Inclusion with No Policies in Place for LGBTQ Students: Perceptions from Rural High School Leaders

Abstract

The purpose of this study is to describe rural high school leaders' perception of inclusivity policies and how they support the LGBTQ student. In high schools’ inclusivity is often regarded as efforts to include students with disabilities, physical or mentally who may experience educational, physical, and cognitive developmental deficiencies, which interferes with learning. The problem is rural LGBTQ high school students do not experience the same learning environment and support as non-LGBTQ high school students. This study aimed to examine the challenges faced by the district administrators, principals and counselors who may have adopted inclusivity policies without a clear direction to encompass all students. This qualitative, descriptive case study is an exploration of the inclusive practices of rural high school administrators. The purpose is to describe rural high school’s LGBTQ student inclusivity. The qualitative data collection process consisted of an in-depth questionnaire with rural high school administrators in two districts located in a western state. Two sources of data collected in the study include an open-ended questionnaire and school districts’ inclusion policy and procedure review. After each question, the participant completed the free text box explaining how the inclusion policy was implemented on campus, providing personal perceptions of application to the LBGTQ. Once all participants completed the open-ended survey, responses downloaded from SurveyMonkey to Excel for data analysis. Four themes emerged including: (a) be the voice of those who have not found their own voice of support, (b) turn every situation into a lens of growth, (c) there are no policies in place, and (d) we need to know what to do, but first we need to know who they are. The recommendations were awareness of our student population, training to assist them and compassion to understand who they are.