LGBTQ+ Young People’s Experiences of School Inclusion: Exploring the Real and the Ideal

Dowle, Natalie (2024) LGBTQ+ Young People’s Experiences of School Inclusion: Exploring the Real and the Ideal. Doctoral thesis, University of East Anglia.

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Abstract

Previous research highlights the benefits of inclusive practices in UK schools. This research explores LGBTQ+ young people’s experiences and ideals of LGBTQ+ school inclusion. Research incorporated a critical realist philosophy, and a Big Q Methodology. Using semi-structured interviews, ten 16-to-24-year-old LGBTQ+ young people were asked to share their real school experiences, as well as ideas around the ideal LGBTQ+ inclusive school. Two research questions were proposed and answered, with data analysed using Reflexive Thematic Analysis.

Findings highlighted how schools can heed the advice of LGBTQ+ young people as ‘experts by experience’, with participants providing practical and aspirational suggestions for facilitating school inclusion for LGBTQ+ pupils. Overall, findings highlighted how schools are predominantly heteronormative due, in part, to influences from wider socio-political systems and attitudes. However, LGBTQ+ young people described ways that schools can still facilitate LGBTQ+ inclusion, including by doing more to support peer relations, by schools considering the impact of gendered practices, and by schools exploring ways to improve the RSE curriculum, so that it is inclusive of all genders and sexualities. Furthermore, schools can increase LGBTQ+ representation across school systems, with LGBTQ+ young people explaining how schools could draw upon the inclusive values of individuals in positions of power within school. Findings illustrated that if schools develop practices in these main areas, schools will more closely align with the ideal LGBTQ+ inclusive school, facilitating greater levels of LGBTQ+ inclusion that has positive implications on the development and wellbeing of all young people.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Oct 2024 08:08
Last Modified:	01 Oct 2024 08:08
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96838
DOI:

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