First Advisor

Sileo, Nancy M.

First Committee Member

Bowen, Sandy

Second Committee Member

Gershwin, Tracy

Third Committee Member

Lahman, Maria K.E.

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

In the United States, LGBTQ+ students have recently faced a barrage of school-based anti-LGBTQ+ legislation and policies (American Civil Liberties Union, 2025). Little is known about the effects of such policies and the overall sociopolitical climate on school connectedness and identity navigation for LGBTQ+ adolescents with disabilities. School connectedness, or the degree to which students feel that they belong at their school, is associated with numerous academic, behavioral, and social-emotional benefits (K. Allen et al., 2018; Centers for Disease Control and Prevention [CDC], 2022b). Students who are at the intersection of multiple marginalized identities, such as LGBTQ+ adolescents with disabilities, are considered at a unique risk for low school connectedness (K. Allen et al., 2018; Forber-Pratt et al., 2020; King et al., 2018). Anti-LGBTQ+ legislation is an issue for special education, as research suggests that people who identify as LGBTQ+ are more likely to self-report having a disability than those who are not LGBTQ+ (Movement Advancement Project, 2019). Limited research has been conducted to explore this intersectional experience for adolescents in grades six through twelve. The purpose of this study was to address this research gap by providing evidence for school-related professionals and policymakers to understand the opinions, perspectives, and experiences of LGBTQ+ adolescents with disabilities at school and use this evidence to make decisions and develop interventions that improve the climate and culture of schools for multiply marginalized populations. Two research questions guided this study: Q1 How do LGBTQ+ adolescents with disabilities describe their experiences with school connectedness, including relationships with peers, school staff, and feelings about school? Q2 How do LGBTQ+ adolescents with disabilities navigate identity disclosure at school with peers and teachers? This critical ethnographic study explored how LGBTQ+ adolescents with disabilities experienced school connectedness with peers and school staff, and how they navigated their marginalized identities. Data were collected through individual interviews, a focus group, and observations to ascertain their beliefs, experiences, and attitudes (Merriam & Tisdell, 2016). This project sought to obtain a diverse sample of students with a range of LGBTQ+ and disability identities to better understand the lived experiences of this population. Participants were recruited using social media, personal connections, and advocacy groups for LGBTQ+ adolescents and adolescents with disabilities. The six participants in this study represented a range of grade levels from middle school through high school, as well as seven disability categories according to IDEA, five gender identities, and five sexualities. Data were collected over several months via interviews, observations, and a focus group, which was explored using a recursive analytic process. Findings revealed that LGBTQ+ adolescents with disabilities in this study experienced significant levels of prejudice toward their LGBTQ+ and disability identities from peers and staff, and that these experiences, along with academic and social-emotional challenges associated with student disabilities, contributed to negative feelings toward school. Factors that contributed toward feelings of connection at school included LGBTQ+ inclusivity among peers and supportive staff, such as special education teachers and related service providers, teachers that treat students equally and with respect, and guidance counselors. LGBTQ+ adolescents with disabilities in this study described multiple methods of navigating identity disclosure which were affected by the degree to which participants trusted others and anticipated negative reactions. Using symbols as self-expression was a major part of identity navigation and disclosure, particularly for students’ LGBTQ+ identities. Based on the findings of this study, it is recommended that schools implement practices and policies that foster school connectedness for LGBTQ+ adolescents with disabilities and create a safe environment for students to embrace their intersectional identities. School districts can use these findings to develop training for staff to effectively respond to pejorative language, harassment, and bullying, and to further develop general educators’ knowledge and competency for supporting students with disabilities. Future studies should consider school connectedness among Black LGBTQ+ adolescents with disabilities, among other layers of intersectionality, as well as methodological practices that promote ethical standards without diminishing the capacity of members of vulnerable populations to participate in research.

Abstract Format

html

Language

English

Extent

239 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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