Principals' Experiences With Implementing LGBTQ+-Affirming School Policies and Practices

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Queer Critiques of Institutions and the Status Quo

Abstract

Schools are critical to addressing LGBTQ+ students’ heightened risk of negative academic and social-emotional outcomes (Kosciw, et al., 2020). However, there has been a limited focus on the role of principals in promoting an equitable learning environment for LGBTQ+ students. This qualitative study explores high-school principals’ experiences with implementing LGBTQ+-affirming policies and practices. Through semi-structured interviews, we identify supports and barriers in principals’ efforts. We find that principals relied on support and guidance from advocates within and outside their schools, experienced pushback from the school community, and that their own beliefs about the LGBTQ+ community influenced their leadership in this area. Insights drawn indicate further professional development and advocacy are needed to create inclusive learning environments for LGBTQ+ students.

Authors

• Sarah Rosenbach, New York University

• Zion Epperson

• Hirokazu Yoshikawa, New York University

• Paul Poteat, Boston College

• Jerel Calzo, San Diego State University