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Teacher interventions play a crucial role in fostering a more inclusive school climate amidst homophobic bullying incidents. However, the strategies employed by teachers and the influencing factors are understudied. This study explored individual and contextual factors associated with teachers' intentions to intervene in situations of homophobic bullying. It emphasized the role of self-efficacy and how its impact may be influenced by school efforts to combat homophobic bullying. A sample of 465 teachers (76.34% women, Age: M = 49.58, SD = 10.25) from nine primary and secondary schools in central Italy completed a scale assessing different types of behaviors they would employ in response to homophobic bullying episodes, including non-intervention, disciplinary sanctions, peer mediation, victim support, and classroom discussion. The study also examined teachers' perceived school effort to address homophobic bullying and self-efficacy in handling educational tasks and homophobic bullying situations. Age, gender, grade, training on bullying, perceived prevalence of homophobic bullying incidents, and witnessing such incidents were considered as covariates. Linear regression showed that self-efficacy (general and homophobic bullying-related) was positively associated with intentions to use all intervention types and negatively non-intervention. Non-intervention was more common among teachers who reported more homophobic bullying incidents among students, while witnessing incidents was associated with less victim support and classroom discussion. The interaction of general self-efficacy and school effort was significant for disciplinary sanctions and victim support, indicating that in schools with low effort to address bullying, low teacher efficacy was associated with fewer intentions to intervene. The findings emphasize the importance of a twofold approach: fostering a strong school effort to address homophobic bullying and offering comprehensive teacher training to enhance self-efficacy in addressing these incidents. [ABSTRACT FROM AUTHOR]

Homophobic bullying constitutes a serious threat to adolescent well-being and could be understood as an ecological phenomenon, influenced by diverse school, regional, and community contexts. This study examined geographic variations in the relationship between school characteristics and homophobic bullying. Data from 2244 California schools, including student surveys and administrative records, were combined and analyzed using geographically weighted regression (GWR). Results showed that the associations between school characteristics and general victimization were consistent across geographic areas. However, when it came to homophobic bullying, the relationships with school characteristics varied significantly based on location. Notably, regions with high intolerance, urbanity, large school size, and small student–teacher ratios appeared to offer protection against bullying. Additionally, student socioeconomic status influenced bullying in disadvantaged rural schools with limited Gay-Straight Alliance (GSA) presence. Ethnic diversity also played a role, with low diversity or dominance of two ethnic groups linked to higher bullying rates. [ABSTRACT FROM AUTHOR]

Bystanders' helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (N = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders' helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders' helping responses to homophobic bullying episodes in the school context. [ABSTRACT FROM AUTHOR]

Recent studies suggest that traditional bullying, cyberbullying, and homophobic bullying lead to a low health-related quality of life (HRQoL) in adolescents. The present study aims to analyze this, paying particular attention to homophobic bullying, based on the sexual orientation of 815 adolescents who were asked to fill in a self-report questionnaire. In heterosexuals, both homophobic victimization and victimization were inversely related to different dimensions of HRQoL (moods and emotions, and school environment, respectively). In adolescents who were uncertain about their sexual orientation, there were inverse relationships between homophobic victimization and mood and social acceptance, and there was also a positive relationship between homophobic aggression and physical well-being. In homosexuals and bisexuals, homophobic victimization was inversely related to social acceptance, economic resources, and autonomy, while homophobic aggression was not related to HRQoL. The results obtained offer new insights, thanks to the use of a specific and validated instrument to record homophobic bullying that covers both homophobic victimization and homophobic aggression. In addition, the need to intervene in a holistic manner, involving political and social agents, as well as all actors implicated in the school environment, is discussed with a view to protecting adolescent health and promoting inclusive education. [ABSTRACT FROM AUTHOR]

Copyright of Clínica Contemporánea: Revista de Diagnóstico Psicológico, Psicoterapia y Salud is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent studies suggest that traditional bullying, cyberbullying, and homophobic bullying lead to a low health-related quality of life (HRQoL) in adolescents. The present study aims to analyze this, paying particular attention to homophobic bullying, based on the sexual orientation of 815 adolescents who were asked to fill in a self-report questionnaire. In heterosexuals, both homophobic victimization and victimization were inversely related to different dimensions of HRQoL (moods and emotions, and school environment, respectively). In adolescents who were uncertain about their sexual orientation, there were inverse relationships between homophobic victimization and mood and social acceptance, and there was also a positive relationship between homophobic aggression and physical well-being. In homosexuals and bisexuals, homophobic victimization was inversely related to social acceptance, economic resources, and autonomy, while homophobic aggression was not related to HRQoL. The results obtained offer new insights, thanks to the use of a specific and validated instrument to record homophobic bullying that covers both homophobic victimization and homophobic aggression. In addition, the need to intervene in a holistic manner, involving political and social agents, as well as all actors implicated in the school environment, is discussed with a view to protecting adolescent health and promoting inclusive education.

Los sujetos LGBTI tienden a ser más acosados en los colegios en comparación con sus pares, por lo que tienden a presentar ausentismo e inseguridad, además de ser más vulnerables a recibir violencia física, psicológica, o de género. Según CIDH (2015) presentan un mayor riesgo en cuanto a problemas de salud mental. El presente artículo aborda las consecuencias a nivel psicológico del Bullying homofóbico, haciendo hincapié en las experiencias, y significados de la homofobia vivida en la escuela en tres participantes adultos LGBTI. Se hace uso de la entrevista semiestructurada a partir de la cual se extraen categorías para un análisis cualitativo. Se aplica inventario de síntomas SCL 36 adaptado para Colombia, el cual evidencia sintomatologías que demuestran que las consecuencias del bullying homofóbico se mantienen a través de los años, afectando la salud y calidad de vida. Los hallazgos muestran la importancia de crear medidas de intervención y prevención.

Sharing one's past experience of being bullied is expected to be painful, but gay Taiwanese YouTubers' self-disclosures about how they became victims of homophobic bullying are frequently accompanied by humor and shared laughter. Their interactions are also presented multimodally with other visual and audible semiotic resources. Adopting a multimodal social semiotic approach and a framing approach, this study analyzes three YouTube videos about homophobic bullying. Findings suggest that the gay Taiwanese YouTubers frequently shifted between the sociable frame and the audience-targeted frame when interacting with their interactants and audience. They also assumed different narrative roles, serving as the story-teller, the commentator, and the fictionist. How these gay influencers articulate their opinions on behalf of the LGBTQ community also helps them to assert themselves as eloquent, knowledgeable, and humorous sexual moderns. [ABSTRACT FROM AUTHOR]

Bystanders' helping interventions in bias‐based bullying are rare, although they have the potential to intervene on behalf of the victim and quickly stop the aggression. Two studies tested, experimentally, the impact of adolescents' imagined (Study 1, N = 113, Mage = 16.17) and extended contact experiences (Study 2, N = 174, Mage = 15.79) on assertive bystanders' behavioral intentions in the context of homophobic bullying, an under‐researched but highly detrimental behavior that emerges mainly during early adolescence. Potential mediators (empathic concern, social contagion concerns, and masculinity/femininity threat) were also examined. Results showed that female younger participants revealed more behavioral intentions to help victims of homophobic bullying when asked to imagine an interaction with an outgroup member (Study 1). Younger participants revealed less masculinity/femininity threat in the positive extended contact condition, and female participants revealed less empathic concern in the negative extended contact condition (Study 2). Overall, these findings identify specific conditions (e.g., younger females) where indirect contact interventions (i.e., extended and imagined) are likely to have a stronger impact. Age and sex differences were found to illustrate how adolescents vary in their behavioral intentions, empathic concern, and threat; and also highlight the need to further examine age and sex differences regarding responses to homophobic bullying episodes. [ABSTRACT FROM AUTHOR]

We conducted a scoping review in accordance with Cochrane guidelines to identify participant and methodological characteristics of qualitative research conducted with young people on LGBTQ + bullying victimization. From 2005 to 2020, we identified 1,579 abstracts, with 141 articles retained for full-text screening and 35 included in the review. Overall, participants (N = 884) were predominantly white (50%), cisgender male (51%), and gay (38%); 14% identified as transgender or gender nonconforming, 13% bisexual, 6% queer or questioning, and 1% asexual. Half of participants identified as ethnic/racial minorities. Most studies (51%) took place in exclusively urban, 17% mixed urban/rural, 3% exclusively rural, and 29% unspecified contexts. Overall, 43% were conducted in the US. Seventeen percent of studies focused exclusively on adolescents under age 18, while 43% excluded this population. Study methodologies included ethnography, grounded theory, phenomenology, and narrative, with nearly one-third unspecified. We outline recommendations for sampling, data collection, and data analysis, researcher self-disclosure, and ethical considerations, for increasing diversity and inclusion in intersectional approaches to LGBTQ + bullying research. [ABSTRACT FROM AUTHOR]

Introduction: Schools are among the most homophobic social contexts, where students who do not conform to gender norms are at high risk of stigma and discrimination. Method: Using a multilevel approach, the aim of the current was to examine whether adolescents' engagement in homophobic bullying behavior was associated with personal values and stereotyped victim-blaming attributions at individual level, and perceptions of school as a community and frequency of teachers' reaction to bullying incidents at classroom level. Data were collected in 2010. The sample consisted of 2718 Italian middle and high school students (53.2% females; mean age = 15.36, SD =.85) from 144 classrooms. Results: Results showed that self-transcendence values reduced the risk of engaging in homophobic bullying, whereas both self-enhancement values and stereotyped victim-blaming attributions were positively associated with homophobic bullying. At classroom level, only negative perceptions of school as a community had a unique positive contribution on homophobic bullying, over and above other individual and contextual factors. Two cross-level interactions were found, indicating that self-transcendence values had a significant effect in decreasing homophobic bullying in classrooms where teacher support was perceived as low, whereas stereotyped victim-blaming attributions had a significant effect in increasing homophobic bullying in classrooms where teacher support was perceived as high. Conclusion: These findings provide further support to the social-ecological perspective as a useful guiding framework for understanding the complexity of factors predicting homophobic bullying. Policy Implications: Efforts should be made to develop clear anti-bullying school policies explicitly dealing with the issue of homophobic bullying. [ABSTRACT FROM AUTHOR]

We aimed to investigate the relationship between homophobic bullying, parental psychological control and sensation seeking among adolescents and young adults and to examine the mediating role of sensation seeking. The participants included 394 adolescents and young adults aged 15 to 20 years attending the 3rd, 4th and 5th years of two public high schools in Italian cities. Participants completed the Homophobic Bullying Scale, the Dependency—oriented and Achievement—oriented Parental Psychological Control, and the Sensation—Seeking Scale. The results showed that parental psychological control predicted bullying toward gay and lesbian people. However, the two dimensions of sensation seeking (thrill and adventure seeking, and disinhibition) represented two mediators in the relationship between parental psychological control, both achievement and dependency—oriented, and homophobic bullying. Highlights: Psychological parental control may play a key role in the genesis of homophobic bullying during adolescence and young adulthood. Sensation seeking may encourage homophobic bullying in adolescence and young adulthood. Sensation seeking may play a key role in the relationship between parental control and homophobic bullying. [ABSTRACT FROM AUTHOR]

The presence of Gay-Straight Alliances (GSAs) in schools has been linked to low rates of bullying for lesbian, gay, bisexual, questioning (LGBQ), transgender, and all students. However, little is known about how the heterogeneity in GSA functioning and school climates may affect these rates. This study examines whether a well-functioning GSA would limit the effect of a negative school climate as a risk factor for homophobic victimization experiences. The sample included 38,872 students (3401 LGBQ and 453 transgender) from 58 California high schools. Several independent databases were combined. Students reported on homophobic victimization, the school climate, and demographic information. At the school level, reports from all students were aggregated for school climate; reports from GSA members were aggregated on their perceptions of GSA functioning; publicly-available data were used for school characteristics. The results suggest that greater GSA functioning may be beneficial for all students in schools that have a negative school climate, and particularly protective for transgender students. [ABSTRACT FROM AUTHOR]

This article is a derivation of the research called “Bullying in a male school context” developed in the city of Bogotá, Colombia, in 2013-2017. The present research article takes as an object of study the homophobic bullying, one of the various aggressive behaviors observed among male students. The research sought to know the possible correlations between this aggressive behavior, the school grade and the age of the participants. In order to achieve the objective, focused on analyzing homophobic bullying and its possible correlations, we proceeded to choose a sample of 866 randomly selected students from a total population of 1,315 male students. In relation to the data collection techniques used in this research, a self-report of homophobic bullying, a student characterization questionnaire and a semi-structured interview that was done to victims of bullying were used. These techniques were subjected to validity and reliability processes.The results of this investigation allow to infer in what school grades and at what age the first behaviors associated with homophobic bullying appear, as well as to determine the repeated aggressions that occur among students, and the feelings of those who suffer them. We believe that the findings of this research can contribute to the prevention of bullying behaviors. The research could determine that the students who are most vulnerable are those who have a diverse sexual orientation.As pedagogues, we believe that education can and should create environments of respect and appreciation of difference, where everyone can access it, regardless of sexual orientation, gender or other social or cultural constructions.

This study sought to identify aspects of moral disengagement related to homophobic bullying experienced in the childhood and/or adolescence of university students. Through qualitative research, 14 college students from a city in the interior of the state of São Paulo were interviewed who declared themselves gay or lesbian. The group of participants was constituted through the snowball sampling technique. A script with guiding questions explored participants' perception of the mechanisms of moral disengagement as motivators for homophobic bullying experiences suffered during elementary and high school. The research data was analyzed through content analysis, thematic modality. The results obtained in this research showed that aggressors were morally disengaged and blame victims for feeling better, morally justifying their behavior. This study points out that anti-bullying interventions should consider the dissemination of content about human values, respect for diversity and the seriousness of aggressive behavior of children and adolescents. [ABSTRACT FROM AUTHOR]

This study identified emergent forms of psychopathological traits and explored their role in the etiology of homophobic bullying in adolescence. Participants were 394 adolescents and young adults (41.6% male and 58.4% female) aged 15–20 years (M = 16.55; SD =.85) attending the third and fourth classes of public high schools in Italian cities. Participants completed the Homophobic Bullying Scale to evaluate acts of bullying towards gays and lesbians and the Symptom Check-list-90-R (SCL-90) to evaluate symptomatology connected to anxiety, depression, hostility and psychoticism. An exploratory factor analysis yielded three unique scales in the Italian sample: (1) paranoid destructiveness; (2) social desolation, and (3) anxious exhaustion, that drew items from across the Symptom Check-list-90-R (SCL-90). The scales were tested using confirmatory factor analysis and used to predict homophobic bullying in a structural equation model. Results demonstrated that paranoid destructiveness predicted bullying of gay and lesbian adolescents, anxious exhaustion prevented bullying of gay adolescents, and social desolation did not associate with bullying in the sample. Theoretical and educational implications are provided. [ABSTRACT FROM AUTHOR]

This study investigates the role of family relationships and psychoticism in relation to homophobic bullying in adolescence. Participants were 394 adolescents and young adults, (164 boys and 230 girls) aged from 15 to 20 years. Participants completed the Homophobic Bullying Scale, to investigate bullying towards gay males and lesbians, the Inventory of Parent and Peer Attachment, to measure maternal and paternal trust, communication and alienation, and the Symptom Check-List-90-R, to evaluate psychoticism. The results show that, in the first mediation model, psychoticism strongly mediated the impact of maternal trust and alienation on bullying towards gay males. Moreover, in the second mediation model, psychoticism strongly mediated the impact of paternal alienation on bullying towards gay males. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Psicología is the property of Sociedad Interamericana de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bullying is associated with harmful consequences for those who are involved, in particular for lesbian, gay, bisexual, and sexually questioning (LGBQ) adolescents, who are teased for their sexual orientation. Not only LGBQ youth may experience homophobic bullying, but also students who are perceived as not conforming to traditional masculine/feminine gender role expectations. Wrong beliefs, prejudices, and moral disengagement may account for the perpetration of homophobic bullying. The present work aims at investigating whether (boys and girls) heterosexual and LGBQ adolescents were differently involved in homophobic and non-homophobic bullying and victimization and whether biological sex and sexual orientation moderated the relationships between prejudice and moral disengagement and involvement in homophobic bullying and victimization. Participants were 197 adolescents (70 boys, 127 girls), aged 15–18 years (M = 16.32); 46 of them defined themselves as LGBQ people. They responded to questionnaires about bullying and victimization, prejudice against homosexuality, and moral disengagement in situations involving sexual orientation. Results of the univariate analyses pointed to a higher homophobic and non-homophobic victimization among LGBQ adolescents than among their heterosexual counterparts. In the regressions, homophobic bullying was associated with being male and heterosexual, and with moral disengagement, whereas homophobic victimization was related to a low level of prejudice, in particular for LGBQ youths. The findings underscore the importance of examining prejudice and moral disengagement when studying homophobic bullying and victimization and point to the need for developing intervention programs. [ABSTRACT FROM AUTHOR]

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]

The research "Homophobic bullying in Tuscan schools: an empiric study on teachers' evaluation" explored how teachers evaluate homophobic bullying at school, in terms of observed frequency of homophobic behaviours; strategies to tackle this phenomenon and influence of homophobic attitudes. 142 teachers completed a self-administered questionnaire consisting of three tools: The Homophobic Teacher Bullying Questionnaire; Handling Bullying Questionnaire, and Modern Homophobia Scale. The teachers report episodes of verbal homophobic bullying and rarely to the physical one, more in relation gay rather than lesbian persons. Teachers in primary school tend to use as a major strategy to punish bullies, while secondary school teachers tend to communicate with the bully. Moreover, having less homophobic attitudes is linked to a greater use of the strategy of "Working with the victim" and in the case of homophobic physical bullying also of "Working with the bully". There were no significant correlations between having homophobic attitudes and the observed frequency of homophobic bullying behaviour. [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]

This study is based on exploring the trust between peers and the individual characteristics related to homophobic bullying in adolescence. Participants were 334 adolescents (141 boys and 193 girls) aged from 15 to 20 years. Participants completed the homophobic bullying scale, to investigate bullying actions towards sexual minorities, the personal attributes questionnaire, for personal characteristics, and the inventory of parent and peer attachment, to the trust between peers. The results demonstrated how female participants manifested a higher level of interpersonal traits and trust among peers than boys. Results showed how a lack of trust between peers predicts homophobic bullying. Nevertheless, we found that the lack of interpersonal characteristics represents a variable that likely mediates the relationship between lack of trust in peers and homophobic bullying. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Experiences of sexual prejudice threaten the quality of life and psychological well-being of sexual minority youth. The aim of this paper is to provide a comprehensive overview of how we developed a theory- and evidence-based sexual prejudice reduction program suitable for the Dutch high school context, guided by the intervention mapping approach (IM). In line with IM, six steps were followed: an initial needs assessment in which empirical, theoretical, and new data were gathered to acquire a thorough understanding of the problem (step 1); the formulation of program objectives for both students and teachers (step 2); the selection of theory-based methods and applications (step 3); program development (step 4); the provision of an adoption and implementation plan (step 5); and the development of an evaluation plan (step 6). In conclusion, developing a sexual prejudice reduction program for schools is a challenging but feasible process. IM is an effective tool for the systematic (theory- and evidence-driven) development of such a program. [ABSTRACT FROM AUTHOR]

Research on bullying and homophobic bullying has mainly focused on school contexts, with little research in sports-related contexts. This study used a sample of 88 gay males and 120 heterosexual males between 18 and 36 years of age to examine the frequency of bullying experiences in Italian sports-related contexts. The results showed that gay men reported more frequent bullying and homophobic bullying than heterosexual men. Gay men reported dropping out of sports more frequently due to a fear of being bullied and greater familial pressure to conform to masculine-type sports. It is necessary to promote safer sports-related contexts for people who self-identify as a sexual minority. [ABSTRACT FROM AUTHOR]

The article offers potential solutions to LGBT bullying in schools, but we recognize that these are not easy solutions nor are they implementable for every school district. It mentions that the article aims at highlighting research which suggests that continuing education and training for K-12 teachers, coupled with the formation and preservation of gay–straight alliances (GSAs) in schools, offers two ways to address LGBT bullying.

In this study we evaluated the psychometric properties of the Homophobic Bullying Scale in a sample of Spanish adolescents. The study comprised 791 adolescents between 12 and 17 years old (M= 13.96, SD= 1.18) who completed this questionnaire along with the Modern Homophobia Scale that measures homophobic attitudes. The results of the factor analyses confirmed a structure of four intercorrelated factors: 1) observation of homophobic bullying behaviors against gay boys, 2) observation of homophobic bullying behaviors against lesbians, 3) perpetration of homophobic bullying against gay boys, and 4) perpetration of homophobic bullying against lesbians. The questionnaire showed good reliability and perpetration scores were associated with homophobic attitudes. Higher prevalence of bullying was found against gay boys than against lesbian girls. These results show that this is a simple and valid questionnaire for the evaluation of homophobic bullying among Spanish adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Revista Criterio Libre is the property of Revista Criterio Libre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature on homophobic bullying underlines that many teachers do not intervene in this kind of issue and often underestimate this type of bullying. At the same time, the protective role of teachers’ support for victimized students is well recognized. The present study aims to understand the processes that can lead to teachers’ activation against homophobic bullying. Two hundred and thirteen teachers belonging to different schools in Rome completed an anonymous questionnaire that assessed (a) reactions to homophobic bullying (feeling of powerlessness and positive activations), (b) homophobic attitudes, (c) teachers’ general perceived self-efficacy, and (d) perceived self-efficacy in managing homophobic bullying incidents. We used a structural equation model to test whether self-efficacy, both as a teacher and in managing homophobic bullying incidents, predicts both aspects of teachers’ reactions to homophobic bullying, controlling for homophobic attitudes. We found that lower levels of perceived self-efficacy in managing homophobic bullying incidents and higher levels of homophobic attitudes predict stronger feeling of powerlessness, while higher levels of perceived self-efficacy as a teacher and lower levels of homophobic attitudes predict stronger positive activation toward the victimized student. Theoretical and practical implications are provided. [ABSTRACT FROM AUTHOR]

Educational institutions, as well as political, social and scientific discourses, have contributed towards discrimination and violence against people with non-normative sexual orientations. Acts of violence among peers (bullying) motivated by homophobia occur on a frequent basis in school contexts. This study aims to identify the patterns in which homophobic bullying (victim identified) takes place in Portuguese schools using Multiple Correspondence Analysis. This study involved the application of a questionnaire to people of both sexes before obtaining a total of 171 participants reporting themselves as victims of homophobic bullying in schools. Following the identification of eight indicators and the selection of two dimensions, while also structuring the axes in accordance with the representation space, four patterns of homophobic bullying could be identified: masculine violence, feminine violence, violence with less perceived impact, and violence with greater perceived impact. These different patterns have allowed us to learn about the different ways in which peer violence takes place in schools and its possible effects. Among the main study conclusions, it is highlighted how male participants were victims of violence at an earlier age than female participant victims. Another key finding is the complete lack of cases in which the aggressors were only female. Finally, a common conclusion to all participants, encapsulates how none of the victims reported the violence to their families for fear of losing family support by revealing a non-heterosexual orientation. [ABSTRACT FROM AUTHOR]

Affective-sexual diversity refers to all the possibilities that people have to assume, express and live their sexuality, as well as to assume expressions, preferences or orientations and sexual identities with the guarantee of their sexual and reproductive rights. At school, affective-sexual diversity does not count as curriculum content and is a reality to which attention has not been given. Homophobic bullying is also a reality. Objective: to analyze the perception of adolescents aged 12 to 18 years of sexual-affective diversity and homophobic bullying at the UENB dr. LUÍS ortega of Puerto Fermín, Nueva esparta state during the month of november 2017. Methods: descriptive study of the transectional field. An instrument with validity and reliability was applied to 377 adolescents to measure the objectives set. Results: adolescents showed a low level of knowledge in basic concepts about sexuality and their sexual and reproductive rights; affective-sexual diversity and homophobic bullying were expressed within the educational institution and in their homes, with a low perception of support from families, teachers and peers. Conclusion and recommendations: affective-sexual diversity and homophobic bullying within the school are a reality. Adolescents need a family and teachers who have a more formative role than informative in sex education and their sexual and reproductive rights. Recognition and coexistence based on respect for individual rights will reduce the incidence of homophobic bullying. [ABSTRACT FROM AUTHOR]

The research reported in this paper sought to determine the level of awareness among school principals in primary schools in Ireland where homophobic bullying is concerned. International research has previously shown that school leaders as animators of school climate are often lacking in their responses to this type of bullying [Walton, G. 2004. “Bullying and Homophobia in Canadian Schools: The Politics of Policies, Programs, and Educational Leadership.”Journal of Gay and Lesbian Issues in Education1 (4): 23–36; Pizmony-Levy, O., and J. G. Kosciw. 2016. “School Climate and the Experience of LGBT Students: A Comparison of the United States and Israel.”Journal of LGBT Youth13 (1–2): 46–66; Taylor, C. G., E. J. Meyer, T. Peter, J. Ristock, D. Short, and C. Campbell. 2016. “Gaps Between Beliefs, Perceptions, and Practices: The Every Teacher Project on LGBTQ-Inclusive Education in Canadian Schools.”Journal of LGBT Youth13 (1–2): 112–140]. We sought to ascertain whether school principals in Ireland have had experience of dealing with this type of bullying, whether they believe it is a significant issue and what they perceive their role to be in relation to addressing homophobic bullying. The research focused on the views of school principals because of the critical role they play in policy implementation and school organisation. The research revealed that one in every two school principals had responded to homophobic bullying and that these same principals did not always consider the use of homophobic pejoratives to constitute homophobic bullying. The paper points to the need for further education and training for school leaders on the topic of homophobic bullying otherwise their perspectives will contribute to the many silences that surround this topic in primary schools in Ireland. [ABSTRACT FROM AUTHOR]

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]

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The expression of homophobic violence in schools reveals the urgency of an analytical approach to debate the impact of this phenomenon on students' mental health. This article seeks to debate and better comprehend school memories from young gays, lesbians, and bisexuals, as well as to discuss how homophobic bullying affected their school trajectories. This study is based on cultural-historical psychology in intersection with gender and sexuality studies. In-depth online interviews were conducted with three young subjects who identified themselves as non-heterosexual. The interviews were recorded, transcribed, and analyzed through the analytical discourse tool defined as Nuclei of Meanings. The results were organized in two topics of discussion: (a) the problems associated with non-heterosexual identity in schools; (b) the search for other ways of experiencing sexual identity in school. Throughout the article, reflections were held about the challenges participants had to deal with in order to regularly attend school and be educated, as well as the obstacles they faced in building their own ways of recognizing their sexual identity. The unique ways in which these young subjects took a stand in the face of homophobic situations show new methods to create educational interventions in order to include sexual diversity and openness to different possibilities of being and acting.