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Teacher Intervention in Anti-LGBTQ Bullying

Title: Predictors of US teachers’ intervention in anti-lesbian, gay, bisexual, transgender and queer bullying and harassment

By: Greytak, E.A. & Kosciw, J.G.

In: Teaching Education, May 27, 2014 

Abstract: This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, transgender and queer (LGBTQ) bullying and harassment using a US national sample of teachers (N = 726) who completed an online survey. Results from regression analysis indicated that knowing LGBTQ people, awareness of general bullying and harassment, awareness of anti-LGBTQ bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBTQ youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBTQ people; raising awareness of anti-LGBTQ bullying and harassment; and building teachers’ skills to intervene in anti-LGBTQ behaviors.