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Action Research for Anti-Bullying LGBTQ+ Youth Social Change

Social Issue

According to Trevor Project, an organization at the forefront of LGBTQ youth activism, nearly half or 49% of young people age 13 to 17 experienced bullying in the past year (Nath et al, 2024). Facing harassment and bullying at school is a huge contributor to mental health concerns such as depression, anxiety, suicidal ideation, and poor performance in school work. In this same 2024 study by Trevor Project, it is stated that affirming environments at school are a critical need for LGBTQ youth, with an evidenced reduction of nearly half the rate of suicide attempts for students who reported living in an accepting community. Promoting inclusive policies and safe spaces for LGBTQ youth in schools is life-saving in a very literal way. 

Action Research to Promote Change

Those who follow the practitioner-scholar model approach believe that what happens in research settings may not translate into practical use. As professionals, it is important that we utilize our knowledge in research to promote tangible and lasting positive changes for individuals and members of our communities at large. Constructivism encourages professionals to recognize that the understanding of cognition is a human invention, and therefore subjective (Balkin & Kleist, 2023). Furthermore, this mindset allows counseling research to be unrestrained by data, but instead continue to grow, just as our knowledge of the human experience grows. Compared to more empirical research approaches, action research also encourages professionals to consider not just the contextual meaning of the research, but also the ethicality and overall benefit for the participants (Saul & Launius, 2011). 

In the first step of action research, information may be gathered from LGBTQ youth directly via anonymous surveys, interviews, or focus groups. Having a diverse group of data gives us far more flexibility and insight. Defining the problem requires data on anti-bullying policies, language use, inclusivity in a school system’s curriculum, and whether students have access to resources in schools such as Gender and Sexuality Alliances. 

Based on the data, a plan of action will be created. One example of a dilemma is a school system in which anti-bullying policies exist, but are not enforced. A plan could include a revision of policy with the school board. A professional may present research to the school board showing a link between anti-bullying policies and school performance overall. 

Next, an action or intervention are put forth. Following the same example, the policy against bullying in a school may be established which clearly defined what constitutes as bullying and creates a no-tolerance policy for those who perpetuate bullying. A school system may make it mandatory for teachers employed by the school to participate in training, set clear expectations for enforcing school policy, and offer incentives for teachers to enforce anti-bullying rules. 

Following the action, it is important to observe and collect data. First-hand experiences of LGBTQ victims of bullying may be sought out to quantify mental health improvement with implementation of the program or program revisions. Ensuring victims of bullying are continually cared for would be required next step by comparing mental health ratings again at the end of the school year in addition to regular check-ins. In the maintaining process, the youth would provide feedback for specific areas to improve in the policy for next year (e.g. more emphasis on interventions by teachers). 

Study Participants

When studying a systematic societal problem, it is essential in action research to hear from the populations being directly affected to learn their understanding of the issue. An intervention is only as good as how well it works within the context of what it is intended for. Involving LGBTQ+ youth in research regarding an issue that directly impacts their wellbeing is exactly what action research encourages us to do. Following results with reflective monitoring, an open dialogue based on trust, and in which nothing is taken as a given will allow us to truly make a difference (Bjorn & Boulus, 2011). As researchers we must not merely carry out research for research’s sake. Action research is about embracing the complexity of a research question and allowing room for criteria outside the norm.

Research Question

In action research, the professional defines the problem collaboratively with the population, the design of the research is also created in conjunction with the individuals affected, whenever possible. The professional can then take action to create the intervention, from which observations and data are collected. Because action research is an ongoing endeavor, these observations are followed by adjustments and ongoing maintenance (Guiffrida et al., 2011). For this particular study, I would suggest a research question of “how can staff training on bullying specifically targeting this population benefit the effectiveness of response or interventions to bullying incidents reported by LGBTQ youth”?

 

References

Balkin, R. S., & Kleist, D. M. (2023). Counseling research: A practitioner-scholar approach (2nd). American Counseling Association.

Bjørn, P., & Boulus, N. (2011). Dissenting in reflective conversations: Critical components of doing action research.
Links to an external site. Action Research, 9, 282-302. doi:10.1177/1476750310396949

Guiffrida, D. A., Douthit, K. Z., Lynch, M. F., & Mackie, K. L. (2011). Publishing action research in counseling journals.
Links to an external site. Journal of Counseling & Development, 89, 282–287. doi:10.1002/j.1556-6678.2011.tb00090.x

Nath, R., Matthews, D.D., DeChants, J.P., Hobaica, S., Clark, C.M., Taylor, A.B., Muñoz, G. (2024). 2024 U.S. National Survey on the Mental Health of LGBTQ+ Young People. West Hollywood, California: The Trevor Project. www.thetrevorproject.org/survey-2024Links to an external site.

Saul, W., & Launius, J. C. (2010). Making the case for action research: Control group.