Final Project: LGBTQ Juveniles and Bullying

Categories: Bullying
  • Dragowski, Eliza A, et al.

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    “Educators’ Reports On Incidence Of Harassment And Advocacy Toward Lgbtq Students.” Psychology in the Schools, vol. 53, no. 2, 2015, pp. 127–142., doi:10.1002/pits.21895.

Dragowski’s article shows the findings of a national survey of teachers who have observed harassment towards LGBTQ students in educational settings. In the study teachers disclose their perspective towards LGBTQ students and how they choose to advocate for them.

This article would easily fit with my project which seeks to highlight efforts taken by communities and schools to lessen bullying for LGBTQ youth.

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Within the study, of the ninety percent of teachers who reveal they have perceived LGBTQ bullying, only 30% of those teachers would mediate the situation. The article shares educator’s reasons for not intervening in this type of bullying and this leads to awareness and change in policy and training that needs to take place within school settings and communities to ensure physical and mental safety of LGBTQ youth.

  • Earnshaw, Valerie A., et al. “LGBTQ Bullying: Translating Research to Action in Pediatrics.” Pediatrics, vol. 140, no. 4, 2017, doi:10.1542/peds.2017-0432.

Earnshaw’s article explains that LGBTQ juveniles experience substantial bullying and that has great consequences for not only mental health, but also physical health. A seminar was attended by community advocates of LGBTQ youth with the goal of sharing research and creating sound recommendations to pediatricians regarding LGBTQ youth policies, study, care and interventions. This article summarized the scientific findings of the symposium and the recommendations to pediatricians.

This article would easily fit with my project which seeks to highlight efforts taken by communities and schools to lessen bullying for LGBTQ youth. Successful efforts to confront LGBTQ harassment and oppression fall short. Pediatricians have the unique position of shaping youth experiences of bullying and generating a greater effort to address this type of bullying in health care settings. The formation of a health care setting that is well-informed and accepting of LGBTQ youth and their unique identities can be valuable in forming a lasting transformation in the mistreatment against LGBTQ youth.

  • Hillard, Pamela, et al. “‘They Were Only Joking’: Efforts to Decrease LGBTQ Bullying and Harassment in Seattle Public Schools.” Journal of School Health, vol. 84, no. 1, Oct. 2013, pp. 1–9., doi:10.1111/josh.12120.

Hillard’s article offers the experience the Seattle Public Schools encountered as the district was seeking to create a safe learning environment, increase family involvement and bolster student achievement for LGBTQ youth. From 13 schools in the Seattle Public School District, students belonging to Gay-Straight Alliance groups participated in focus groups and surveys to determine what the student think of bullying and harassment in their school and how the faculty and staff at their school handle these situations.

This article easily fits with my project which seeks to highlight efforts taken by communities and schools to lessen bullying for LGBTQ youth. The article explains that LGBTQ youth had a much greater chance of being bullied than straight students. Students explained how the teachers at their school usually handle these situations. The most important part of the article for this project is that the students were able to make concrete suggestions to school administrators on how teachers and administrators could improve their interventions within bullying situations. The schools in the area continue to update knowledge, skills and training to remedy the issue of LGBTQ bullying.

  • Wernick, Laura J., et al. “Factors Predicting Student Intervention When Witnessing Anti-LGBTQ Harassment: The Influence of Peers, Teachers, and Climate.” Children and Youth Services Review, vol. 35, no. 2, 2013, pp. 296–301., doi:10.1016/j.childyouth.2012.11.003.

Wernick’s article explores the ways students can be encouraged to intervene when they witness bullying of someone who identifies as a LGBTQ youth. Wernick conducted a participatory action research project to observe factors that most likely would influence a student to become involved in helping during LGBTQ bullying. This article and research pin down the behaviors that cause peer intervention in bullying situations for LGBT youth and could be the future basis of training for kindness and tolerance for youth of sexual diversity.

This article fits perfectly with my project which seeks to highlight efforts taken by communities and schools to address the problem of LGBTQ bullying. The article explains that when student witness teacher and other students intervening in a LGBTQ bullying situation, they were more likely to help. The greatest predictor that indicated if a student would help in a LGBTQ bullying situation was observation of another student helping. This research adds to my project because it shows the most effective way to encourage other students to become part of the solution to LGBTQ bullying, which is to create training that focuses on youth leadership in bullying situations.

  • White, Arielle E., et al. “LGBTQ Adolescents’ Positive and Negative Emotions and Experiences in U.S. High Schools.” Sex Roles, vol. 79, no. 9-10, Sept. 2018, pp. 594–608., doi:10.1007/s11199-017-0885-1.

Whites article examines the different experiences of LGBTQ youth and straight youth. This study differentiates between gender identity and gender expression. This article examines the experiences of LGBTQ youth as they attend school and the frequency of positive and negative emotion experiences and directly compares their experiences with straight youth. Most studies examine only the negative emotions LGBTQ youth experience. By shedding light on positive experiences as well as negative, showing a complete picture of the experiences of LGBTQ youth in the school setting.

This article fits very well in my project which seeks to highlight the efforts taken by communities and schools to address the problem of LGBTQ bullying. LGBTQ youth were asked to rate their experiences at school and the data obtained from this survey explains their community and academic situations. It is critical to know about LGBTQ youth’s everyday experiences when seeking to assist them. This survey and article offers a way to rate the perceived emotions and school experiences of LGBTQ youth overall and provided a knowledge starting point for future research and further aid to LGBTQ youth.

Literary Review

My project seeks to highlight the efforts taken by communities and schools to address the problem of LGBTQ bullying. In Whites article, the positive and negative emotions were both measured for LGBTQ youth and for straight youth. This direct comparison shows the difference in positive and negative emotions experienced by youth in both sexual orientation categories. LGBTQ youth experience significantly more negative emotions at school than their straight classmates. This is important because it pushes past general harassment and bullying that is commonly studied and examines the total feeling of LGBTQ youth in the school setting. Compared to examining positive and negative emotions, Earnshaw’s article emphasizes the mental and physical consequences of harassment and bullying that LGBTQ students experience. Earnshaw advocates that pediatricians have an influence that should be used to educate and teach acceptance of LGBTQ youth in their practices. These two articles explore what is actually happening to these youth in their schools and communities and Earnshaw’s article begins to offer a possible solution to the problem through pediatricians help.

In contrast to the negative emotions of LGBTQ students and the physical and emotional harm that can be possibly aided with education by pediatricians, in Dragowskis’ article, teachers who are supposed to be of the greatest help to LGBTQ youth in the school setting, report to intervening in only 30% of the incidences of LGBTQ bullying they witness at school. These teachers understood and agreed with equality for all students but were mostly hesitant to become an advocate to avoid making “waves.” Research from this article show that schools can mediate unwanted repercussions for LGBTQ youth. In another article, Hillard surveyed students to understand what students felt were the best intervention strategies for teachers during LGBTQ harassment. Despite sad statistics in Dragowskis’ article, Hillard’s findings suggest that a teachers consistency in responding, following up and educating the harassers can have a great impact on the negative emotions in LGBTQ youth highlighted in Whites article.

According to Wernick’s article, students can create the most expressive transformation in regard to LGBTQ youth harassment and bullying. This study found that students were more likely to assist a LGBTQ youth in bullying situations if they were to observe other youth helping first. Unlike Dragowski’s article where teachers are targeted as being responsible to respond to all student LGBTQ harrassment, students as leaders in advocation and kindness towards youth in minority can have the greatest positive impact in the negative emotions LGBTQ youth experience at school.


All students should be able to receive an education without the negative consequences of bullying and harassment because of personal sexual orientation. Our society has come so far in the acceptance of those in minority and we can continue to do better. By education and encouragement, community members, teachers and students can have an impact on the lives of LGBTQ youth. I feel that education and leadership training can have the biggest impact for LGBTQ youth within schools and communities.

Through these articles we see that many groups of people are hesitant to help LGBTQ youth because they do not want to make waves, be the first to assist or take the time to educate others. We that it is not one person’s job, or even a category of people’s job to make changes to ensure the future peace of LGBTQ youth. It is each and every person’s job to do their part where they are, to speak up, intervene, educate, lead and advocate for the lives of these youth. It is no surprise that LGBTQ youth suffer prejudice, bullying and harassment, but with increased education, leadership and a plan, much can be done.

With this information we can encourage school districts to establish sound policy for LGBTQ youth and encourage them to conduct teacher and faculty training that arm them with information and skills to effectively intervene and educate. We can encourage schools to have leadership training and to teach intervening skills to students. Most importantly, the way we speak, the respect we have for every human can influence others to do the same.

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Final Project: LGBTQ Juveniles and Bullying. (2021, Oct 08). Retrieved from

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