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This study explores the perceived barriers and supports identified by school staff in tackling homophobic and transphobic bullying, using Bronfenbrenner’s ecological model as a framework. Semi-structured interviews were conducted with participants from five separate second-level/high schools (two designated disadvantaged schools, and three non-disadvantaged schools), within an area of Dublin, Ireland. Thematic analysis was used to analyse the resulting data. Findings indicated that the main barriers in tackling homophobic and transphobic bullying included students’ perceived discomfort in discussing their sexuality with teachers, teachers’ discomfort in discussing issues (including an associated lack of training), a lack of priority given to these types of bullying, and parental views on homosexuality. Perceived supports included consistency in dealing with these types of bullying, appropriate training, and support from management. Relationships were also evidenced between some perceived barriers and supports, with the absence of these factors being perceived as a barrier, while their presence was perceived as a support. Findings are considered within the context of previous research. The strengths and limitations of the study are discussed, as are its practice implications, and implications for possible future research. [ABSTRACT FROM PUBLISHER]

This paper outlines research that was conducted among students, parents, teachers and senior management teams in five high schools in the Greater Dublin area of Ireland. The research involved semi-structured interviews and observations. The findings of this research are significant in that it was the first time any data was gathered on this topic directly from those within the school system. Overall, the qualitative nature of the data allowed us to obtain an insight into how students, parents, teachers and senior management teams understand and experience homophobic bullying in their schools. The data from this study shows that the impact of not having a mainstream approach to sexual orientation within schools results in fear, negative stereotypes, and worse still discriminatory and bullying behaviour. [ABSTRACT FROM AUTHOR]