Two Decades of Research on the School Climate for LGBT+ Students in Israel

• In Event: Highlighted Session: Navigating Queer Identities in Education: Insights on SOGIE Inclusion and Community-Level Perspectives

Proposal

In the past two decades, significant strides have been made in Israel to protect the educational rights of lesbian, gay, bisexual, and transgender (LGBT+) youth and ensure their access to safe and affirming schools. The Ministry of Education introduced an educational program ("Life Skills") that includes chapters on LGBT identities and supported advocacy efforts by LGBT+ NGOs for teachers and students. Despite these advancements, it remains crucial to assess whether the experiences of LGBT+ students have improved.
This paper aims to investigate the development of the LGBT+ student experience in Israel over the past twenty years. Using data from a longitudinal survey on school climate for LGBT+ youth, with the first wave conducted in 2004 and subsequent waves every four years, we analyze changes in the experiences of LGBT students from 2004 to 2024. We explore both indicators of a hostile school climate, such as exposure to homophobic remarks and experiences of harassment and assault, as well as the availability of supportive resources, including affirmative teachers and inclusive curricular materials. Additionally, we utilize the theoretical framework of educational change in schools (Fullan, 2016) to contextualize these findings.
Methods
Data for this analysis derive from the Israeli School Climate Study, a research project conducted by the authors in collaboration with the Israeli LGBT+ Youth Organization (IGY). The study, which began in 2004 and has been conducted every four years since, provides valuable insights into LGBT students' school experiences and the relationship between school climate and academic engagement. The study builds on previous work by GLSEN (Gay, Lesbian, and Straight Education Network) in the United States (for a comparative discussion, see Pizmony-Levy & Kosciw, 2016).
The survey, administered online, was adapted to reflect the Israeli context with items from the Violence Monitoring Survey by the National Authority for Measurement and Evaluation in Education (RAMA) and international assessments like PISA. The sample included a total of 2,137 students aged 13 to 18: n[2004]=304, n[2008]=407, n[2012]=320, n[2016]=1,106, n[2021]=1,497, and n[2024]=1,426. Students self-identified as LGBT+ or had non-heteronormative or non-binary gender identities. Over half of the sample was female, and the majority identified as gay or lesbian, with a quarter identifying as bisexual.
Results
Our findings reveal two notable patterns. On one hand, there has been a significant increase in school resources for LGBT+ students. For instance, the percentage of students reporting NGO-led talks or workshops in their schools rose from 8.9% in 2004 to 33.4% in 2021. There was also growth in positive/inclusive curriculum availability and access to supportive websites.
On the other hand, there has been minimal change in the prevalence of biased language and the feeling of unsafety due to sexual orientation and gender identity. Additionally, in the full paper/presentation, we will examine the impact of recent significant events, such as the COVID-19 pandemic and the October 7th war, on the experiences of LGBT+ students.
The results suggest micro-level improvements but no substantial macro changes in the school climate for LGBT+ students in Israel. The paper will conclude that despite the adoption of several relevant educational initiatives, primarily driven by external LGBT+ NGOs, these initiatives have not been fully implemented or institutionalized within the education system.

Authors

• Orphée Senouf-Pilpoul, Magnus Hirschfeld Research Institute

• Avner Rogel, Teachers College Columbia University

• Oren Pizmony-Levy, Teachers College, Columbia University