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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 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.

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.

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.

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.

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.

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.

Heterosexism, the belief that heterosexual identities are superior to homosexual identities, is deeply embedded in educational institutions, including school-based agricultural education (SBAE). Negligible research exists developing impactful practices for queer students in SBAE programs. This study sought to describe the attitudes of post-secondary agricultural education students toward lesbian and gay identities to identify potential barriers to the inclusion of queer students in SBAE. A total of 119 students from 21 higher education institutions across 12 states completed the Multidimensional Scale of Attitudes Toward Lesbians and Gay Men. The questionnaire evaluated attitudes related to rejection of proximity, pathologizing of homosexuality, modern heterosexism, and support. Findings from this study reveal students are relatively supportive of lesbian and gay individuals, but do not challenge heterosexist beliefs. Recommendations include further qualitative and intersectional investigations, greater curricular inclusion of queer experiences, and providing opportunities to challenge homophobic and heterosexist group norms.

Despite concerted efforts, LGBTQ + inclusivity is not fostered across all sporting contexts. Interpersonal relationships with teammates and coaches are particularly significant when it comes to cultivating positive and inclusive LGBTQ + experiences within sport. Using online qualitative data collected from 741 LGBTQ + adults, this study examined how relationships with coaches, teammates and sport-related staff impacted sport experiences and participation. Participant responses were independently coded using reflexive thematic analysis. Data were used to develop a new visual model to understand different types of relationships LGBTQ + individuals experience in sport and how this impacted their sport experiences. Exclusive sport relationships were characterised by experiences of discrimination and were found to greatly influence how participants viewed sport and physical activity contexts as adults. Inert or neutral sport relationships were maintained through protective self-distancing techniques. Inclusive relationships with coaches and teammates were primarily based on acceptance and associated with viewing physical activity positively. Identity-concealment strategies and athletic ability were identified as factors that impacted LGBTQ + adults' relationships within sport. Our overall findings demonstrate how discrimination in the form of overt or subtle sexual and gender prejudice can thwart feelings of relatedness among LGBTQ + athletes.

The purpose of this paper is to introduce the Second Issue of our Double Special Edition on LGBTQIA+ Topics in Health, Wellbeing and Education. This special issue focuses on LGBTQIA+ Topics in Sport, Human Movement and Education. We introduce the issue by outlining the debate about the 'inclusivity' of queer bodies in sport. We then introduce each article and explain how they fit into these larger debates in sport and education. We conclude the paper by outlining key takeaways from the issue. We also provide recommendations for future LGBTQIA+ research in sport, human movement and education.

Because most parent-adolescent sex communication studies are from the perspectives of sexual and gender minority (SGM) adolescents rather than their parents, we surveyed 54 parents of SGM adolescents in the Southern region in the U.S. about their HIV-related parent-adolescent sex communication (PASC) practices. We compared topics discussed between the sexual activity and sexual orientation/gender identity of their adolescent. We found significant differences between parents having a sexually-active adolescent or not and parents discussing the importance of using condoms and what their adolescent should do if the adolescent contracts HIV. We provide future directions to further examine and improve PASC between parents and their SGM adolescents.

Objectives: The current study examined the association between alcohol use frequency (ie, days a week one consumes alcohol), sexual and gender identity, and bystander confidence to intervene in interpersonal violence (ie, bystander self-efficacy). Participants: Participants were 750 undergraduate students aged 18-25 (260 heterosexual men, 260 heterosexual women, 59 SM men [54 cisgender, 5 transgender men], and 171 SM women [169 cisgender, 2 transgender women]). Methods: Participants completed an online survey about alcohol and sexual behaviors. Results: Results indicated that (1) alcohol use frequency was positively associated with greater bystander self-efficacy, (2) heterosexual men, compared to heterosexual women, reported lower bystander self-efficacy, and (3) the association between alcohol use frequency and bystander self-efficacy was significant and positive among heterosexual, but not SM, women. Conclusions: Prevention efforts may benefit from targeting individuals who drink more frequently and ensuring that they have the skills to effectively intervene.

Microaggressions are a form of subtle violence that young gay men experience throughout their lives, which are known for negatively affecting mental health. A qualitative study with focus groups and in-depth interviews was conducted with 26 young gay men from three geographic areas of Mexico to explore their experiences of microaggressions based on sexual orientation and their impact on mental health. Results showed that microaggressions are present in all stages of life, mainly with family, friends, school, and in public and private spaces, and have behavioral, cognitive, and emotional effects such as sadness, shame, fear, crying, and concealment. The experience of these events and their consequences continue throughout all stages of life. The results suggest the importance of creating inclusive contexts within family and educational environments where gay youth can develop free of discrimination, especially in childhood and adolescence.

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills

Sexual health education should meet the needs of all students. One strategy educators can use to ensure instruction meets students' needs is to encourage the submission of anonymous questions, allowing students to gain information without fear of instructor or peer reactions. We investigated anonymous questions submitted by middle school (7th-grade, ages 12-13) students during a sexual health education curriculum in Ohio, USA. Questions (n=893) were organised into 12 categories: reproductive anatomy (n=186), LGBTQ+ topics (n=130), sexual behaviour (n=120), class-related questions (n=99), pregnancy (n=78), slang (n=52), STIs (n=44), protection/birth control (n=33), relationships (n=19), consent (n=14), health services (n=9), abstinence (n=1), and unrelated questions/comments (n=108). After categorising questions, we conducted thematic analysis with the three largest categories (reproductive anatomy, LGBTQ+ topics, sexual behaviour). Results revealed students wanted to know about the normality of the processes and functions of their bodies. Students also expressed concern and had internalised social norms about LGBTQ+ topics. Student questions about sexual behaviour suggested they wanted to learn more about the purposes and processes of sex, e.g., how people have intercourse. Findings underscore the need for inclusive, comprehensive and medically accurate sexual health education for early adolescents. We discuss implications for student health/well-being, educator development, and school staff.

This article discusses how the authors utilized Disney animations, including "Moana" (Musker, 2016), "Zootopia" (Howard et al., 2016), "Coco" (Unkrich & Molina, 2017), "Encanto" (Howard et al., 2021), and "Raya and the Last Dragon" (Hall et al., 2021), to discuss LGBTQIA2S+ representations and the educational applications of LGBTQIA2S+2-inclusive curriculum with preservice art teachers in educator licensure programs. Fostering the readiness of preservice teachers to teach LGBTQIA2S+ subject matter both theoretically and pedagogically is a significant undertaking for educator licensure programs. One of the greatest challenges is assisting preservice teachers in acquiring strong visual literacy and critical-thinking skills through the practices of decoding and creating LGBTQIA2S+ representations in everyday visual displays, and demonstrating how to integrate queerness with art production. Therefore, the goal was to encourage preservice teachers to proactively identify and address issues related to the neglect of LGBTQIA2S+ topics and explore explicit and implicit representations of LGBTQIA2S+ characters in the selected animations. Additionally, the authors aimed to initiate inclusive conversations in art classes through the creation of visual illustrations. Through this analysis and creation process, preservice art teachers will be better equipped to utilize LGBTQIA2S+ themes in their teaching and establish a welcoming environment for their future students, particularly LGBTQIA2S+ students, to express themselves and celebrate diversity.

Recruiting cisgender, heterosexual young men for research participation can be a difficult endeavour. This is more challenging with qualitative research studies that require substantial time commitment, or be of a sensitive nature, such as discussions of sex, intimacy, and emotion. These challenges can be amplified with the shift to online data collection procedures due to COVID-19. In this paper I reflect on the process of recruiting cisgender, heterosexual men for a qualitative study on sex and intimacy that relied solely on online advertising during the ongoing COVID-19 pandemic. I build on a critical men and masculinity (CMM) studies framework by considering a 'sex-as-dirty-work' approach which centres the uncomfortable practice of talking about and researching sex. I highlight the success of this approach that counters recommended best practice in getting men to participate. I conclude with a discussion of the implications of this approach, and suggestions for researchers.

Historically, Black sexuality has been depicted through a risk-based lens rather than a sex-positive lens. This study analyzed data from a subset of 540 Black heterosexual adolescents and adults who participated in the 2018 National Survey of Sexual Health and Behavior. Masturbation, penile-vaginal intercourse, and oral sex were the most prevalent lifetime sexual behaviors. We found statistical differences by gender among lifetime sexual behaviors for performing oral sex, receptive anal intercourse, and vibrator use during solo masturbation. These data provide insights about Black sexuality indicating that adolescents and adults engage in a variety of sexual behaviors throughout their lifetime.

This qualitative descriptive study identified factors that impact assigned female at birth (AFAB) cisgender and non-binary sexual minority individuals' decision to engage, or not engage, in health-seeking behaviors and receive preventative health care services. AFAB sexual minority individuals were asked to describe their health care experiences to determine modifiable factors that could improve their intention to seek care and improve their health care experiences. Purposive sampling was used to recruit AFAB sexual minority individuals between 18 and 30 years of age in the Chicago metropolitan area. Three main themes emerged from data acquired through individual interviews: (1) "ask the right questions"; main themes (2) lack of trust in health professionals; (3) the need for better sexual health education. An important finding was participants wanted to be asked about their sexual orientation, sexual behavior, and gender identity. Participants wanted to be able to share their sexual orientation and gender identity with health care professionals so they could receive appropriate care, accurate information, and feel comfortable sharing aspects about their life. Additionally, the results suggested that general and health sciences curricula should include content about diverse sexual and gender minority populations. Findings have important implications for health education and clinical practice.

Recent changes to the law in England require all primary schools to teach Relationships Education and all secondary schools to teach Relationships and Sex Education (RSE). Our focus in this article is on the voices of teachers and other educational professionals in relation to this change. Discussion in three focus groups held with 16 educational professionals, indicated concerns regarding some of the challenges associated with the implementation of the new legal requirements, as well as recognising fresh opportunities afforded to teachers for engaging with children and young people. Through analysis, it was noted that participants considered how lessons on relationships and sex should cover LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, others) issues, with strategies advanced for building bridges between schools and parents/communities. Our research indicates a difference between the importance of Relationships Education/RSE and the perceptions of those charged with teaching it, as well as the view that the laudable aims underpinning the new provisions in England will only be realised if appropriate support and training is given to teachers.

The purpose of this study was to examine the association between sexual identity-behavior concordance and discordance with meeting recommendations for 24-hour movement behaviors in adolescents. Participants were US adolescents who reported a history of sexual partners from the 2015-2019 National Youth Risk Behavior Survey (N = 19688; 49.3% female). A sexual identity-behavior variable indicated response agreement (concordance) and disagreement (discordance) between self-reported sexual identity and the sex of sexual partners. The 24-hour movement behaviors included meeting recommendations for physical activity, screen use, and school night sleep. Sex-specific and weighted multivariable logistic regression models were used to analyze associations between sexual identity-behavior concordance and discordance with meeting recommendations for 24-hour movement behaviors controlling for pertinent covariates. Discordant heterosexual males (OR = 0.47, p = 0.015), concordant gay males (OR = 0.31, p < 0.001), and bisexual males (OR = 0.39, p = 0.001) had lower odds of meeting physical activity recommendations compared to concordant heterosexual males. Bisexual males (OR = 0.44, p = 0.004) and bisexual females (OR = 0.73, p = 0.008) had lower odds of meeting screen use recommendations compared to concordant heterosexuals. Discordant heterosexual, concordant gay, and bisexual male adolescents were less likely to meet physical activity recommendations while there was a lower likelihood of meeting screen use recommendations in both male and female bisexual adolescents. Supplemental data for this article is available online at http://dx.doi.org/10.1080/19361653.2021.2010157

Young adolescents who are LGBTQIA+ often encounter hostile experiences while in middle level schools. Researchers conducted semi-structured interviews with 11 young adolescents who are LGBTQIA+ at two middle schools to determine their experiences. Students report the ages at which they realized their gender and sexual identities: Five reveal recognizing their identities before they entered sixth grade. Respondents provide examples of how they are often mistreated and disrespected by fellow students and teachers. Students offer advice to middle level educators for how to protect and support them as they interact with teachers and fellow students. Differences between "gender identity" and "sexual orientation" are provided to assist educators in understanding the distinction and its significance. Current sexual and gender identity vocabularies are provided, as is a rationale to avoid labeling anyone who is LGBTQIA+ as "diverse" or with the phrase, "identifies as." Three types of victimization of adolescents who are LGBTQIA+ that often occur at school are identified: "staff-sanctioned victimization," "direct victimization," and "indirect victimization." The effects of victimization are described as are suggestions for circumventing these behaviors. We offer strategies to help educators identify and address "heteronormative" beliefs and resultant negative policies. Suggestions are provided for how to create safe and equitable environments in middle level schools for students who are LGBTQIA+.

Youth who identify as transgender or gender non-conforming (TGNC) are at greater risk than their peers for mental health concerns. School staff knowledge and training on supporting the mental health of these students may have a significant effect on this population. To better understand where school staff are provided such training, we conducted a scoping review to determine any differences in staff knowledge and training between urban, suburban, and rural high schools. We searched five electronic databases using keywords: transgender or gender variant or gender non-conforming, mental health, school, and student. Twelve articles met the criteria for review. We found no comparative studies that differentiate staff training and knowledge across high school settings. Most articles demonstrated the efficacy of training school staff in supporting TGNC students, and demand from school staff for access to such training. School nurses can lead and advocate for such training to support TGNC students.

A vast literature examines the negative effects of school victimization. However, there are few studies comparing the impacts of biased and nonbiased victimization. Extant research also rarely assesses the impacts of experiencing multiple types of biased victimization. This study used nationally representative U.S. data (N = 2,241) to examine the perceived negative effects of biased and nonbiased victimization on victims' physical health, self-esteem, social relationships, and schoolwork. Compared to nonbiased victimization, biased victimization was associated with increased odds of experiencing all four perceived impact types. Odds of the perceived impacts increased as the number of bias types involved in the victimization increased. These findings imply that schools should place greater emphasis on prejudicial victimization as a component of their violence prevention and anti-bullying initiatives.

Objective: This study is a replication of Russ et al.'s (2002) work, which showed that students' credibility beliefs about and perceived learning from a male university instructor were negatively affected when he identified as gay. Because the primary professional responsibility of community college faculty is teaching, and student evaluations may influence decisions about teacher effectiveness, perceived teacher credibility may be of particular importance within community colleges. Given the number of years that have elapsed since the 2002 study, determining whether the documented bias still exists is necessary. Therefore, the purpose of this study was to determine how community college students' perceptions of a male teacher's credibility and perceptions of their own learning were influenced by the instructor being open about his sexual orientation. Methods: This study used mixed methods, was undergirded by Critical Realism, and employed a sequential design with questionnaires and semi-structured interviews. Results: Participants as a collective did not provide significantly different ratings for any dimension of credibility nor for perceptions of learning in either condition. Interview data largely supported the statistical findings; however, they also revealed discomfort with gay instructors and an eagerness to support marginalized instructors; participant reactions aligned with three broad categories of indifference, discomfort, or allyship. Open-ended responses suggested that participants attended more to competence for the straight lecturer and more to character traits for the gay lecturer. Contributions: The findings, especially with regard to participants' reduced focus of attention on competence for marginalized instructors, have practical implications for equity and faculty evaluation.

Survey research has evidenced the work-related stresses reported by higher education staff during the COVID-19 pandemic, with indications that some groups may have been more vulnerable than others. However, for the most part, this research has not taken into account individuals' intersecting identities and their circumstances, which are likely to influence the strategies which are best placed to support their wellbeing. This qualitative study contributes to this area of research through an examination of workplace wellbeing for diverse professional and academic staff, providing a more in-depth understanding of their lived experiences during the pandemic. Data were 36 open-ended questionnaires and 20 interviews from diverse academic and professional staff, in terms of their intersecting gender, sexual and ethnic identities; age; job role and grade scale; caregiving responsibilities and disability status, at a large UK public research university. Using inductive thematic analysis, the findings support key influences identified in the quantitative studies but also highlight new themes such as the salience of ethnic, religious and gender identities and anxiety and trauma from the pandemic. The findings further emphasise the importance of the organisational infrastructure to support staff welfare. Evidence-based, workplace strategies are offered to address the key findings. Overall, our study highlights the importance of providing targeted support and acknowledging the traumatic experiences of university staff during crisis situations and underscores how equity, diversity and inclusion are key considerations for wellbeing practices and policies in the workplace.

To assess the self-reported professional identity of healthcare majors at a large public university, and to understand the degree to which the students perceive their healthcare programs support the development of this identity. An online, modified version of the Professional Identity Five-Factor Scale (Tan, Van der Molen, and Schmidt [2017]. 'A Measure of Professional Identity Development for Professional Education.' Studies in Higher Education (Dorchester-on-Thames) 42 (8): 1504--19) was completed by 588 respondents with majors in dietetics, nursing, social work, and speech-language pathology. The 551 respondents who completed all survey items were included in the statistical analysis. Self-reported measures of students' professional identity during preparation for practice were captured along with perceptions of program support. Findings indicated: (1) professional identity and perceptions of program support increase with age; (2) first-generation college students are more likely to have a professional role model and feel positive about program support for having a role model and in developing professional self-efficacy; (3) monolingual English-speakers had a higher professional identity and more positive perception about program support than multilingual students; (4) White students showed a higher sense of professional identify than non-White groups; and (5) there was no significant difference in professional identify or program support between genders as well as between four sexual orientation identities. Healthcare training programs benefit from supporting professional identity among pre-professionals to better prepare the workforce of tomorrow. Non-White, multilingual, and first-generation college students would especially benefit from professional role models and targeted programming to increase their sense of professional identity. Such efforts may support their persistence in healthcare fields where they are often underrepresented.

Purpose: This case study examined the efforts of district and school level leaders related to the public gender transition of one high school teacher over a 2-year period. We employed Theoharis' (2007) conceptualization of social justice education leadership to guide our analysis. Research Methods: This qualitative inquiry drew from in-depth, semi-structured interviews with the superintendent, transgender teacher, high school principal and relevant teacher union leaders. Related documents were also collected to triangulate the data sources. Data analysis involved open coding to identify themes and significant features of participants' actions and experiences. Findings: The findings are presented in the form of a chronological narrative about district and school leaders' actions as one teacher underwent a public gender transition. Following this narrative, we explore three critical characteristics of the educational leaders' actions: Collaborative communication, intentionality and anticipation, and framing. Implications: This study addresses a significant gap in the literature concerning how educational leaders might work to create safe school environments for LGBTQ educators. While the efforts made by district and school level leaders in this case represent important steps toward creating safe environments for transgender educators, additional professional development and policy making are critical actions that could build on the efforts detailed in this case.

Sexual assault is a pervasive problem that has devastating consequences for college students. California's legislation stipulates that public colleges and universities must define sexual misconduct and sexual consent as well as provide ongoing sexual assault prevention education on campus. Despite these efforts, little is known about how well students understand consent or whether their knowledge differs by gender identity and sexual orientation. To address this gap, we collected data from 291 students attending a public university in Northern California and found that most (presumably well-informed) students had only cursory understandings of consent. We argue that colleges and universities need to do more to provide gender and sexual-orientation informed, creative, interactive and context-based approaches to consent education. Additionally, consent education should be tailored to the unique needs of specific subgroups, including cisgender heterosexual men and asexual students who had the lowest level of consent understanding in this study. Such an approach is needed to support college students to enjoy mutually respectful, fulfilling, and fun sexual and romantic relationships.

This quantitative study examined the material hardships experiences of LGBTQ students at research universities. Using a series of regression analyses, we find relationships between students' sexual identity and experiencing material hardship, including differential relationships when disaggregating by sexual orientation. These results identify unique experiences for students based upon their sexual orientation and expand understandings of LGBTQ students' experiences with material hardship beyond community colleges or aggregate understandings.