On the Periphery or at the Centre?: Ideas for improving the physical and interpersonal environments for Lesbian, Gay, Bi-sexual, and Trans-sexual/gender students at a NZ Secondary School

Abstract

Despite mandates that require schools to be safe places for all students, issues persist around the provision of safety for lesbian, gay, bi-sexual, trans-sexual, and trans-gendered students and staff. The current study reports the initial two stages of an action research project undertaken in a New Zealand secondary school, which aimed to enhance the interpersonal and physical environments for students with diverse gender identities and sexual orientations. The first phase consisted of data gathering, comprising an evaluation of the physical environment and a survey issued to students and staff. The second phase was the development of a plan for ongoing action and improvement, consisting of education, provision of safe spaces and meaningful support, and artefacts that communicate tolerance.

LGBTIQA+ Learners in New Zealand Schools

“…Clearly, the experiences of LGBTIQA+ students identified in these described research projects, reveals not only exclusion, but a link between school culture, bullying and LGBTIQA+ students in New Zealand (Burford et al, 2017;Clarke et al, 2013). Research also indicates that non-LGBTIQA+ students want to be better informed and educated about these learners (Burford et al, 2017;Hemi & Mortlock, 2017). Clearly, the research identifies an opportunity for New Zealand schools and teachers to encourage and teach inclusiveness and diversity to learners, thereby creating a thoughtful and purposely designed learning environment in which LGBTIQA+ can be assured of equitable and excellent outcomes.…”

“…This literature identifies an opportunity for New Zealand academics and educators to promote workshops in diversity and inclusiveness, to advocate for a bullyingfree culture in New Zealand schools. Hemi and Mortlock (2017) describe an action research project focussed on improved outcomes for LGBT students in one New Zealand secondary school. This study aimed to enhance the interpersonal and physical environments of "students with diverse gender identities and sexual orientations" (p. 99).…”

Gender self‐confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

“…Acknowledging the central role of peer friendships in adolescence, Veenstra et al (2013) pointed out that gender-marginalised adolescents could be excluded from the very networks that help create and maintain the peer relationships that otherwise buffer school stress. Further, adolescents who felt gender-atypical were more likely to experience less favourable relationships with their parents and family and more likely to run away from home (Hemi & Mortlock, 2017). Although peer acceptance may play a major role in fostering positive self-concept and self-esteem for adolescents (Amrutha & Vijayalaxmi, 2019), parents and teachers could also foster positive self-concept and in doing so promote adolescent well-being ( Ďuricová and Stenová, 2018).…”

“…Acceptance of one's personally‐defined gender identity has been found to increase as gender identity aligns more closely with stereotypical notions of gender (Watson, 2012). Conversely, gender‐atypical students have reported greater stress from peer victimisation (Jones & Hillier, 2013; Zosuls et al, 2016) and home life (Hemi & Mortlock, 2017), as well as reduced academic performance (Fenaughty et al, 2019). Research has investigated the relations between gender and stress (Byrne et al, 2007), life satisfaction (Moksnes & Espnes, 2013), and academic achievement (Steinmayr & Spinath, 2008); however, the relations among gender self‐concept, stress, life satisfaction, and academic achievement are less clear.…”

“…Indeed, intolerance of diverse gender identities is present in New Zealand schools (Allen, 2019; Ferguson, 2004; Rout, 1997). Moreover, for gender‐ and sexuality‐minority students and staff New Zealand secondary schools have been considered unsafe (Hemi & Mortlock, 2017), and this scenario has been notably amplified for gender minority as compared to sexuality minority students (Fenaughty, 2019). It might be reasonable then, to assert that the acceptance of non‐normative gender identities for young people in New Zealand secondary schools may be less than ideal.…”