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 wellbeing issues for gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) young people in schools. Yet the constructions, processes and usefulness of such policies represent unknown territory. Research Question: Explore the usefulness of constructions of GLBTIQ students in the dominant discourses of Australian secondary schooling education policy. Methodology: A Critical Discourse Analysis was conducted involving analysis of key federal, state and sector education policies around GLBTIQ students; key informant interviews around policy development and implementation processes; and survey data on the secondary school experiences of over 3,000 Australian GLBTIQ students aged 14-21. Findings: Specific Victorian and New South Wales policies around GLBTIQ students mobilising 'Anti-discrimination' and 'Safe and Supportive Schools' Discourses are linked to positive effects regarding the school-level policies, school climates, sexuality messages, rates of homophobic abuse, suicide attempts and wellbeing for GLBTIQ students. Development of Victorian education policies was notably assisted and furthered by strategic policy and political tactics from the Health Department. Queensland policy mobilising Inclusive Education Discourse does not specifically mention GLBTIQ issues, making less impact. Policy Implications: Education and health departments in all states and territories are advised to contribute towards the development of specific education policies around GLBTIQ student issues in schools so that the health benefits for this 'at risk' group seen in NSW and Victoria can be experienced more broadly. Promotion and implementation of current policies should be improved through best practice research and provision of further guidelines.