Sharing Student Projects

This research aimed to explore teachers’ perceptions and understanding of microaggressions, targeted towards LGBTQ+ students. Microaggressions are behaviours that define subtle forms of discrimination, frequently communicating hostile or derogatory beliefs either intentionally or unintentionally (Nadal, 2013; Sue, 2010). Nine teachers were interviewed, sharing their perceptions of the discrimination LGBTQ+ students currently face within UK secondary schools. This involved discussing the types and frequency of discrimination observed by teachers from students towards LGBTQ+ students, whilst also discussing the perceived impacts of these instances on LGBTQ+ students' wellbeing. Teachers were chosen as the target population of this study in order to gain insight into their understanding of LGBTQ+ student experiences within schools, shedding light on the lack of concrete guidance provided within both school policies and teacher training. Teachers were interviewed over Zoom, with interviews lasting around 40 minutes. These interviews were then transcribed and analysed through Thematic Analysis. From the data analysis, the following three themes were uncovered: (1) acknowledgement of heteronormativity, (2) awareness of microaggressions and (3) school support. Heteronormativity refers to the belief that people fall into distinct genders of either male or female, and that this gender aligns with their biological sex; therefore discounting the existence of other gender identities, sexualities and gender roles (Page & Peacock, 2013). Within theme 1, varied awareness of heteronormativity within schools was demonstrated by teachers. Some often acknowledged its prominence by providing examples such as the lack of consideration when grouping students by their sex on a school trip, however failing to selfreflect on their own teaching practices by not recognising potential instances of heteronormativity within their own teaching. Others showed little to no awareness of the term, also failing to recognise the detrimental impacts of a heteronormative environment on LGBTQ+ students. Within this theme, teachers recognised that bisexual and transgender identities are less normalised than heterosexual, gay and lesbian identities, falling in line with existing research. Nevertheless, positive changes in acceptance over time were also recognised by teachers, with discussion often expressing how teachers feel able to be more open about their own sexual and gender identities within schools, in turn leading to more normalisation towards LGBTQ+ identities amongst students throughout schools. Theme 2 found teachers to have a non-conceptualised understanding of microaggressions, however, teachers were able to provide examples of these instances, whilst showing a cohesive understanding of the impact microaggressions can have on students. Nevertheless, a lack of standardisation amongst reactions to anti-LGBTQ+ behaviours was suggested by teachers as they described how they would manage a situation. Theme 3, school support, found that teachers recognise the importance of LGBTQ+ groups in normalising LGBTQ+ identities and providing students with a ‘safe space’ for support. Other positive school influences were found to be school policies, positive student attitudes, students' age and maturity and teachers’ knowledge. All teachers demonstrated a wish for further teacher training in LGBTQ+ support, particularly surrounding terminology and pronouns. Future research into microaggressions from a student’s experience is suggested, whilst research is also needed to understand the reasoning behind school’s lack of engagement with current literature and practical strategies (e.g., Russel et al., 2021) that it provides in further supporting LGBTQ+ students.

Benefiters of this research includes teachers and educational providers as it aims to raise awareness of microaggressions, whilst providing suggestions for how to better support LGBTQ+ students within the heteronormative school environment. Recommendations for legislation and school policies are also suggested by teachers throughout the interviews, as they describe the need for less ambiguity and more practical suggestions for implementing policy into their teaching practices. For example, current training and policy are described as including ‘buzz words’ and ‘umbrella terms’ of inclusion and diversity, whilst failing to provide applicable solutions to students struggling with discrimination from their peers and/or needing support with their own identity. Further teacher training was also found to be needed by all teachers interviewed, with several teachers expressing a wish for more case study training, further providing more applicability to their own teaching practices. Teachers also expressed a wish for teacher training to be provided by individuals with their own experiences of navigating their own LGBTQ+ identity, having their own experiences of antiLGBTQ+ behaviours; thus, making them better able to direct teachers toward the necessary steps that need to be taken to better support students. By targeting LGBTQ+ acceptance and normalisation within secondary schools, this research aims to further promote a culture of inclusion and acceptance towards diversity, prompting societal changes towards increased LGBTQ+ acceptance.