Factors associated with teachers discussing and intervening against homophobic language.

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]