Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.

中文翻译：

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针对性和性别多元化学生的支持性学校策略：与欺凌受害经历和学校安全感关联的荟萃分析

与异性恋、顺性别同龄人相比，性多和性别多元化的中学生遭受更多的欺凌受害者，在学校感到更不安全。因此，澄清各种针对 LGBTQ 的学校策略（列举政策、学校员工培训、包容性课程、GSA）与这些学校经验的关联至关重要。此外，重要的是要确定谁从这些策略中受益最大，以及研究特征的差异如何影响结果。我们使用具有近似方差-协方差矩阵的多变量荟萃分析模型来研究针对 LGBTQ 的学校策略与两个结果之间的关联：学生的欺凌受害经历和学校安全感。我们的研究结果表明，采用 LGBTQ 目标策略的中学学生报告了较低的欺凌受害率和较高的学校安全感，尽管这种关联不大。虽然这些策略似乎对性和性别多元化的学生更有利，因此似乎有助于减少差距，但有色人种学生似乎受益较少。此外，与研究报告相比，同行评审研究显示多个结果的可变性更大，例如受害类型或学生亚群体。关于学校教职员工培训与这些结果相关的作用，存在显着的研究差距。