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WORDS CUT DEEP: LGBTQ+ STUDENT EXPERIENCES OF

VERBAL HARASSMENT

A Research Paper Presented to The

Faculty Members
Senior High School Department
Kinamayan Integrated School
Kinamayan, Santo. Tomas

In Partial Fulfillment of the

Requirements for the Subject
Research in Daily Life 1

CALDERON, ADREAN O.
DAHIROC, ELMER C.
ENARO, DEE ANNE G.
LIGERO, JEZZAR KENT P.
POBRE, NATHALIE SOPHIA U.
SUNDE, RIONA B.
TAMAYO, JOHN CARLO T.

February 2024
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Chapter 1

INTRODUCTION

Rationale

Across the United States, according to Moran et al. (2018), it indicates that

one type of bully victimization (verbal harassment) occurs during the years, and

depressive symptoms indicate that victimization relates positively. Stated in the

study of Hinduja, and Patchin (2020), the Gay, Lesbian, and Straight Educational

Network (GLSEN) reported that 70.1% of LGBTQ students were verbally harassed

at school for their sexual orientation, 59.1% for their gender expression, and 53.2%

for their gender. Additionally, 28.3% of LGBTQ students were physically harassed

at school for their sexual orientation, 24.4% for their gender expression, and 22.8%

for their gender. Lesbian, gay, bisexual, transgender, queer students’ experiences

of verbal harassment and assault according to Kosciw, et al. (2019).

LGBTQ+ Filipinos, who have minority identities, face marginalization in

climate response initiatives, had experienced discrimination according to Alibudbud

(2023). This issue also affects the sexual minority in society, as stated by Capurihan,

et al. (2023). In the study of De Jesus and Santos (2020), they stated that, in Nueva

Ecija, Philippines, the results showed that the most frequent form of bullying that

LGBT children experienced at school was verbal or written bullying.

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This takes the form of repeated taunting, threatening, frightening, and name-calling.

Similarly, bullying has a harmful impact on children, particularly on their emotional

and psychological status.

In Kinamayan Integrated School, 8 out of 10 LGBTQ students report

enduring verbal harassment and relentless name-calling, casting a shadow over

their educational experience. This pervasive discrimination has created an

environment of fear and anxiety among LGBTQ students, who rightfully seek

solutions to mitigate this distressing issue. Their concerns echo a broader societal

challenge of combating prejudice and fostering inclusivity within educational

institutions. Addressing this issue demands a multifaceted approach, including

implementing comprehensive anti-bullying policies, providing sensitivity training for

staff and students, promoting LGBTQ awareness and acceptance through

educational initiatives, and establishing safe spaces where LGBTQ students can

seek support and solidarity.

In the study of Abreu, et al. (2022), focused on exploring negative attitudes

and behaviors toward LGBTQ students and the outcomes of these attitudes and

behaviors. Meanwhile, in the study of Truong, et al. (2020), focusing on exploring

LGBTQ youth experiencing victimization and discrimination, resulting in poorer

educational outcomes, and decreased psychological well-being. Additionally, in the

study of Missinger, et al. (2020), it stated that this study examines students’ negative

experiences in field placement related to their sexual orientation, gender identity,

and expression, examining areas of conflict and emotional responses to conflicts.

Although numerous studies have examined the experiences of LGBTQ individuals

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facing verbal abuse, there is still a significant gap in research regarding intervention

strategies and coping methods for these students.

Purpose of the study

Qualitative research on LGBTQ+ harassment aims to understand how hurtful

words and actions impact LGBTQ+ individuals in schools. By listening to their

stories and experiences, researchers want to learn how bullying affects their

feelings, school life, and this study hopes to find ways to make schools safer and

more supportive for LGBTQ+ students by uncovering the challenges they face and

how these experiences shape their educational journey. Through this research, the

goal is to create a more inclusive and accepting environments for all students,

regardless of their sexual orientation or gender identity.

Research Questions

These are the questions that will determine the main focus of the study:

• What are the experiences of the LGBTQ+ students in verbal harassment?

• How do these students cope up with their experiences?

• What are the insights they can share to others?

Theoretical Lens
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The Minority Stress Theory of Meyer (1995) states that minority groups

undergo stress due to stigma and discrimination, consequently heightening their

susceptibility to negative physical and mental health impacts. This theory

emphasizes heightened levels of stress experienced by individuals belonging to

stigmatized minority groups stem from a myriad of factors, encompassing

inadequate social support networks, limited socioeconomic opportunities, and

systemic barriers. Some, well-recognized catalysts of this minority stress are

interpersonal prejudice and discrimination, which contribute to a pervasive sense of

marginalization and psychological strain within these communities. This theory

relates to LGBTQ students’ experiences of verbal harassment for the reason that it

can contributes to the stress of the students and can have detrimental effects on

their mental and physical wellbeing.

Sexual minority stigma affects individuals. Verbal harassment experienced

by LGBTQ students serves as a manifestation of this stigma, leading to increased

stress and adverse health outcomes stated in the study of Hatzenbuehler (2009).

Offensive jokes or comments about someone’s sexual orientation or gender identity,

dismissing or invalidating someone’s identity such as “That’s not a real gender”,

“Scourge of society” or using religion or cultural beliefs to justify prejudice “It’s

against God’s will”. These forms of discrimination can be hurtful and contribute to

an unsafe and unwelcoming environment for LGBTQ+ individuals. Furthermore, in

accordance with the theory of Williams and Mohammed (2009) it emphasizes the

link between discrimination and negative health disparities among minority

populations. Verbal harassment directed at LGBTQ students contributes to this

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discrimination, thereby exacerbating stress levels and compromising their mental

and physical well-being. Additionally, Schulz et al. (2000) highlighted the detrimental

effects of discrimination on the health of minority individuals, including symptoms of

depression and compromised self-rated health. Verbal harassment experienced by

LGBTQ students aligns with this research, as it contributes to stress and may lead

to mental health issues.

Significance of the Study

Students. This research will help LGBTQ students feel more confident to be

themselves in a safe environment, stand up to bullies, and protect themselves.

Educators. If teachers and staff know more about LGBTQ issues, they can help

these students feel more welcome and safer in school and be more encouraged to

attend because of the support for their sexual orientation and gender identity.

Parents and Guardians. Can help their LGBTQ children by listening to them,

showing love, support, and acceptance.

School. This study can use to implement anti-bullying policies and programs that

specifically address the needs of LGBTQ students, fostering a more accepting and

tolerant school community.

Future Researchers. This research will be beneficial for future researchers

because it can provide valuable insights into the experiences of LGBTQ students

facing verbal harassment, helping to improve support systems and create safer

environments for these individuals.

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Definition of terms

Words cut deep. The emotional and psychological effects of verbal harassment
on LGBTQ+ students are highlighted by this phrase.

LGBTQ+. This acronym stands for Lesbian, Gay, Bisexual, Transgender, Queer or

Questioning, and other diverse identities.

Student Experiences. This draws attention to the real-life experiences of

LGBTQ+ students.

Verbal Harassment. When words or language are used to make fun of, offend, or

threaten LGBTQ+ Students.

Scope and Delimitation of the Study

This research aims to investigate the experiences of LGBTQ+ Junior High

School students, aged 11 to 15 in grade 7 to 10 at Kinamayan Integrated School

regarding verbal harassment. The study will delve into the specific instances,

impacts, and coping mechanisms related to verbal harassment faced by LGBTQ+

students within the school environment. It will explore the frequency, nature, and

severity of verbal harassment incidents targeting LGBTQ+ students, as well as how

these experiences influence their academic performance, mental health, and overall

well-being.

The study is limited to Kinamayan Integrated School and may not be

generalizable to other schools or regions. The research will solely involve LGBTQ+

students and their experiences of verbal harassment. It will not encompass the
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broader experiences of non- LGBTQ+ students. The research does not aim to

measure how respondents misunderstand their situation but rather focuses on their

actual experiences and perceptions related to verbal harassment.

Organization of the Study

The following are organized about this study:

Chapter 1 Introduction

This chapter introduces the challenges encountered by the subject matter

that will underpin the research, discussing various scenarios, examples, and the

rationale for conducting the study. It outlines the study’s objectives, highlights who

stands to gain from it, and defines the boundaries and focus of the research

through its scope and limitations.

Chapter 2 Review of Related Literature

This chapter are concepts and titles of various relevant articles gathered from

a range of sources including books, journals, the internet, magazines, academic

papers, and e-books, all in support of the manuscript being presented.

Chapter 3 Methodology

This chapter outlines the research design, detailing the study’s phonology. It

describes the researchers’ role, emphasizing their non-judgmental stance during

participant interviews. Participants, also known as interviewees, will contribute

through in-depth interviews and focus group discussions. Data analysis will be

conducted either through software or manually. The researcher’s commitment to

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honesty and sincerity underscores the quest for genuine insights into Accountants’

successes and challenges beyond their intellect. Ethical considerations include

safeguarding participants’ privacy by protecting their identities.

Chapter 4 Results

In this chapter, the researchers present the data they have collected and

analyzed, comparing their findings to previous research to provide context. They

carefully examine any unexpected or confusing outcomes and discuss their

significance in relation to the research questions they were exploring. This

thorough analysis helps ensure the accuracy and relevance of their conclusions.

Chapter 5 Discussion and Conclusion

In this section, the researchers summarize their main findings and explain

their significance. They discuss the importance of their research, any limitations

encountered, and suggest areas for future investigation. Additionally, they highlight

how their study contributes to the field and offer advice to others interested in the

topic. This concluding phase helps to consolidate the study’s outcomes and

provide direction for future research and application.

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Chapter 2

REVIEW OF RELATED LITERATURE

The authors conducted research by exploring different writings and studies

from sources like books, journals, and the internet just before presenting their

manuscript. Literatures to be discussed includes definition of LGBTQ and

experiences of verbal harassment. The study will discuss what verbal harassment

means for LGBTQ individuals, the impact it has on their mental health, how they

affirm their identity, and the challenges they encounter in dealing with verbal abuse.

LGBTQ+ refers to

The LGBTQ+ community, which stands for lesbian, gay, bisexual,

transgender, queer, and others, is a vibrant and diverse group comprising

individuals whose sexual orientations, gender identities, and gender expressions

may differ from societal norms. This community also includes individuals who

identify as intersex, a term used to describe people born with variations in sex

characteristics that do not fit typical definitions of male or female.

Within the LGBTQ+ spectrum, there exists a rich tapestry of identities and

experiences. Lesbian refers to women who are emotionally, romantically, or

sexually attracted to other women, while gay typically denotes men who are

attracted to other men. Bisexual individuals are attracted to both their own and

other genders, while transgender people’s gender identity differs from the sex they

were assigned at birth. The term queer is used by some individuals to express a
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non-normative or fluid approach to gender and sexuality, while questioning

individuals are exploring or uncertain about their sexual orientation or gender

Identity. The LGBTQ+ community Is not merely defined by these identities but also

by a shared history of resilience, activism, and cultural contributions. LGBTQ+

individuals have historically faced discrimination, marginalization, and violence, yet

they have also been at the forefront of movements for social change and equality.

It's essential to recognize that the LGBTQ+ community is not homogenous

but rather encompasses people from diverse backgrounds, races, ethnicities,

religions, and socioeconomic statuses. Intersectionality, a study by scholar

Crenshaw (2019), highlights the intersecting nature of social identities and

experiences, emphasizing that LGBTQ+ individuals may also face discrimination

based on other aspects of their identity, such as race, disability, or class.

In accordance with the study of Grossman et al., (2018) LGBTQ+ youth

who were able to use their chosen names in multiple contexts experienced lower

levels of depressive symptoms, suicidal ideation, and suicidal behavior compared

to transgender youth who were not able to use their chosen names. This suggests

that allowing transgender youth to use their chosen names can have a positive

impact on their mental health and well-being.

The LGBTQ+ community is a multifaceted and dynamic group united by

shared experiences, identities, and aspirations for equality and justice. By

acknowledging the diversity and complexity within this community and advocating

for LGBTQ+ rights and visibility, society can move closer to realizing a more
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inclusive and equitable world for all individuals, regardless of sexual orientation or

gender identity stated by Caitlin et al., (2018).

Identity affirmation

Identity affirmation is a process through which individuals validate and

affirm their own sense of self, including their gender identity, sexual orientation,

race, ethnicity, culture, religion, abilities, and other facets of their identity. It

involves recognizing, accepting, and embracing one’s unique characteristics and

experiences, as well as seeking validation and support from others who

acknowledge and respect their identity.

A study by Testa et al. (2018) founded that transgender and gender

nonconforming individual who experienced high levels of identity affirmation from

their social networks reported lower levels of depression and anxiety compared

to those who faced rejection or lack of support. Similarly, research by Kwon and

Han (2020) demonstrated the positive impact of racial identity affirmation on the

mental health of Asian American college students, highlighting the importance of

cultural validation and pride.

Identity affirmation can take various forms, including self-affirmation

exercises, participation in affirming communities or support groups, engaging in

cultural or religious practices that resonate with one’s identity, and seeking out

affirming relationships and spaces. As stated in the study of Gower et al., (2022)

adolescents who receive affirmation of their sexual orientation and gender

identity from family, peers, and community members exhibit better psychosocial
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adjustment and higher levels of overall well-being. In accordance to the study of

Cipolletta & Bottone (2020) affirmation of non-binary and genderqueer identities

has been linked to increased feelings of belongingness and reduced gender

dysphoria among nonbinary individuals.

Moreover, identity affirmation is not only beneficial for individuals but also

contributes to building more inclusive and supportive communities and societies.

Likely, in the study of Nelson & Porta (2020) identity affirmation of religious and

spiritual identities among LGBTQ+ individuals can promote greater psychological

well-being by fostering a sense of integration and coherence in one’s identity.

When people feel affirmed and validated in their identities, they are more

likely to advocate for the rights and recognition of marginalized groups, challenge

stereotypes and discrimination, and promote diversity and inclusion in various

spheres of life. The study of Ahmad (2019) emphasizes the importance of

recognizing and affirming diverse identities, which ultimately leads to greater

advocacy for marginalized groups and a commitment to challenging stereotypes

and discrimination.

It Is a vital aspect of individual and collective well-being, fostering self-

acceptance, resilience, and empowerment. By recognizing and affirming the

diverse identities of all individuals, we can create a more equitable and inclusive

world where everyone feels valued, respected, and empowered to live

authentically. Stated in the study of Puckett et al., (2020) positive affirmation of

LGBTQ+ identities have been linked to improved mental health outcomes,

including reduced rates of depression, anxiety, and suicidality among LGBTQ+

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individual. The study of Andrade et al., (2020) stated that affirmation of multiple

identities, such as race, gender, and sexual orientation, contributes to a more

integrated sense of self and is associated with greater psychological resilience

and adaptive coping strategies. In addition, school environments that affirm and

validate the identities of LGBTQ+ students contribute to a safer and more

inclusive climate, which in turn is associated with better mental health outcomes

and academic achievement Kosciw et al., (2020).

Verbal Bullying Addressed in School

Schools can be unsafe places for lesbian, gay, bisexual, transgender, queer,

and questioning (LGBTQ) students, as they commonly face unwelcoming

environments with bullying and discrimination related to their sexual orientation

and gender identity. These negative school atmospheres and discriminatory

encounters can pose a threat to the well-being of LGBTQ students.

A study conducted by Earnshaw et al. in 2019 highlighted a disparity in the

perception of LGBTQ bullying between School Health Professionals (SHPs) and

LGBTQ students. SHPs reported limited knowledge of LGBTQ bullying, while

LGBTQ students experienced significant verbal, social, and physical bullying.

LGBTQ youth of color faced severe social isolation and bullying based on their

race or ethnicity. LGBTQ students had conflicting experiences when informing

SHPs about bullying, emphasizing the need for interventions to enhance

communication between SHPs and LGBTQ students and strengthen SHPs’ ability

to address bullying.
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LGBTQ+ students encounter higher stress levels and poorer academic

outcomes compared to their peers, despite bullying being a common experience

among middle school students. Many LGBTQ+ individuals faced discrimination

and stigma, leading some to conceal their identities and internalize their fears

(Rauch and Madsen, 2023).

Bullying in schools targeting LGBTQ individuals has been linked to

increased mental health risks. Recent global scholarly attention has focused on

school bullying and its impact on LGBTQ individuals (Xiao, 2023).

A cross-sectional study based on data from the CDC’s Youth Risk Behavior

Survey (2003-2019) involving 95,603 adolescents who identified as gay/lesbian,

bisexual, or unsure of their sexual orientation revealed that homophobic bullying

victimization was associated with a higher likelihood of suicide ideation and

planning, particularly among Black and Hispanic students. Victimization by school-

based bullying was linked to increased odds of suicide ideation, planning, and

attempts in various racial groups. It is essential to implement evidence-based and

culturally appropriate violence reduction strategies when addressing bullying

victims and suicidality (Hong et al., 2024).

Struggles of LGBTQ Individuals

Over the years, LGBTQ+ people have faced many problems in different

parts of their lives like at home, school, work, and in relationships. Society is

starting to become more accepting of LGBTQ+ people, but there is still a long way

to go. The Philippines is seen as a friendly place for LGBTQ+ individuals in Asia
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and some report shows that LGBT students in the Philippines are having a tough

time dealing with bullying and discrimination from their families, communities, and

schools.

Gomez-Dumpit (2018) highlighted that the LGBTQ community faces

discrimination in Philippine society, including stereotyping, unfair treatment,

harassment, and even violence, leading to tragic outcomes. Despite some level of

tolerance, acceptance of sexual orientation, gender identity, and expression

(SOGIE) remains a challenge for many. Transgender individuals encounter

particular difficulties in gaining acceptance, with the choice to conceal their identity

potentially causing internal struggles and mental health issues like depression.

LGBTQ youth face significant challenges, including bullying, difficulties in

coming out, hate crimes, lack of support, and fear of discrimination, which increase

their risk of mental health disorders. Studies show that LGBTQ teens are more

likely to experience depression and have suicidal thoughts or attempts compared

to heterosexual youth (ADAA, 2023).

Schools pose a common risk to LGBTQ students, where they frequently

encounter negative and unwelcoming environments characterized by bullying and

discrimination based on their sexual orientation and gender identity. These hostile

conditions and discriminatory incidents can jeopardize the well-being of LGBTQ

students. Bullying, harassment, and exclusion of LGBTQ individuals in educational

settings represent a global issue affecting a significant portion of LGBTQ students.

This mistreatment is often fueled by stigma and bias deeply ingrained in cultural

norms regarding gender roles, masculinity, and femininity. LGBTQ students endure
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various forms of mistreatment, including teasing, name-calling, public humiliation,

spreading rumors, intimidation, physical violence, theft or damage to belongings,

cyberbullying, social isolation, and even threats of harm, occurring in different

school settings and online platforms (Russell, J. 2021).

As stated by Mann & Bailey (2018) highlights that LGBTQ students face a

higher risk of being victimized in school due to their sexual orientation and gender

identity, leading to various forms of mistreatment like bullying, harassment, and

physical violence. While studies have shown the negative effects of such

victimization, there is limited understanding of the daily experiences of LGBTQ

students in school and how these experiences affect their sense of safety. One

aspect that has received little attention is subtle behaviors like awkward gestures,

such as eye rolling or exclusion, which can significantly impact the well-being of

LGBTQ students. This study aims to delve into the encounters of LGBTQ students

with awkward gestures and how these interactions influence their perceptions of

school safety.

Cohn and Leake (2019) delved into the challenges faced by transgender

and gender non-conforming students in high school physical education classes,

where they often felt embarrassed and uncomfortable due to not fitting traditional

gender norms and facing ridicule from peers. Coleman (2019) found similar

experiences among LGBTQ adolescents and young adults in social settings,

where discrimination and stigma led to feelings of embarrassment and self-

consciousness.
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Nobles et al. (2020) examined the online experiences of LGBTQ individuals

on platforms like Twitter and Instagram, noting that they often faced derogatory

language, hate speech, and harassment, resulting in increased anxiety,

depression, and social isolation. Additionally, Seelman et al. (2020) investigated

the interplay between social support, LGBTQ victimization, and mental health

outcomes.

According to Garey (2024), In a 2022 Trevor Project poll of 34,000 LGBTQ+

youth between the ages of 13 and 24 years old, 73 percent reported feeling

symptoms of anxiety, and 58 percent reported symptoms of depression. Forty-five

percent said they had seriously considered suicide.

Overall, this study shows that a lot of LGBTQ individuals still encounter

discrimination in their daily lives, at work, in public, and when seeking healthcare.

This discrimination has negative effects on their financial, mental, and physical

health. Many LGBTQ people change how they live to avoid this discrimination and

the harm it causes.

Psychological Impacts

A study by Abreu et al. (2022), LGBTQ youth often experience higher levels

of depression and anxiety compared to their heterosexual and cisgender peers,

primarily due to the psychological effects of discrimination based on their gender

identity and sexual orientation.

Individuals who identify as lesbian, gay, bisexual, transgender, queer, or

similarly within the LGBTQ+ spectrum frequently encounter distinct challenges in

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their lives stemming from the societal stigma surrounding their sexual orientation

or gender identity, as noted by Suppes et al. (2021). Consequently, they are at a

heightened risk compared to heterosexual and cisgender individuals for

experiencing a range of psychological difficulties, including but not limited to

anxiety, depression, and various forms of psychological distress Salerno et al.

(2023).

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ)

students are more than four times as likely to attempt suicide compared to their

straight and cisgender peers. Negative treatment by others, such as bullying, is a

strong and consistent risk factor for youth suicide and LGBTQ youth experience

bullying at significantly greater rates than their straight and cisgender peers (Webb

et al., 2021).

According to (Wu et al., 2022) all children and adolescents are at threat of

bullying in schools, but sexual and gender minorities (LGBTQ) are more at risk of

discrimination, violence and bullying in schools than non-sexual minorities. Sexual

and gender minorities (LGBTQ) are groups whose gender identity, sexual

orientation, or sexual behavior is different from the majority of society.

Sexual and gender minorities have been exposed to a variety of pressures

from the social environment for a long time and are not only more likely to be

involved in school bullying, but also have higher mental health risks, and the

psychological and behavioral effects can last for a longer period of time. Victims of

school bullying may experience a range of negative consequences, including

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anxiety, depression, decreased self-esteem, and increased risk of substance

abuse and suicidal ideation.

People who are lesbian, gay, bisexual, transgender, queer, or similarly

identified (LGBTQ+) often face unique stressors in life as a result of having a

stigmatized sexual orientation or gender identity (Suppes et al., 2021). As a result,

they are more likely than heterosexual and cisgender 1 people to experience

anxiety, depression, and other psychological distress (Salerno et al., 2023).

As stated by Angranti (2019), secretly, verbal bullying can also be done for

the reason that this era is prone to social media, there are unknown bully, that

results the term cyber bullying. The cause of verbal bullying occurs because of the

weak role of parents in the family, the characteristics of students or negative actors,

and the opportunity. This can have serious psychological and emotional effects on

the victim and is considered a form of bullying or discrimination. Verbal harassment

can have profound and damaging effects on students, including emotional distress

such as anxiety, depression, and low self-esteem, hindering their academic

performance and leading to social isolation.

As students withdraw from their surroundings, crises of self-confidence,

stress, anger, and depression. In addition to the impacts that occur on the victims

there are also impacts experienced by the perpetrators. Also according to Angranti

(2019), the perpetrators of verbal bullying usually have very high self-esteem, are

irritable, and aggressive . The stress and anxiety caused by verbal harassment

can also result in physical health issues, impacting students’ overall well-being.

Furthermore, the long-term consequences of verbal harassment can persist into

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adulthood, affecting individuals’ relationships, career aspirations, and mental

health.
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