Australian Education Policies and GLBTIQ Students: Health Links, Usefulness, Recommendations

Introduction/Background:Education policy is frequently an end-goal of health research into the health and wellbeingissues for gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) young peoplein schools. Yet the constructions, processes and usefulness of such policies representunknown territory.Research Question:Explore the usefulness of constructions of GLBTIQ students in the dominant discourses ofAustralian secondary schooling education policy.Methodology:A Critical Discourse Analysis was conducted involving analysis of key federal, state andsector education policies around GLBTIQ students; key informant interviews around policydevelopment and implementation processes; and survey data on the secondary schoolexperiences of over 3,000 Australian GLBTIQ students aged 14-21.Findings:Specific Victorian and New South Wales policies around GLBTIQ students mobilising 'Antidiscrimination'and 'Safe and Supportive Schools' Discourses are linked to positive effectsregarding the school-level policies, school climates, sexuality messages, rates ofhomophobic abuse, suicide attempts and wellbeing for GLBTIQ students. Development ofVictorian education policies was notably assisted and furthered by strategic policy andpolitical tactics from the Health Department. Queensland policy mobilising inclusiveeducation discourse does not specifically mention GLBTIQ issues, making less impact.Policy Implications:Education and health departments in all states and territories are advised to contributetowards the development of specific education policies around GLBTIQ student issues inschools so that the health benefits for this 'at risk' group seen in NSW and Victoria can beexperienced more broadly. Promotion and implementation of current policies should beimproved through best practice research and provision of further guidelines.