<p> The intersection of Gay-Straight Alliances (GSAs) with academic outcomes for lesbian, gay, bisexual, transgender, and queer (LGBTQ) high school students is the focal point of this study. A survey of the literature found depressed academic outcomes for LGBTQ students relative to their heterosexual peers, and a positive correlation between the presence of a GSA on campus and academic performance of LGBTQ students. Using an anonymous survey and focus group interviews with 12 youth who identified as LGBTQ or allied, and who were currently or recently enrolled in high school, this study inquired about GSA activities, campus interactions, supportive adults, personal empowerment, school safety, school belongingness, and academics. Participants related each of these topics to the presence of a GSA on their campus, to the extent they felt it was relevant. A two-stage coding process concluded that varying campus and societal climates, active/effective versus inactive/ineffective GSAs, and personal and corporate empowerment were major themes of participant responses. Participant responses indicated that GSAs might directly support the academic success of members through social acceptance and exposure to wider LGBTQ advocacy. Academic success of non-members is hypothesized as an indirect benefit, with GSAs understood as a background variable whose presence or absence is indicative of the likely status of other variables that directly impact student academic outcomes.</p>

<p> This study examined the effects of bullying on the lives of lesbian, gay, bisexual, and transgender (LGBT) students age 18 to 25 who attended high schools in Shelby County, Tennessee. A qualitative research method was utilized to examine and determine the perception of fifty-three lesbian, gay, bisexual and transgendered youth homophobic experiences while attending high school. The study obtained the perceptions of LGBT youth based on the following questions: (1) What do LGBT youth believe are the reasons for homophobic bullying?, (2) How do acts of homophobic bullying affect, mentally and emotionally, the lives of those involved?, (3) And what types of homophobic bullying are evident in public high schools in Shelby County, Tennessee? </p><p> Although there has been a plethora of research conducted to document the effects of homophobic bullying on the lives of LGBT youth, no research could be found that investigated the effects of homophobic bullying on the lives of LGBT youth attending high school in Shelby County, Tennessee. Furthermore, most anti-bullying policies in schools in Shelby County, Tennessee do not include bullying against LGBT youth. </p><p> The study found that LGBT believed they experienced homophobic bullying because they were gay or presumed to be gay. Some LGBT youth felt the homophobic bullying they experienced caused poor grades, depression, and low self- esteem. </p><p> The study provides the information that will assist high school administrators and staff in combating homophobic bullying and discrimination against LGBT youth. Protecting LGBT students mean making changes to some anti-bullying policies that may exist in some schools. Schools must establish clear comprehensive policies which specifically address homophobic bullying. All schools should implement safe school policies that encompass the welfare of all students. </p>