The School Climate for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students

Abstract Schools are a critical development context for adolescents. Most research focuses on individual students and their development, but a focus on the climate of schools is crucial for analyzing policy innovations as well as student wellbeing. This chapter focuses on the school experiences of lesbian, gay, bisexual, and transgender (LGBT) students, a group for whom school safety is a pressing concern. Drawing from Rogers' (2003) theory of diffusion of innovation, it identifies planned, structural changes in school policies that create positive change in school LGBT climates and for LGBT students. It discusses strategies for measuring individual- and school-level safety and climate, and provides empirical illustrations. The chapter concludes with a discussion of contemporary policy innovations and advocacy efforts that are consistent with an emphasis on improving school climates.