Voices unheard:

Exploring the experiences of LGBTQ+ individuals in education settings

________________________________________________________________

This Research Paper

Presented to Faculty of

Anuling Integrated High School AIHS- Mendez Cavite

Ms. Tina G. Cuadra

Research adviser

________________________________________________________________

By:

James Kyle C. Sunico

Genica E. Peren

Jhun Mark T. Herrero

Kyle Andrei I. Dimapilis

Harley S. Viado

John Warren D. Griego

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 ACKNOWLEDGEMENT

I would like to express our deepest gratitude to God for giving us strength, wisdom,
and guidance throughout this research. His blessings have provided us with the
courage to overcome challenges and complete this work. All glory and honor
belong to Him.

We would like begin by expressing our deepest gratitude to our parents their
unwavering support and encouragement. Their love, belief in us, and constant
motivation have played a huge role in helping us reach this stage. We are truly
thankful for their understanding and always being there for us.

We also want to extent our sincere thanks to teachers, especially Miss Tina
Cuadra, for her continuous guidance and support throughout our research. Her
advice, patient, and encouragement have been invaluable in helping us stay focus
and complete this research paper successfully

Our special thanks go to our leader or research, whose leadership and direction
were essential in shaping this research. His guidance helped keep us more focus
and motivated, ensuring the success of this work

Lastly, we would like to thanks our research fellow members for their teamwork
and collaboration. Their ideas, effort and willingness to help have made this
research possible, and it has been a pleasure working alongside such a dedicated
group of people

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 TABLE OF CONTENTS

Title Page…………………………………………………………………. i

Acknowledgement…………………………………………………. iii

Table of Contents……………………………………………………. v

Lists of Tables………………………………………………………….vi

Lists of Figures…………………………………………………………. vii

Lists of Appendices…………………………………………………. viii

CHAPTER

1. THE PROBLEM AND IT’S BACKGROUND

Introduction
Background of the Study
Conceptual Framework
Research Questions
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms

2. REVIEW OF RELATED LITERATURE AND STUDY

Local Study
Foreign Study
Local Literature
Foreign Literature
Synthesis

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 3. METHODOLY

Research Design
Population and Sampling Techniques
Research Instruments and Techniques
Data Gathering
Data Analysis

RERENCES
APPENDICES

1. Research Instrument
2. Curriculum Vitae
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CHAPTER 1: THE PROBLEMS AND IT’S BACKGROUND

INTRODUCTION

LGBTQ+ students often face many challenges in schools. Even though society is
becoming more accepting, many LGBTQ+ students still experience unfair
treatment, mental health issues and discrimination. They may be bullied by
classmates or left out of social groups. This can make them feel unsafe or
unwelcome, which can affect their ability to focus on their schoolwork and enjoy
school life.

LGBTQ+ students often face discrimination, exclusion, and even violence, which
creates many problems for them, especially in school. These problems affect both
their school performance and their social lives (Johns et al., 2021; McDanal et al.,
2021; Witcomb et al., 2019). The stress from being treated unfairly can lead to poor
physical health (Bränström, 2017; Frost et al., 2015; Herman, 2013) and mental
health issues like anxiety and depression (Hoy-Ellis, 2021; Jadva et al., 2023;
Weeks et al., 2023). It can also make it harder for them to do well in school
(Herman, 2013; Robinson, 2021) and make them feel left out (Hatchel et al., 2019).
LGBTQ+ students also face unequal opportunities in school. They may be passed
over for leadership roles, sports teams, or school programs because of their
identity. Some school rules and policies may not protect LGBTQ+ students from
bullying or may fail to recognize different gender identities. This makes it harder
for LGBTQ+ students to feel included and succeed in school.
Supportive classmates and a positive school environment can make a big
difference for LGBTQ+ students. Schools that work to create a respectful and
accepting atmosphere can help LGBTQ+ students feel more confident and valued.

Voices Unheard: Exploring the Experiences of LGBTQ+ Individuals in Educational

Settings aims to share the experiences of LGBTQ+ students and highlight the
challenges they face. By understanding their struggles, the study hopes to
encourage schools to create fair and supportive environments where all students,

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no matter their gender identity or sexual orientation, feel respected and have equal
chances to succeed.
BACKGROUND OF THE STUDY

Unfair treatment and discrimination have significantly impacted the mental health
and overall well-being of Filipino LGBT students. Despite the perception of the
Philippines as a gay-friendly country, the influence of strong religious beliefs and
traditional values has contributed to negative attitudes, behaviors, and
discrimination against LGBTQ+ individuals. Many LGBT students face ridicule,
exclusion, and even verbal or physical abuse in academic and social settings.
These negative experiences not only affect their mental health but also hinder their
academic performance and social development.

Existing research on LGBT issues in the Philippines provides limited insights into
the specific experiences of LGBT students. For instance, the study "Let Us Be"
offered valuable information on political and cultural issues but lacked exploration
of the religious aspect. Similarly, "Being LGBT in Asia: The Philippines Country
Report" covered various issues faced by the LGBT community but did not focus
particularly on LGBT students. Furthermore, these studies did not reflect the direct
perspective of LGBT students, which could offer a deeper understanding of the
challenges they face.

A key factor contributing to these challenges is the prevailing negative attitude and
behavior of people toward LGBT individuals. Many LGBT students experience
social rejection, bullying, and discrimination from classmates, teachers, and even
family members. This hostile environment often leads to feelings of isolation,
anxiety, and depression among LGBT students. The lack of support and
understanding from educational institutions further exacerbates these mental
health issues.

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The study aimed to understand the specific problems and challenges experienced
by LGBT students in the Philippines and explore possible solutions to these issues.
The three main objectives were: (i) to identify the services available to LGBTQ
students in educational institutions; (ii) to explore the main challenges and
problems faced by LGBT students through their personal experiences; and (iii) to
propose recommendations for relevant stakeholders, such as the Ministry of
Health and the Department of Education, to improve the environment for Filipino
LGBT students.

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 CONCEPTUAL FRAMEWORK

This figure below illustrated the general flow and structure for the part of this study.
The Input-Process-Output (IPO) system approached was used to described the
conceptual framework of conducted project.

INPUT PROCESS OUTPUT

• Unfair treatment • Data gathering: • Voices unheard:

faced by to determine Exploring the
LGBTQ+ the experiences experiences of
individuals at of individuals LGBQT+
school ground. who is under of individuals in
• Mental health LGBTQ+ educational
experienced of • Survey: was settings.
LGBTQ+ distributed to
because of gather opinions
discrimination of LGBTQ+
• Challenges • We created a
encountered by questionnaire
LGBQT+ about LGBTQ+
experiences in
educational
settings

Figure 5. The Conceptual Frame Work of “Voices unheard: Exploring the

experiences of LGBTQ+ individuals in educational settings.”

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Research Questions

1. What transitions did the participants experienced throughout the duration of

AIHS studies.
2. What factors influenced the participants experiences of transitions.
3. What unseen challenges and unheard narratives define the educational
experiences of LGBTQ+ individuals in schools.

SIGNIFICANCE OF THE STUDY

The Research Project will be beneficial for the following:

LGBTQ+ Students- the LGBTQ+ students here in our school at Anuling Integrated
High School will feel safer and more accepted at school. They will be able to
express themselves without fear of being judged or bullied. This can help them feel
happier and more confident in their studies and friendships. Having support from
teachers and classmates will make them feel valued and respected. In the end,
school will become a more comfortable and welcoming place for them.

Bullies- bullies can learn to understand and respect LGBTQ+ students. They may
realize how their actions hurt others and try to change their behavior. This can help
them become kinder and more accepting of others. Learning about LGBTQ+
experiences can also help them make better friendships. In the end, this will make
the school a friendlier and more respectful place for everyone

Teachers- teachers will become more aware of the challenges faced by LGBTQ+
students. They will learn how to support and protect these students from bullying
and discrimination. This can help teachers create a more inclusive and respectful
classroom environment. When teachers understand LGBTQ+ issues better, they
can teach students to be more accepting and kinder. In the end, this will make the
school a safer and more welcoming place for everyone.

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SCOPE AND DELIMINATIONS OF THE STUDY

This study focuses on understanding the experiences, challenges, and acceptance

of LGBTQ+ students in Anuling Integrated High School. It aims to explore how
LGBTQ+ students feel about how they are treated by their classmates, teachers,
and the school community. The study will also look into the level of awareness and
understanding that other students and teachers have about LGBTQ+ issues.

The study will focus only on Grade 11 students under the HUMSS strand at Anuling
Integrated High School during the school year. It will not include students from
other grade levels, strands, or schools. The study will gather information through
surveys, questionnaires, and data gathering to understand the thoughts and
feelings of the participants. The results of this study will be based only on the
answers of the students involved, so it may not reflect the experiences of all
LGBTQ+ individuals in other schools or areas.

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DEFINITION OF TERMS

Unfair treatment – This happens when someone is not treated equally or fairly
compared to others. It can make a person feel left out or unimportant.

Mental health – This refers to a person’s emotional and psychological well-being.

Good mental health helps a person handle stress and relate well to others.

Discrimination – This is when someone is treated badly or unfairly because of who

they are. It can be based on gender, race, religion, or other personal traits.

Exclusion – This happens when someone is purposely left out of a group or activity.
It can make a person feel lonely and unwanted.

Violence – This means using physical force to harm someone. It can include
hitting, pushing, or any action that causes physical injury.

Physical health – This refers to the condition of a person’s body. Good physical
health means the body is strong and working well.

Depression – This is a deep feeling of sadness that lasts for a long time. It can
make a person lose interest in things they once enjoyed.

Anxiety – This is a feeling of intense worry or fear about something that might
happen. It can make it hard to focus or feel relaxed.

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Leadership – This is the ability to guide or influence others toward a goal. A good
leader helps others stay motivated and work together.

Bullying – This happens when someone repeatedly hurts or intimidates another

person on purpose. It can be physical, verbal, or emotional.

Atmosphere – This refers to the overall feeling or mood of a place. A positive

atmosphere makes people feel comfortable and happy.

Struggles – These are difficult challenges or problems that a person faces.

Struggles can make life harder but also help people grow stronger.

Encourage – This means to give someone support or confidence. Encouraging

words can help someone feel stronger and more motivated.

Significant – This means something is important or meaningful. A significant event

can have a big impact on someone’s life.

Ridicule – This means to make fun of someone in a mean way. Being ridiculed can
hurt a person’s feelings and lower their confidence.

Behavior – This refers to how a person acts or responds to situations. Good

behavior is usually respectful and kind.

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Insight – This means a deep understanding of something. Having insight helps
people make better decisions.

Experiences – These are things that happen to a person in life. Experiences can
shape how someone thinks and feels.

Perspective – This is a way of seeing or understanding something. Different people

may have different perspectives about the same event.

Challenges – These are difficult tasks or situations that require effort to overcome.
Facing challenges can make a person stronger and more confident.

Exacerbates – This means to make a problem or situation worse. Stress can

exacerbate mental health issues.

Ministry – This refers to the act of helping or serving others, often in a religious
setting. A ministry can provide support and guidance to people in need.

Narratives – These are stories or descriptions of events. Narratives help people

understand experiences and share their thoughts.

Transitions – These are changes from one state or condition to another. Moving to
a new school or starting a new job are examples of transitions.

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CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDY
LOCAL STUDY

"Just Let Us Be": Discrimination Against LGBT Students in the Philippines

Author: Carlos H. Conde

Summary: This report documents various abuses faced by LGBT students in

Philippine secondary schools, including bullying, discrimination, and lack of access
to LGBT-related information. It emphasizes the need for effective implementation
of protective policies to uphold students' rights.

“A Qualitative Study on the Experiences of Lesbian, Gay, Bisexual, and

Transgender (LGBT) Staff Nurses in Their Workplaces"

Authors: Julius C. Cawagas, RN, MAN; Maria Teresa A. Tuazon, RN, PhD

Summary: This study explores the multifaceted experiences of LGBT staff nurses
in hospital settings, highlighting challenges such as gender stereotyping and
limitations on expression, as well as their efforts to maintain authentic identities
and build professional relationships.

"Understanding the Challenges Faced by Filipino LGBTQ+ Individuals with Strong

Religious Ties"

Author: Timothy John C. Libiran

Summary: This research delves into the experiences of LGBTQ+ individuals in the
Philippines who have strong religious affiliations, examining the complexities and
challenges they face in reconciling their sexual orientation or gender identity with
fate.

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"Exploring Challenges and Problems Faced by LGBT Students in Philippines: A
Qualitative Study"

Authors: Sheryl Joy B. Sumadsad; Mary Jane S. Bañez

Summary: This study investigates the experiences of members of UP Babaylan,

the first Filipino student LGBT organization, identifying major barriers, challenges,
and problems faced by LGBT Filipino students, and proposing possible solutions
to address these issues.

"The Experiences of LGBT Students in Philippine Schools: A Qualitative Study"

Author: Maria Bautista

Summary: This research examines the experiences of LGBT students in Philippine

schools, focusing on the challenges they encounter and the impact on their
educational journey.

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FOREIGN STUDY

"Exploring the Educational Experiences of LGBTQ+ Students"

Author: Ashley R. Stroud

Summary:This dissertation reveals themes that inform how teachers can develop
classrooms as safe spaces for LGBTQ+ students, emphasizing the importance of
teacher training to affirm all students.

"Social Support in Schools and Related Outcomes for LGBTQ Youth"

Author: Enoch Leung , Gabriela Kassel-Gomez, Samantha Sullivan, Flavio

Murahara, Tara Flanagan

Summary: This research indicates that LGBTQ youth often experience

socioemotional, educational, and health risks at school due to prejudice and
victimization, leading to issues like isolation, low academic success, and mental
health challenges.

"Elements of Minority Stress and Resilience in LGBTQ+ Students"

Authors: Nika Ferbežar, Alja Kopinič, and Marko Gavriloski Tretjak.

Summary: This research examines how minority stress affects LGBTQ+ students'
educational experiences and identifies factors that can enhance resilience within
the education system.

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"The Lived Experiences of Students Who Identify as LGBTQ+"

Authors: Jonathan Glazzard, Divya Jindal-Snape, and Samuel Stones

Summary: This study explores the transitions of LGBTQ+ students into and
through higher education. It challenges the prevailing victimization narratives by
presenting transitions as complex and multidimensional, emphasizing the diverse
experiences of LGBTQ+ students.

"LGBTQIA+ International Students and Socioemotional Well-being"

Authors: Andrew S. Herridge,Hugo A. García, Mi Chelle Leong,Mary Ann Bodine

Al-Sharif

Summary:This study examines how LGBTQIA+ international students discuss

their experiences on and off campus in relation to their socioemotional well-being.
It highlights the challenges these students face, including marginalization and
discrimination, and emphasizes the need for supportive campus environments to
enhance their academic outcomes.

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LOCAL LITERATURE

"LGBTQ+ Rights in the Philippines: A Struggle for Social Acceptance"

Author(s): Anna A. B. Tabunda (2019)

Summary: This paper delves into the LGBTQ+ rights movement in the Philippines,
including educational challenges faced by LGBTQ+ individuals. It discusses the
societal acceptance of LGBTQ+ people, particularly in educational settings

"The Experiences of LGBTQ+ Students in Philippine Higher Education"

Author(s): Maria Liza B. Figueroa (2020)

Summary: This study highlights the challenges and experiences of LGBTQ+

students in Philippine higher education institutions, focusing on discrimination,
mental health issues, and the need for inclusive policies.

"Challenges in Philippine Education: LGBTQ+ Perspectives"

Author(s): Jericho A. Cabrera (2021)

Summary: This article examines the intersection of LGBTQ+ identity and the
Filipino educational system. It provides insight into how schools in the Philippines
address or fail to address LGBTQ+ issues, and it offers recommendations for
creating a more inclusive environment.

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"Transgender Students and Education: Issues and Realities in the Philippines"

Author(s): Glenda A. L. Bautista (2017)

Summary: This study explores the particular challenges faced by transgender

students in the Philippines, focusing on how the educational system fails to support
their gender identity and the impact this has on their mental and emotional well-
being.

"Queering Education: The LGBTQ+ Experience in Filipino Schools"

Author(s): Rafael R. Santiago (2021)

Summary: This research investigates how Filipino schools are addressing

LGBTQ+ issues, the extent of LGBTQ+ inclusion in curricula, and the challenges
LGBTQ+ students face in these environments.

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FOREIGN STUDY

"LGBTQ Students and School Climate: Examining the Role of Educational

Institutions in the Lives of LGBTQ Youth"

Author(s): Kristen L. Renn (2016)

Summary: This article explores how school climate affects LGBTQ students,
particularly focusing on issues of bullying, discrimination, and support systems in
educational environments. It discusses how school policies and climate can either
help or hinder LGBTQ+ students’ academic and personal well-being.

"Exploring the Experiences of LGBTQ+ Students in Higher Education"

Author(s): Sharlene N. Stengel and John R. McCrary (2021)

Summary: This paper reviews the intersection of LGBTQ+ student identities with
higher education settings, investigating how experiences of discrimination and
support networks affect academic outcomes and mental health.

"The Impact of Gay-Straight Alliances on School Climate"

Author(s): David M. Finkelhor and Lisa L. Becker (2019)

Summary: This article examines the role of Gay-Straight Alliances (GSAs) in

improving school climate for LGBTQ+ students, highlighting how these
organizations contribute to creating safer and more inclusive educational
environments.

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"Bisexuality in the School: Exploring the Needs and Experiences of Bisexual
Students"

Author(s): Robert A. S. Pemberton (2018)

Summary: This research investigates the experiences of bisexual students within

educational settings, emphasizing their unique challenges compared to their gay
or lesbian peers and exploring the gap in supportive services for bisexual youth.

"Understanding the Mental Health Needs of Transgender Students in Higher

Education"

Author(s): Jonathan M. Rentz and Tracy L. Lyle (2020)

Summary: This study explores the specific mental health challenges faced by
transgender students in higher education settings and discusses the need for
inclusive policies and practices that support their emotional and psychological well-
being.

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SYNTHESIS

The research studies highlight the many difficulties faced by LGBTQ+ students in
schools, both in the Philippines and internationally. One of the biggest issues is
bullying and discrimination, which can lead to serious mental health problems, poor
academic performance, and feelings of loneliness and isolation. In the Philippines,
studies like "Just Let Us Be" and "Exploring the Educational Experiences of
LGBTQ+ Students" show that schools often fail to provide proper support or
protective policies for LGBTQ+ students. This leaves them vulnerable to
mistreatment and creates an unsafe environment for learning. This lack of
protection is also pointed out in other research, such as "LGBTQ+ Rights in the
Philippines: A Struggle for Social Acceptance," which highlights the gap in policies
that should protect these students. On an international level, studies like "Social
Support in Schools and Related Outcomes for LGBTQ Youth" stress how important
support systems are, including Gay-Straight Alliances (GSAs) and inclusive school
lessons, to help create a safe and welcoming environment for LGBTQ+ students.
In the Philippines, there is also the added challenge of balancing LGBTQ+ identity
with religious beliefs, as shown in "Understanding the Challenges Faced by Filipino
LGBTQ+ Individuals with Strong Religious Ties." This creates a difficult situation
for many students who struggle to reconcile their personal identity with the
expectations of their faith. Furthermore, studies like "Elements of Minority Stress
and Resilience in LGBTQ+ Students" show how the stress of being part of a
minority group can negatively affect mental health but also point out the resilience
many students develop to cope with these challenges. Overall, these studies make
it clear that schools need to implement better policies, offer more support, and
create a more accepting atmosphere for LGBTQ+ students. This will help ensure
that these students can thrive both academically and personally, without fear of
discrimination or bullying.

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CHAPTER 3: METHODOLOGY

RESEARCH DESIGN

This study employs a qualitative research design using the phenomenological

approach. The aim is to explore and understand the lived experiences of LGBTQ+
individuals within educational settings, particularly focusing on their encounters
with unfair treatment, mental health struggles, and various personal and academic
challenges. A phenomenological approach is suitable as it allows in-depth
exploration of participants’ personal perspectives, emotions, and social realities.

Input-Process-Output (IPO) Framework

Input

-These are the core elements or areas of focus that guide the research:

-Unfair Treatment – Experiences of discrimination, exclusion, or bias based on

gender identity or sexual orientation.

-Mental Health Experiences – Emotional and psychological issues such as stress,

anxiety, and depression related to their identity and treatment in school.

-Challenges Faced – Struggles in academic, social, and personal spheres due to

lack of support or acceptance.

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Process

These are the steps and methods used to collect and analyze data:

-Data Gathering Methods:

-Interviews – Semi-structured interviews to allow participants to share personal

experiences in depth.

-Survey and Questionnaires – Open-ended questionnaires to reach more

participants and gather broader insights

Output

This is the expected result or contribution of the study:

-Voices Unheard: Exploring the Experiences of LGBTQ+ Individuals in Educational

Settings

The study aims to shed light on the often-overlooked experiences of LGBTQ+

individuals, amplifying their voices and highlighting the need for inclusivity and
support within educational institutions.

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POPULATION AND SAMPLING TECHNIQUE

Population:

The study will focus on LGBTQ+ students who are currently enrolled in Anuling
Integrated High School (AIHS). Participants should have been at AIHS for at least
one academic year, ensuring they have experienced various transitions throughout
their studies.

Sampling Technique:

Purposive Sampling will be used to select participants who can provide rich and
relevant data on their experiences as LGBTQ+ individuals in an educational
setting. The following criteria will guide participant selection:

LGBTQ+ students currently or previously enrolled in AIHS.

Students who have experienced key transitions in their academic journey (e.g.,
transitioning between grade levels, adjusting to new social environments).

Participants must be willing to share their experiences regarding unfair treatment,

mental health, and challenges they’ve faced

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Research Instruments and Techniques:

Instruments:

Semi-structured Interviews:

These will allow for open-ended responses and an in-depth understanding of each
participant's personal experiences. Questions will focus on transitions, factors
influencing those transitions, and the unseen challenges and unheard narratives
participants face. Sample questions include:

"Can you describe any significant transitions you experienced during your studies
at AIHS?

"What were the key factors that shaped these transitions?"

"What challenges have you faced that you believe remain unnoticed by others?"

Surveys and Questionnaires:

Surveys will be distributed to gather broader insights on common themes, like

experiences of discrimination, mental health, or academic struggles. The open-
ended nature will allow for diverse responses and give participants the freedom to
share their stories. Example questions:

"What factors do you believe have impacted your educational journey?"

"Have you experienced any form of exclusion or discrimination in school? Please

explain.

Techniques:

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Active Listening and Empathetic Responses will be employed during interviews to
create a safe and open environment for participants to share their experiences
freely.

Follow-up Questions will help clarify responses and encourage participants to

reflect more deeply on their experiences.

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DATA GATHERING PROCEDURE

Obtaining Permission:

Consent will be obtained from Anuling Integrated High School’s administration for
the study.

Ethical approval will be sought to ensure the research adheres to school policies
regarding student confidentiality and well-being.

Participant Recruitment:

Participants will be recruited using the purposive sampling method.

Interested participants will be given an informed consent form that outlines the
study’s purpose, procedures, and their right to withdraw at any time

Conducting Interviews:

Semi-structured interviews will be conducted with selected participants

Interviews will be scheduled in a private, comfortable setting to ensure

confidentiality.

Each interview will be approximately 30-60 minutes long, depending on the depth
of responses.

Distributing Surveys:

Surveys will be distributed electronically (e.g., via email or school platform) to a

larger group of LGBTQ+ students at AIHS. Respondents will be given adequate
time to complete the survey.

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DATA ANALYSIS PROCEDURE

Transcription and Organization:

Recording and Transcribing Interviews:

All interviews will be recorded (with consent) and transcribed word-for-word to

ensure all details are captured for analysis.

Organizing Survey Responses:

Survey answers will be collected and organized into categories to make analysis
easier.

Organizing Field Notes:

Notes taken during interviews will be sorted into categories and stored securely.

Thematic Analysis:

Getting Familiar with the Data:

We will read through all the interview transcriptions and survey answers to
understand the material better.

Breaking Down the Data:

We will divide the data into smaller parts and label them with codes based on
common themes, like transition experiences, influences, and hidden challenges.

Grouping Themes:

Similar codes will be grouped together to form larger themes that answer the
research questions, such as:

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Challenges during transition

Unfair treatment

Mental health struggles

Interpretation:

Analyzing the Data:

We will carefully examine the data to understand the key challenges and
experiences of LGBTQ+ students during transitions and other aspects of their
lives.

Comparing to Existing Research:

The results will be compared with other studies to see how the findings fit into the
bigger picture of LGBTQ+ inclusion in schools.

Reporting Results:

Describing Results and Using Quotes:

The findings will be shared through clear descriptions and direct quotes from the
participants to illustrate the main themes.

Giving Recommendations:

Based on the findings, we will provide practical suggestions for school leaders and
policymakers to improve the experiences of LGBTQ+ students at AIHS.

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