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Sara Barry

Abstract/Description

Research suggests that LGBTQ+ students experience higher rates of bullying and harassment due to their gender identity in school. Therefore, the need for schools to create a positive school climate and provide interventions for these students is imperative. This study aimed to understand the effectiveness of these interventions from the perspective of adjustment counselors. This study followed Moustakas's methods of transcendental phenomenology and used semi-structured interviews to collect data. The sample consisted of seven adjustment counselors interviewed on their usage and perceived effectiveness of in-school supportive interventions for LGBTQ+ students. Five themes surfaced: an open and accepting climate, policies, professional development, therapeutic support, and in-school community. These results echo existing research that adjustment counselors play a supportive role for LGBTQ+ students in schools. Participants described the importance of having administrative support for in-school supportive interventions accessible to school staff, students, and families as they attribute these as central to a positive and accepting school climate. These findings contribute to the research based on LGTBQ+ student success in school and suggest that schools could better support such students through professional development for school personnel and an integrated, inclusive curriculum for students.

Note on the Author

SARA BARRY (she/her) is a Bridgewater State alum ('24) with a Bachelor of Science in Social Work and a double- minor in Psychology and Childhood Studies. Mentored by Dr. Leslie Sattler (School of Social Work), Sara was awarded an Adrian Tinsley Program (ATP) research grant to conduct initial research and she completed the final project as her Honors Thesis during her senior year. Sara presented this paper at the National Conference on Undergraduate Research (NCUR). After graduation from BSU, she plans to work as a Developmental Specialist for Early Intervention and then pursue her Master’s in Social Work.

Rights Statement

Articles published in The Undergraduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.

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