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Gender socialization and supportive school settings for elementary-aged LGBTIQ+ children

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  • Callaghan, Tonya D.
  • Richard, Nicole
  • Campbell, Caitlin
  • Anderson, Jamie

Abstract

Despite a breadth of research, policy, and legislation, significant barriers to inclusion continue to persist for LGBTIQ+ children across many educational settings, particularly among Early Childhood Education (ECE) and elementary school spaces. This work aims to address the vulnerabilities of LGBTIQ+ children in school spaces by highlighting the socialization of heteronormativity and cisnormativity in ECE and elementary settings as a key intervention point for children’s mental health. Through a narrative literature review, we identify the current realities experienced by many gender and sexually diverse students in schools, including the impact of overlapping systems of oppression (i.e., homophobia, transphobia, racism, and sexism) putting queer students at increased risk of harmful mental health outcomes, along with a review of literature on protective factors that have been shown to mitigate these risks. Lastly, we discuss key whole-school interventions in the socialization of cisheteronormative gender in elementary school spaces, which include rights-based frameworks for students, inclusive curricula, and policies. We posit that these universal strategies provide both upstream and responsive support to the mental health needs of all students, including LGBTIQ+ children. Through this study of key literature, and integration of theory on the socialization of gender, we aim to provide educators and school administrators with tools to better support the wellbeing of LGBTIQ+ children and youth now and into the future.

Suggested Citation

  • Callaghan, Tonya D. & Richard, Nicole & Campbell, Caitlin & Anderson, Jamie, 2024. "Gender socialization and supportive school settings for elementary-aged LGBTIQ+ children," Children and Youth Services Review, Elsevier, vol. 161(C).
    • Handle: RePEc:eee:cysrev:v:161:y:2024:i:c:s019074092400183x
    DOI: 10.1016/j.childyouth.2024.107611
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    References listed on IDEAS

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    1. Tina Fetner & Athena Elafros, 2015. "The GSA Difference: LGBTQ and Ally Experiences in High Schools with and without Gay-Straight Alliances," Social Sciences, MDPI, vol. 4(3), pages 1-19, August.
    2. Molly Mulcahy & Sarah Dalton & Jered Kolbert & Laura Crothers, 2016. "Informal mentoring for lesbian, gay, bisexual, and transgender students," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(4), pages 405-412, July.
    3. ., 2023. "Teaching based on a multi-paradigmatic approach," Chapters, in: On the Methodology of Financial Economics, chapter 13, pages 258-269, Edward Elgar Publishing.
    4. Robert M. Davison & Barney Tan & Louie H.M. Wong & Evelyn Ng, 2023. "Teaching qualitative research methods," Chapters, in: Robert M. Davison (ed.), Handbook of Qualitative Research Methods for Information Systems, chapter 2, pages 10-29, Edward Elgar Publishing.
    5. Seelman, Kristie L. & Forge, Nicholas & Walls, N. Eugene & Bridges, Nadine, 2015. "School engagement among LGBTQ high school students: The roles of safe adults and gay–straight alliance characteristics," Children and Youth Services Review, Elsevier, vol. 57(C), pages 19-29.
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