Pervasive bias-based bullying of sexual and gender minority youth amid often hostile school climates signals the importance of systems approaches to effect change. Nevertheless, most research on bullying victimization tends to adopt either lesbian, gay, bisexual, and transgender (LGBT)-specific approaches or broader approaches that omit mention of LGBT youth. We conducted a qualitative study, with the systems view of school climate as an organizing analytical framework, to explore determinants of school climate for LGBT youth and strategies for intervention. In-depth, semistructured interviews with 16 key informants, including teachers, school staff, administrators, frontline community providers, and experts on bullying victimization of LGBT youth, illustrate reciprocal and multilevel factors that produce school climates, which in turn foster or prevent bullying of LGBT youth. Not only do distal factors (e.g., LGBT-affirmative legislation, targeted resource allocation for LGBT programming) impact school microsystems, but proximal factors in the microsystem, including enacted homophobia and transphobia through multilateral interpersonal interactions, also influence meso- and macrolevel phenomena, such as the values and mission of the school. Participants recommended multilateral interventions and training that address both proximal and distal contexts of school social ecologies, including teacher-student, peer-to-peer (e.g., gay-straight alliances), and teacher-administrator interactions; behavioral health professional roles and responsibilities; school curricula and libraries; school-board engagement with individual schools; LGBT-inclusive policies; targeted resource allocation; and systemwide accountability. Positive school climates for LGBT youth are promoted through multilevel and reciprocal interventions that support social, psychological, and physical safety not just for LGBT students but for all students. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

---

通过系统方法为性少数和性别少数群体的青年营造积极的学校氛围：一项基于理论的定性研究。

在通常充满敌意的学校气候中，普遍存在基于偏见的欺凌性和性别少数族裔青年，这表明系统方法对影响变革的重要性。然而，大多数关于欺凌受害的研究倾向于采用女同性恋、男同性恋、双性恋和跨性别 (LGBT) 特定的方法或更广泛的方法，忽略提及 LGBT 青年。我们进行了一项定性研究，以学校气候的系统观点作为组织分析框架，探索 LGBT 青年学校气候的决定因素和干预策略。对 16 位关键知情人（包括教师、学校工作人员、管理人员、前线社区提供者和 LGBT 青年欺凌受害问题专家）进行的深入、半结构化访谈，说明了产生学校氛围的互惠和多层次因素，这反过来又会促进或防止对 LGBT 青年的欺凌。不仅远侧因素（例如，LGBT 支持立法、为 LGBT 项目分配有针对性的资源分配）影响学校微观系统，而且微观系统中的近侧因素，包括通过多边人际互动制定的恐同症和跨性别恐惧症，也会影响中观和宏观层面的现象，例如作为学校的价值观和使命。参与者建议针对学校社会生态的近端和远端环境进行多边干预和培训，包括师生、同伴（例如，异性恋联盟）和教师与行政人员的互动；行为健康专业角色和职责；学校课程和图书馆；学校董事会与个别学校的接触；LGBT 包容性政策；有针对性的资源分配；和全系统的问责制。通过多层次和互惠的干预措施促进 LGBT 青年的积极学校氛围，不仅为 LGBT 学生而且为所有学生提供社会、心理和身体安全支持。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。