This review synthesizes recent literature and research on students in K–12 schools who are attracted to the same gender (lesbian, gay), attracted to people of the same or other genders (bisexual), or identify as a gender different than the one they were assigned at birth (transgender). Lesbian, gay, bisexual, and transgender (LGBT) young people have historically experienced vulnerability in schools because of challenges such as invisibility in school curricula; peer and staff rejection, harassment, and violence; and ill-equipped school professionals who lack the competence and will to effectively address bias and foster inclusive school environments. Foundational research in the field examines this vulnerability to document the experiences and needs of this population—and to draw attention to gaps in school policy, practice, and outcomes for LGBT students. Research examining vulnerabilities and challenges for this population is also prominent in the early 21st century because many of these concerns persist. At the same time, more recent research on LGBT youth in schools is attending to these young people’s positive assets and their resilience, including their abilities to effectively navigate conflict and stress and adapt to different situations. Throughout this article, “LGBT” is used as an umbrella acronym. Although the rich diversity of sexual orientation and gender identity and expression, such as students who are queer, genderqueer, or questioning their sexual orientation or gender identity is important, this article aims to provide a working vocabulary to address this population of youth discussed here. This article also aligns its terminology with the content of articles. In other words, if an article examines only transgender students, then the full LGBT acronym is not used when writing about that article. Research on LGBT youth in schools is substantial, given the growth of research studying related issues during the late 20th and early 21st centuries. This expanding research on LGBT youth in schools has spanned topics beyond their school experiences to include myriad issues such as their identity development within the school context; school-based policies, practices, and supports such as inclusive nondiscrimination policies; teacher practices that foster welcoming and inclusive school settings, and the benefits of safe spaces and targeted supports for LGBT students; and how school administrator and teacher preparation programs can lead to better school practice and outcomes for LGBT students. Other areas of research on LGBT youth in schools continue to emerge as the field’s understanding about diverse sexual orientation and gender identities expands, and as there is more attention given to the complexity of identity and expression including intersectionality (e.g., youth in schools who are LGBT and of color, or LGBT and immigrants).
A Case of Shifting Focus Friction: Extension Directors and State 4-H Program Leaders’ Perspectives on 4-H LGBTQ+ Inclusion
