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Abstract Research has consistently linked homophobic bullying (e.g., teasing, name-calling, use of slurs) with an array of negative outcomes for children and adolescents. While most of the extant research covers risk factors related to homophobic bullying perpetration and victimization, there is a budding literature surrounding protective factors of these behaviors and their associated consequences. This article reviews 32 studies that focused on protective factors associated with homophobic bullying perpetration and victimization among children and adolescents. The review examines homophobic bullying as it applies to lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth and their heterosexual and cisgender peers. Using the social-ecological framework, this paper highlights protections at the individual level (e.g., sexual identity, self-esteem), the family level (e.g., social support at home), the peer level (e.g., positive friendships) and the school level (e.g., school policies against homophobic bullying, positive school climate). With the aim of contributing to the development of the field, directions for future research are also discussed. Highlights • Homophobic bullying is common among youth and has negative consequences for the targets. • Most of the literature on homophobic bullying has focused on risk factors. • Thirty-two articles were reviewed here that focused on protective factors associated with homophobic bullying among youth. • Youth who experience homophobic bullying have fewer negative outcomes if they have supportive friends and family. • Strong, positive, school climates can deter this homophobic bullying and/or ameliorate harmful consequences to targets. [ABSTRACT FROM AUTHOR]

Abstract Students report that teachers often do not intervene against homophobic language. Among 283 teachers in 16 Norwegian schools, several factors distinguished which teachers reported more consistently intervening and more frequently discussing homophobic language with students. Women, but not men, who more strongly believed that homophobic language should not be allowed and who believed it was harmful reported more consistent intervention. Women and men who reported greater self-efficacy to intervene reported more consistent intervention. In a second model, teachers who reported receiving education on homophobic bullying and who reported greater self-efficacy to intervene more frequently discussed homophobic language with students. Highlights • Teachers have a responsibility to counteract homophobic behavior in schools. • Teachers' attitudes, support for one another, self-efficacy, and training were related to reported intervening. • The factors above can be targeted to engage more teachers to address homophobic language. [ABSTRACT FROM AUTHOR]

Purpose Bullying has become a significant public health issue, particularly among youth. This study documents cyberbullying, homophobic bullying and bullying at school or elsewhere and their correlates among both heterosexual and sexual-minority high school students in Quebec (Canada). Method A representative sample of 8194 students aged 14–20 years was recruited in Quebec (Canada) high schools. We assessed cyberbullying, homophobic bullying and bullying at school or elsewhere in the past 12 months and their association with current self-esteem and psychological distress as well as suicidal ideations. Results Bullying at school or elsewhere was the most common form of bullying (26.1%), followed by cyberbullying (22.9%) and homophobic bullying (3.6%). Overall, girls and sexual-minority youth were more likely to experience cyberbullying and other forms of bullying as well as psychological distress, low self-esteem and suicidal ideations. The three forms of bullying were significantly and independently associated with all mental health outcomes. Conclusions The results underscore the relevance of taking into account gender and sexual orientation variations in efforts to prevent bullying experience and its consequences. [ABSTRACT FROM AUTHOR]

Recently, research on homophobic bullying has increased. School is a relevant environment in which many bullying experiences take place. This study provides a systematic literature review that examines homophobic bullying at schools by collecting information about its prevalence, school-related predictors and consequences. We considered documents that focused on the study of homophobic bullying in the school context, and provided empirical information on the prevalence, frequency of homophobic bullying or the analysis of some school-related predictor factors or consequences. Ninety documents met the criteria and were, therefore, reviewed. Most studies used samples of adolescents. Their design was based on quantitative methodologies, and they mostly focused on the prevalence and school-related protective and risk factors, such as peer group and social support, followed by school belonging. Some consequences of homophobic bullying are negative academic outcomes, truancy and school belonging. The findings from these studies also provide information about useful strategies, as well as perceived barriers and facilitators. This review may better guide prevention in the education field. [ABSTRACT FROM AUTHOR]