Roadblocks to combatting LGBT-based school bullying in South African schools: a phenomenological study

Abstract

Despite the intervention framework, educational policies, and efforts aimed at providing a supportive environment and improving the social climate for Lesbian, Gay, Bisexual, Transgender (LGBT) learners in South African schools, LGBT-based school bullying continues to persist. Therefore, the purpose of this study was to examine the roadblocks to combating LGBT based school bullying in South Africa. Ten participants were purposively selected to participate in this study. Data was collected using semi-structured individual interviews, which were also audio-recorded. The data was analysed using inductive thematic analysis. The findings of this study showed that teachers’ inadequate support, reluctance to accept LGBT status, religious beliefs, inadequate LGBT bullying case reports, and use of the same facilities as heterosexual learners were the main factors that limit schools to combat LGBT-based school bullying. It is recommended that schools create a forum for learners to report homophobic bullying, which in turn creates more opportunities for intervention and allows swift action when cases of bullying are reported. A school-based support team needs to ensure that schools have symbols, stickers, flags, and posters depicting acceptance and respect for LGBT learners so that all LGBT learners can feel safe and enjoy being at school.