The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health: A Systematic Review of International Research

TL;DR

This study reviews global research showing that LGBTQ+ teachers and trainees face unique stressors that harm their mental health and proposes ways to improve teacher training and school inclusivity.

Contribution

The paper introduces two new frameworks for embedding LGBTQ+ inclusion in teacher education and highlights gaps in research on pre-service teachers.

Findings

LGBTQ+ teachers face additional stressors that contribute to mental ill-health.

Pre-service teachers use identity management strategies to navigate school environments.

Teacher education programs often lack adequate preparation for LGBTQ+ inclusive teaching.

Abstract

Public health relevance—How does this work relate to a public health issue?
LGBTQIA+ teachers are more likely to experience mental ill-health.LGBTQIA+ teachers are exposed to additional stressors which are layered on top of general stressors.

LGBTQIA+ teachers are more likely to experience mental ill-health.

LGBTQIA+ teachers are exposed to additional stressors which are layered on top of general stressors.

Public health significance—Why is this work of significance to public health?
The paper provides practical suggestions which will reduce mental ill-health in LGBTQIA+ teachers and pre-service teachers.The paper suggests solutions which, if addressed at a systemic level, will reduce the prevalence of mental ill-health in LGBTQIA+ teachers.

The paper provides practical suggestions which will reduce mental ill-health in LGBTQIA+ teachers and pre-service teachers.

The paper suggests solutions which, if addressed at a systemic level, will reduce the prevalence of mental ill-health in LGBTQIA+ teachers.

Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health?
Initial teacher education courses need to address LGBTQIA-related content explicitly.The is a need for more research on the experiences of LGBTQIA+ pre-service teachers, including longitudinal studies which study this population over time, including capturing their transitions into teaching and leadership roles.

Initial teacher education courses need to address LGBTQIA-related content explicitly.

The is a need for more research on the experiences of LGBTQIA+ pre-service teachers, including longitudinal studies which study this population over time, including capturing their transitions into teaching and leadership roles.

Existing research highlights that Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) teachers are often exposed to additional stressors in schools which adversely affect their mental health. Some mitigate the effects of these stressors by separating their personal and professional identities while others choose to integrate their identities so that they can be authentic, advance social justice in school contexts or be visible and vocal role models. Less is known about the experiences of pre-service teachers who are undertaking teacher preparation programmes. This systematic literature review presents the results of 20 published papers which represent the global experiences of both pre-service teachers and serving teachers. The findings highlight identity management, experiences of discrimination, agency and lack of confidence of teacher educators. Two new frameworks are presented that lay the foundations for embedding LGBTQ+ inclusion and proposed mandatory elements of curricula for initial teacher training. This systematic literature review has been informed by the following research questions RQ1. What are the experiences of LGBTQ+ pre-service teachers? RQ2. How do LGBTQ+ pre-service teachers negotiate their identities? RQ3. How do LGBTQ+ pre-service teachers disrupt hetero/cis-normative cultures in schools? RQ4: How well does the teacher education programme prepare pre-service teachers for teaching LGBTQ+ inclusive education?

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