Date Approved

8-8-2021

Graduate Degree Type

Project

Degree Name

Education-School Counseling (M.Ed.)

Degree Program

College of Education

First Advisor

Nagnon Diarrassouba

Second Advisor

Shawn Bultsma

Third Advisor

Catherine Meyer-Looze

Fourth Advisor

Judy Williams

Academic Year

2020/2021

Abstract

Research has revealed the effects that peer bullying has on LGBTQ+ students in public schools. This project focuses on the prevention of LGBTQ+ student bullying. This is done by teaching school policy makers and educators in understanding LGBTQ+ issues for the development of a positive school climate where everyone should thrive. The incorporation of Maslow’s hierarchy of needs and Minority Stress theory created a method for understanding and interpreting the research compiled. The research has shown that professional developments for educators, adding curriculum into classrooms, and utilizing LGBTQ+ anti-bullying policies can diminish the effects of bullying against LGBTQ+ students. To make the professional development more effective, novels, scenario-based activities, and duration times of the professional development are suggested by research. An eight-session professional development was created to address peer bullying against LGBTQ+ students, with the goal to increase chances of teacher response, increase training, and increase willingness to assist LGBTQ+ students in and out of their classrooms. The goal is to also incorporate an anti-bullying policy as well as LGBTQ+ friendly curriculum into classrooms to provide a safe learning environment, and ultimately, help them succeed.

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