Abstract：
Prejudice against LGBTQ people during their schooling years can be detrimental due to its long-term consequences. This includes the development of beliefs that the world is unsafe, which can perpetuate mental health struggles later in life. Fostering a school environment where LGBTQ people can express their identity can contribute to greater well-being. This qualitative study drew on interviews with 13 school graduates to examine the environmental factors within Australian schools that influenced LGBTQ students\' expression of their identity. Drawing on Altman\'s conceptualization of oppression and liberation, this study found students typically experienced liberation in the form of acceptance and validation within their micro-environment at school. This micro-environment was composed of those close to the student, such as friends, allies, teachers, and other LGBTQ students who provided acceptance and validation, which enabled the student to express their identity regardless of oppression within the broader school environment. Oppression on the other hand originated from the invisibility of LGBTQ identities; the limited representation in curriculum and access to LGBTQ-specific resources and supports; concerns around gendered, gender-neutral, and safe spaces; and limited support from teachers. Based on the findings, implications are drawn to enhance both the micro and macro environment for LGBTQ school students.
摘要：
由于长期后果，对LGBTQ人群的偏见可能是有害的。这包括世界是不安全的信念的发展，这可能会在以后的生活中延续心理健康斗争。营造一个LGBTQ人可以表达自己身份的学校环境可以为更大的福祉做出贡献。这项定性研究借鉴了对13名学校毕业生的采访，以研究影响LGBTQ学生身份表达的澳大利亚学校内部的环境因素。借鉴奥特曼的压迫和解放的概念，这项研究发现，学生通常在学校的微环境中以接受和验证的形式经历了解放。这个微环境是由那些接近学生的人组成的，比如朋友,盟友,教师,和其他提供接受和验证的LGBTQ学生，这使学生能够在更广泛的学校环境中表达自己的身份，而不受压迫。另一方面，压迫源于LGBTQ身份的不可见性；课程中的代表性有限以及对LGBTQ特定资源和支持的访问；对性别的关注，性别中立,和安全空间；以及教师的有限支持。根据调查结果,对LGBTQ学校学生的微观和宏观环境都有启示。
