Abstract LGBTQ+ students experience discrimination within schools and increased rates of academic and mental health concerns when compared to heterosexual and cisgender peers. The researchers delivered an LGBTQ+ training to teacher education and school administration students before participants entered field placement in K-12 schools. Participants learned about LGBTQ+ student needs, their own biases, and basic helping skills to support student needs in school. The researchers administered the Gay Affirmative Practice Scale before and after the training, finding significant increases in participants’ self-reported affirmative beliefs and behaviors. Assessment psychometrics and implications for school personnel and professional counselors are provided.

中文翻译：

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培训学校教师和管理人员以支持 LGBTQ+ 学生：信仰和行为变化的定量分析

摘要 与异性恋和顺性别同龄人相比，LGBTQ+ 学生在学校内遭受歧视，并增加了学业和心理健康问题的发生率。在参与者进入 K-12 学校的实地实习之前，研究人员向教师教育和学校管理学生提供了 LGBTQ+ 培训。参与者了解了 LGBTQ+ 学生的需求、他们自己的偏见以及支持学生在学校需求的基本帮助技能。研究人员在培训前后进行了同性恋肯定实践量表，发现参与者自我报告的肯定信念和行为显着增加。提供了对学校工作人员和专业顾问的评估心理测量和影响。