According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.
","abstract_html":"<p>According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.</p>","abstract_has_math":false,"creators":["Tiberi, Amy"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Tammy L. Hughes","Jeffrey A. Miller","Gibbs Y. Kanyango"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-10T07:00:00Z","date_published":"2019-08-10T07:00:00Z","updated_at":"2026-07-24T02:10:50Z","subjects":["LGBTQ+ Studies","Consultation","Education Policy","Professional Training","School Psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1813","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tammy L. Hughes","Jeffrey A. Miller","Gibbs Y. Kanyango"]},{"key":"dc:creator","label":"Author","values":["Tiberi, Amy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-10T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LGBTQ+ Studies","Consultation","Education Policy","Professional Training","School Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1813"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.
"]},{"key":"dc:title","label":"Title","values":["School Based Policies Protecting LGBTQ+ Youth"]}]}],"canonical_facts":{"dc:contributor":["Tammy L. Hughes","Jeffrey A. Miller","Gibbs Y. Kanyango"],"dc:creator":["Tiberi, Amy"],"dc:date.available":["2019-08-10T07:00:00Z"],"dc:description.abstract":["According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.
"],"dc:identifier":["https://dsc.duq.edu/etd/1813"],"dc:language":["English"],"dc:subject":["LGBTQ+ Studies","Consultation","Education Policy","Professional Training","School Psychology"],"dc:title":["School Based Policies Protecting LGBTQ+ Youth"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:10:50Z"}