THE LEVEL OF GRADE 12 STUDENTS’

ACCEPTANCE AND ASSOCIATION TO THE

MEMBERS OF LGBTQIA+ COMMUNITY: A
BASIS FOR THE CRAFTING OF AN
INCLUSIVE SCHOOL GENDER RESPONSIVE
POLICY
By: GROUP 1 – GRADE 12 BEAUVOIR
ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL
TURNO CAMPUS
INTRODUCTION

 Over the past few years, the LGBTQIA+ community has won important conquest against
discrimination.
 There may be increasing acceptance of LGBTQIA+ people in society and greater visibility
in the media and public life, many LGBTQIA+ people still experience discrimination,
harassment and violence at work, school and in social situations.
 Sexual and gender minorities in students have been impacted by the attitudes and beliefs of
those around them. Low levels of acceptance are tied to bullying and violence, physical
and mental health problems, discrimination in employment, and underrepresentation in
positions of civic leadership.
BACKGROUND OF THE STUDY

 This research demonstrates the benefits of LGBTQ + inclusivity work for LGBTQ + youth
mental health and wellbeing which could be further strengthened through more widely
developing these cultures at primary level

 Creating safe and inclusive schools for LGTBQ students, free of harassment and violence,
necessitates a whole-school strategy and a commitment to positive change. The long-term
harmful consequences of unfriendly and unsupportive school settings for LGTBQ kids
underline the vital need for school reform.
STATEMENT OF THE PROBLEM

 What is the profile of the student respondent’s in terms of their perception on LGBTQIA+
students?

 What is the extent of influence of the student’s perception aids the basis for the crafting of
school gender responsive policy?

 Does the basis for the crafting of school gender responsive policy affect the subject well –
being of the LGBTQIA+ students?
RESEARCH OBJECTIVE

 Understanding acceptance and rejection of LGBTQ people lies at the heart of

understanding violence, discrimination, and a multitude of negative consequences arising
from exclusion and unfair treatment.

 To identify how the basis for the crafting of school gender responsive policy affect the
subject well – being of the LGBTQIA+ students.
CONCEPTUAL FRAMEWORK