NCJ Number
245843
Journal
Journal of School Violence Volume: 12 Issue: 1 Dated: 2013 Pages: 80-97
Date Published
2013
Length
18 pages
Annotation
This article reviews the current literature on in-service professional development regarding LGBT issues and examines findings from an evaluation of a district-wide training program.
Abstract
Ensuring a safe and welcoming school environment for all students, including lesbian, gay, bisexual, and transgender (LGBT) students, is an important responsibility of educators. Yet research indicates that educators regularly fail to take action in the face of anti-LGBT bias and are often not equipped to address these issues. Professional development training programs are becoming a popular method for developing educators' capacity to support LGBT students and combat anti-LGBT bias. However, little is known about the effectiveness of these training programs. This article reviews the current literature on in-service professional development regarding LGBT issues and examines findings from an evaluation of a district-wide training program. Results suggest that a brief training can be effective in changing beliefs and self-efficacy. The findings also demonstrate the different needs and training effects for various groups of educators (teachers, administrators, and school-based mental health providers). This article then provides recommendations for research and practice. Abstract published by arrangement with Taylor and Francis.