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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.

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.

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

This study examines how one school's well-intentioned White teachers and students from diverse backgrounds--all of whom belong to their school's working groups created to address issues of diversity--conceptualize diversity. Utilizing a qualitative case study, the study shows a discrepancy between what teachers and students felt comfortable discussing, how they conceptualized diversity, and the degree to which both groups evaluated the rate of progress being made within the school. Despite their explicitly good intentions, White teachers' failure to access and incorporate the views of students participating in diversity working groups served to perpetuate the centering of White middle-class perspectives in the school environment and hindered equitable approaches to students from diverse races and ethnicities.

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.

The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.

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.

Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.

The understanding of identities is an important component to understanding students and their experiences in educational contexts, especially in postsecondary education. There is limited information about the identities of college students from rural areas because this student population is often neglected as a distinct group in higher education literature. This article details a study utilizing narrative inquiry to explore the identities of three college students who graduated from high schools in rural areas. The findings suggest that these students' races and ethnicities, genders and biological sexes, and sexual orientations were their salient social identities. Rurality was not a prominent identity, but their perceptions and experiences were shaped by their rural backgrounds. Rural students' places of origin and their multiple identities, therefore, should not be ignored within P-20 education.

Despite increased emphasis on the role of inclusive practices and materials in post-COVID-19 classrooms and warnings about implicit biases against disadvantaged groups, the textbook problem has rarely been approached with equity measures in mind. This multimethod study aimed to investigate to what extent L2 reading materials, locally produced and used for refugee education in Turkey and New Zealand, include all children with different proficiency levels, gender identities and cultural backgrounds using corpus-driven methods. All verbal and nonverbal texts from ten thematically similar third-grade storybooks were subjected to qualitative and quantitative analysis. Comparisons against measures of grammatical and lexical complexity, and of gender and cultural equity revealed that despite both being far from achieving the ideal composition for creating inclusive learning-friendly environments, TSL materials were lagging further behind ESL counterparts. They depended on almost uniform sets of easy-to-read narratives embodying simpler grammatical features and high-frequency words, and thus needed extension with relatively elaborate ones to accommodate mixed-abilities. Gender disparities were institutionalised through male overrepresentation in hero-making, negative stereotyping, familial and occupational identification, and engagement in monetary and mobility activities, but occasionally ameliorated, in the ESL case, by reversing conventionally-gendered domestic, technical and intellectual skills in texts and illustrations. The widest gap was observed in cultural representations because TSL materials, written from a tourist's perspective, focused on imposing superficial knowledge of target-culture elements, and ESL materials on ensuring relevance through greater use of elements from diverse cultures. Therefore, egalitarian representations in gendered and cultural contents are required for their rehabilitation.

This article investigates the prevalence dynamics of such terms in academic papers published in all fields of knowledge. The literature review uses the Semantic Scholar Open Research Corpus (SSORC) containing, as of 2020, over 175 million published scholarly articles and associated metadata. The author quantifies the prevalence of words denoting prejudice against ethnicity, gender, sexual orientation, gender identity, minority religious sentiment, age, body weight and disability in SSORC abstracts over the period 1970-2020. He then examines the relationship between the prevalence of such terms in the academic literature and their concomitant prevalence in news media content. Finally, he also analyzes the temporal dynamics of an additional set of terms associated with social justice discourse in both the scholarly literature and in news media content. Taken together, these analyses allows to illuminate the chronological dynamics of prejudice and social justice themes in academic discourse as well as their relationship with news media content.

The COVID-19 pandemic has impacted university faculty in profound ways, particularly those who are marginalized by gender. While social and institutional injustices have always existed for these faculty, stressors related to caregiving during a global pandemic have exacerbated inequities related to distribution of care work at home and teaching and caring for students. This amplification of inequities has affected the health and well-being of gender-marginalized faculty, as well as their professional careers. The multi-method qualitative research study described in this report, through a survey and follow-up interviews, examined the impact of caregiving on gender-marginalized faculty at Brandon University during the COVID-19 pandemic. Findings from the study illustrate the problematic nature of caregiving for faculty marginalized by gender, the toll it has taken during a global crisis, and the imperative to equitably recognize, value, and compensate such work.

Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education. Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector. Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.

This article discusses the interpretive gestures of LGBT subjects and their identification processes. It also performs a discursive listening of their statements about themselves and conditions of production and analyzes the processes by which subjects and meanings are (un)done, considering the constitutive heterogeneity of the statement. We then pose the questions: How do LGBT subjects produce statements about themselves? What meanings are evident when they are invited to talk about their experiences? What does it mean to be part of this group? The main theoretical framework was based on the works of Michel Pêcheux (1997, 2024), among others. The empirical work involved semi-structured interviews addressed to two gay men, a bisexual woman, and a non-binary transvestite who identified herself as pansexual, aged between 20 and 50 years. We conclude that, affected, in a contradictory and tense way by normativity and by the insistence to exist despite it, the subjects are constituted from their identification, or not, with circulating knowledge in antagonistic discursive formations that are a manifestation of an ideological formation of customs. From the relation of forces between the discursive formations, effects of purge, curtailment, hope and humanity resonate.

Objective: To assess the characteristics of campus populations who were opposed to a vape-free campus policy and examine factors associated with opposition to a vape-free campus policy among those who indicated support for a tobacco-free policy. Participants: Faculty, staff, and students (N=2210) in a Midwestern university participated. Methods: Individuals were invited to a campus-wide online survey about the tobacco-free policy on campus in spring 2018. Pearson's X[subscript 2], t-test, and binary logistic regression were used for analysis. Results: Age, gender, current tobacco use, perceived harmfulness of e-cigarettes, and perceived harmfulness of secondhand smoke were significantly associated with opposition to the vape-free campus policy. Conclusions: Our data highlight the importance of various demographic factors that are associated with opposition to the vape-free policy. The current field needs to use informative approaches to improve knowledge of overall tobacco in health campaigns and public health programs on campus and within community outreach programs.

Little focus has been afforded to LGBT+ students' study abroad experiences. We conducted a systematic literature search and synthesis which identified 13 articles either with a focus on or inclusion of participants who were LGBT+ studying abroad. We coded included articles' key information, including participant demographics; program duration, location, and academic focus; study methodology; and study results. The majority of studies used qualitative methods, and we note that gay and bisexual male students are severely underrepresented. Key findings also include issues of homophobia/transphobia, race and ethnicity disparities, community policing, sexual assault and rape, and methodology. We suggest that researchers on LGBT+ abroad focus on gay and bisexual male participation and focus on how queer community is formed abroad and regulated by its members. Furthermore, we recommend future research include demographic questions inclusive of LGBT+, employ more mixed methods or quantitative approaches, and measures emphasizing intercultural and academic gains for LGBT+ students.

While it is true that identity studies on the intersection between gender and sexual orientations with language teaching and learning are not new in the local context, the systematization of these studies as a body of knowledge is scarce. This article presents, first of all, a systematization of reference frameworks for this type of studies in historical perspective. Secondly, it presents a reflection on the collective achievements in this field of study. Finally, the article concludes with a brief reflection on potential actions at the research and pedagogical levels

Concerned for student safety and intrigued by how research could impact institutional policy and practice, this paper describes findings from an action research project to raise questions and awareness about sexual harassment on an international branch campus in China. Due to the multicultural environment of the campus, it was felt that culturally grounded research that adds to our awareness and perceptions of sexual harassment would be imperative to facilitate prevention strategies in similar higher education environments. Through this case study, which received substantial institutional support, we also sought to learn more about students' experiences. Different attitudes and perceptions on gender, identity, sexuality, and multicultural relationships were revealed by survey responses and interview conversations. Furthermore, data revealed that students were confused about sexual harassment consequences and responsibilities, and social media was misleading. The findings from this study point to the need for more research, especially concerning cultural attitudes and perspectives about sexual harassment, and can contribute to institutional mechanisms in preventing sexual harassment amongst an increasingly internationalized higher education community.

The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students' attitudes towards the module and their learning of module concepts. Students' attitudes were positive overall, and evaluation of students' learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students' learning outcomes, providing valuable insights for practitioners both within science and beyond.

Likeness, also known as homophily, describes the tendency for individuals to seek out others who are socially similar to themselves. As a society, we are attracted to "like" behaviors, but subconsciously the value placed on likeness can lead to undesirable outcomes including segregation, reduced diversity in peer groups, and narrower social interactions. Homophily behaviors present major limitations to multicultural group interaction and can negatively impact the recruitment and retention of diverse groups. The purpose of this study was to determine if homophily behavior exists among Kentucky secondary agricultural education youth toward three binary variables: a) farm background/non-farm athlete; b) Black student/white student; and c) gay student/straight student. Senior level high school students throughout the state were randomly assigned two, of eight, mock student profiles to determine if they were "like" them or "different" than them. Student participants reported homophily-likeness toward students who were white and perceived differences in likeness from students who were Black or gay. Further analysis suggested that students were open to likeness if the mock student profile reflected a minimum of two similar variables to their own demographic. Continued critical research, conversation, and professional growth in homophily is necessary to avoid particular group extraction and to promote inclusion and diversity initiatives in secondary agricultural education.

Little research has examined mechanisms driving cannabis use disparities among sexual minority (SM; versus heterosexual) young adults (YAs). Participants were US YA women (N = 1345; 24.8% bisexual, 6.1% lesbian) and men (N = 998: 8.9% bisexual, 13.8% gay). Bivariate analyses examined associations between sexual orientation (heterosexual, gay/lesbian, bisexual) and cannabis use outcomes (past 30-day [current] use, use frequency, cannabis-tobacco dual use, use intentions), perceived risks (harm, addictiveness) and social norms (social acceptability, peer use). Regressions examined sexual orientation, perceived risks and social norms as correlates of cannabis outcomes. Bisexual and lesbian (versus heterosexual) women reported lower cannabis-related perceived risks, greater social norms and higher odds of current use. Bisexual (versus heterosexual) women reported more days of use, higher odds of cannabis-tobacco dual use and greater use intentions. Gay (versus heterosexual) men reported lower perceived addictiveness, greater social norms and higher odds of current use. Lower perceived risks and greater social norms predicted greater use outcomes for women and men. Bisexual women displayed higher odds of several cannabis use outcomes, whereas lesbian women and gay men displayed higher odds of current cannabis use only. Cannabis-related perceptions and social norms may be important targets for public health messaging for SMYAs.

This article examines implementational factors associated with an HIV patient navigation training intervention for health care professionals working with Black sexual minority men to improve access to and uptake of HIV prevention services among Black MSM. Utilizing qualitative analysis to better understand healthcare professionals' perceptions of the training program, we conducted a thematic content analysis based on constructs from Professional Network and Reach Model-Systems Model Approach (PNRSMA) framework. Data analysis revealed four major themes: 1) Knowledge and skill building, 2) Novel and Innovation, 3) Barriers to Implementation, and 4) Recommendations and Future Directions. Implementation factors such as appropriate facilitators, content, mode of delivery, learning strategies, and understanding structural barriers were important to training success. Participants highlighted innovation strategies such as the use of social media and interactive communication (e.g. role-playing and bi-directional communication) enhanced learning and skill-building. The expansion of training to include other affected groups such as women and bisexual individuals and increasing the duration of the training emerged as areas for improvement and effectiveness. Our analysis of an HIV patient navigation training revealed important findings to improve the implementation process to increase uptake of PrEP and other HIV prevention, care and treatment services.

Sexual health includes not only the prevention of sexually transmitted infections (STIs), unwanted and unplanned pregnancy, coercion, violence and discrimination, but also a positive approach to sexuality (Edwards & Coleman, 2004). Although Hungary is still among the countries with low HIV/STISs infection rate, sexually active young people are at higher risk of infection (Goodwin et al., 2003; Gyarmathy, McNutt, et al., 2002; UnAIDS, 2018). Given this paucity of research on sexual behavior and risk-taking in Hungary, the objective of the present study was to seek information on youth's sexual attitudes and behaviours and categorize students according to their risk-taking behavior. Participants of an online survey included under- or postgraduate university student across Hungary (aged 18-30 years, N = 357, 73.9% female). The survey consisted of items on participants' demographic characteristics, sexual activity, behavior and sex-related attitudes, namely The Sexual Self-Concept Scale et al., 2006); The Sociosexual Orientation Inventory - Revised (SOI-R) (Penke & Asendorpf, 2008); The Sexual Sensation Seeking (SSS) scale (Kalichman et al., 1994). Study findings indicate that university students in this sample were rather sexually active, having problems with condom use as a means of protection, particularly with casual partners. In addition, those who are not heterosexual are exceptionally at risk in terms of unprotected sex and particular sex-related attitudes, such as sociosexual and sexual sensation seeking motivations.

Providing treatment to survivors of human trafficking requires mental health professionals to understand complex layers of multiple traumas. These layers include an understanding of how trafficking occurs; what gender, ages, sexual orientations, life circumstances, and ethnicities are most at risk to be trafficked; the lasting impact of trafficking on human development, mental health, and family relationships; and the stigma victims face from their own families, communities, and mental health providers. These survivors suffer from physical ailments and post-traumatic stress disorder, and they are at high risk for developing comorbid disorders such as depression and addiction disorders. Integrated treatment options to alleviate these concerns, including cognitive behavioral therapy, trauma-focused therapy, ecologically focused therapy, and family therapy, are presented.

Whether or not sexual minorities in the Philippines higher education system are socially acceptable is not clear. This article specifically investigates the acceptance of gay and lesbian university students in the Philippines and implications for international gay or lesbian students' sociocultural transition. We sampled opinions of both local and international students in all the academic departments of a private university in the province of Cavite. The participants were selected using a proportionate stratified convenience sampling technique according to which they were grouped by academic department and chosen based on their availability, proximity, and convenience. We administered surveys to 368 registered students in 2011. Of the 368 questionnaires distributed, 358 responses were received, which constitutes a 97.3% response rate. Using transition theory, the article argues that the attitude toward sexual orientation had some negative implications for gay and lesbian international students transitioning into the sociocultural environment of the Philippines.

Bullying and cyberbullying have negative consequences on adolescents' mental health. The study had two objectives: 1) to analyze possible differences in sexual orientation (heterosexual and non-heterosexual) in the percentage of victims and aggressors of bullying/cyberbullying, as well as the amount of aggressive behavior suffered and carried out; 2) to compare the mental health of adolescent heterosexual and non-heterosexual victims, aggressors, cybervictims, and cyberaggressors. Participants included 1,748 adolescents from the Basque Country, aged between 13 and 17 years (52.6% girls, 47.4% boys), 12.5% non-heterosexuals, 87.5% heterosexuals, who completed 4 assessment instruments. A descriptive and comparative cross-sectional methodology was used. The results confirm that: 1) the percentage of victims and cybervictims was significantly higher in non-heterosexuals, but the percentage of heterosexual and non-heterosexual aggressors and cyberaggressors was similar; 2) non-heterosexual victims and cybervictims had suffered significantly more aggressive bullying/cyberbullying; 3) non-heterosexual victims and aggressors of bullying exhibited significantly more depression, social anxiety, and psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity…) than heterosexuals; 4) non-heterosexual cybervictims and cyberaggressors displayed more depression and more psychopathological symptoms, but no differences were found in social anxiety. The importance of intervening from the family, school, and society to reduce bullying/cyberbullying and enhance respect for sexual diversity is discussed.

Nationally, there is limited guidance for practitioners on how to consider a patient's sexual orientation within therapeutic work and previously, no guidance for Psychological Wellbeing Practitioners (PWPs). This is an issue as without appropriate awareness guidance, poor clinical practice will occur. The aim of the sexual diversity project was to create a teaching session which included a safe space to enable rich and deep discussions, which ultimately leads to considering different perspectives and enhanced clinical practice. Benefits for students and PWPs included: (1) creating a safe space for individuals to openly contribute through discussion to a subject that could feel sensitive; (2) consolidation of knowledge tasks; (3) helping to develop new perspectives; and (4) improved clinical practice. Challenges included the consideration of making intersectionality more explicit within the teaching. Sexual diversity teaching supported individuals to develop their knowledge of sexual orientation considerations as well as their reflective and clinical skills.