Bullying of LGBT+ pupils: School contextual risk and protective factors

The aim of this project is to examine the role of school contextual factors in the bullying of LGBT+ students. Across a number of studies it has been found that young people who are LGBT+ are at a greater risk of peer victimisation and mental health problems. At the same time, there has been increasing recognition that there are considerable variations across schools in levels of bullying. Yet, only a small number of studies have examined school differences in the experiences of LGBT+ students. Given the increased risk for LGBT+ pupils, there is a clear need to examine the question of variations across schools and to identify the factors that explain such differences for this group of students. This research is important and timely, especially in light of high profile cases, such as in Birmingham, where parents campaigned against a school working towards being more LGBT+
inclusive.
The project will be supported by a new collaboration with the Proud Trust, an organisation that works closely with schools to help them achieve the Rainbow Flag award - a quality assurance framework that focuses on LGBT+ visibility and inclusivity. It will enable us to assess the contribution of this work, and examine the relative importance of the framework's six areas of activity: Skilled teacher; Supportive governors and parents; Effective policies; Inclusive curriculum; Pastoral support; and Pupil Voice. We can work together to refine the audit tool and the training that the Proud Trust provides to schools.
We will use a large-scale quantitative multi-level study involving 20 schools within Greater Manchester and Cheshire, and approx. 6000 students aged 11-16 years. The students will complete a series of established measures to assess: demographic variables (e.g. gender identity, sexual orientation); peer victimisation; school belonging; and psychological adjustment. They will also complete additional self-report measures developed during the first year to assess school-level factors (e.g. Skilled Teacher). A staff survey will also provide an additional source of data
to measure the school-level factors. We will also assess other school level factors such as the size of the school, the percentage of self-identifying LGBT+ students, different types of schools (e.g. faith v non-faith schools), urban v rural, and breadth of school inclusion policy. Multi-level modelling will be used to enable different levels of analysis (e.g. individual and school) and for interactions between levels to be examined.
This project fits well within the Childhood, Education and Youth DTP pathway and addresses a key theme of the ESRC - Mental Health.