This paper will discuss the findings from a recent research study exploring the experiences of high ability lesbian, gay, bisexual, transgender and queer (LGBTQ) post-primary students in Ireland, in particular the factors which create a positive or negative educational environment. The study also examines how this environment influenced overall identity development for the study participants. While previous studies exist on the experiences of high ability LGBTQ young people (see references), this is the first set of data outside of the United States. 

The participant sample (n=155) was derived from current and former students of the Centre for Talented Youth, Ireland programme at Dublin City University. This is an enrichment summer programme for high ability young people that takes place on the university campus. The mean age for study participants was 18.4 and all attended post-primary school in Ireland. This was a mixed methods study, with quantitative data collected via an anonymous questionnaire and qualitative data collected via a series of interviews and focus groups. The majority of participants identified as LGBTQ (76.7%). The study found that the climate of an environment plays a key role in prevention of bullying, increased feelings of safety and overall social and emotional growth. Participants had a mixed experience at school, reporting a high frequency of anti-LGBTQ language, a low frequency of intervention when such language occurred, incidents of bullying and varying levels of peer and teacher support. Participants reported a positive experience at CTYI, with low levels of anti-LGBTQ language, higher levels of intervention and a higher overall perception of support from peers and staff. LGBTQ leadership and extra curricular activities were also singled out as key positive factors. 

The study also explored the experiences of identity development for high ability LGBTQ young people. With no predetermined labels for gender or sexuality, participants were allowed complete self-identification in terms of their gender and sexual orientation. Overall, participants used 14 different labels to describe their gender and 17 different labels to describe their sexual orientation, with some using multiple labels and writing thick descriptions of their identity. Identity development was analysed under the themes of social and emotional development, gender norms, coming out as LGBTQ, friendships, identity rejection and identity affirmation. Each interviewee had very different experiences coming out at school, leading to either identity rejection or affirmation, both internally and externally.

At the end of the session, actionable items for educators will be discussed, in particular the factors which can create a positive learning environment for all LGBTQ young people.

This mixed methods study explores the experiences of high ability LGBTQ students in Ireland and the factors that create a positive, or negative, environment for this population. Participants spoke about their experiences at their post-primary school and at an enrichment summer programme for high ability young people. Quantitative data was collected via an anonymous questionnaire. The GLSEN (Gay, Lesbian & Straight Education Network) Local Climate Survey’s (LCS) questions formed the basis for the questionnaire, with some adaptations and new questions added. The GLSEN survey has been used and adapted by other researchers and advocacy groups (Adelman and Woods, 2006; Kosciw and Pizmony-Levy, 2016; Gato et al., 2020), including by BeLonG To, the largest youth LGBTQ advocacy group in Ireland (BeLonG To Youth Services and Pizmony-Levy, 2019). GLSEN’s LCS is an abridged version of the organisation’s National School Climate Survey, which aims to map the climate or environment of school for LGBTQ students. The qualitative data was collected over a series of interviews and focus groups with high ability LGBTQ young people. Using descriptive statistics, the study examined the frequency of hearing negative remarks regarding LGBTQ people, the frequency of interventions regarding such remarks and the correlation between each of these items and overall perception of staff and peer acceptance. The study yielded rich qualitative data, which was explored using thematic analysis. This included descriptions of the nuanced content of the anti-LGBTQ remarks heard, the factors which affect participants’ willingness to intervene in situations of harassment or bullying and the general perception of LGBTQ support in each environment. Overall, there were 155 participants across the anonymous questionnaire (n=142), two focus groups and eight interviews. The research design was significantly influenced by queer theory and the transformative paradigm Mertens, 2009), in particular the focus of turning research into direct action.

Attendees will learn that the climate for high ability LGBTQ post-primary students in Ireland is mixed. At school, participants reported a high frequency of anti-LGBTQ language, along with limited support from school leaders and some negative interactions with peers. The majority of respondents indicated that teachers and school staff members very rarely intervene in instances of negative language regarding sexual orientation and/ or gender identity. Participants reported a more positive environment at the enrichment summer programme. An overwhelming majority of participants stated that they felt very supported by staff (88%) and peers (95.8%). Participants spoke about the value of having not only supportive leadership, but also openly LGBTQ leadership. Affirming extra curricular activities were discussed as having a positive impact. This paper will also discuss how each educational environment affected identity development for the study participants, including the experience of coming out as LGBTQ, social and emotional development and peer relations.

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