VA) sparked online controversy regarding inclusive sexuality education by criticising the Genderbread Person, an educational tool used to explain gender identity and sexual orientation. This study analyses the notion of childhood innocence in online debate about the Genderbread Person utilising a mixed-methods approach. Using the framework of anti-genderism and heteroactivism, it analyses resistance against and the support for informing children about gender and sexual diversity. Based on 673 tweets, the study identifies who features in this debate, which positions are articulated, and which discursive themes (de)legitimise inclusive sexuality education. Using qualitative analysis, we identify four discursive themes against and three in favour of inclusive sexuality education based on how children are represented in this online discussion. Our quantitative analysis indicates that social media debate is primarily supportive of inclusive sexuality education. However, the findings suggest anti-gender beliefs are beginning to find their way into Belgian online debate.