SOGI-3P: The Role of SOGI-Focused School Policies, Programs, and Practices on Student Well-Being

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August 2018

SOGI-3P: The Role of SOGI-Focused School Policies, Programs, and Practices on Student Well-Being

Our Team

Stephen T. Russell

Published

Funded By

The Communities for Just Schools Fund Project, the New Venture Fund
Just and Fair Schools Fund, NEO Philanthropy
Fitch Nesbitt Endowment at the Frances McClelland Institute for Children, Youth and Families
The University of Arizona, Norton School of Family and Consumer Sciences
The University of Texas at Austin, Priscilla Pond Flawn Endowment
The University of Texas at Austin, Population Research Center, Eunice Kennedy Shriver National Institute of Child Health and Human Development
R24HD042849
Eunice Kennedy Shriver National Institute of Child Health and Human Development
T32 HD049339

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Research has shown links between a number of safe school strategies and academic, social, and behavioral success among sexual minority students (students who may be lesbian, gay, bisexual, transgender, queer or questioning [LGBTQ]). The SOGI-3P study of population-based data from schools, school principals, and students will contribute to fuller understanding of the role of school policies, programs, and practices (“3P”) focused on comprehensive sexuality education (CSE) and sexual orientation and gender identity, and their association with school climate and student well-being and achievement. The study will address a number of limitations in the existing knowledge base; in doing so, the results will directly address strategy and planning questions: Which SOGI-focused policies or practices have the greatest impact on school climate and student well-being?