Final Manuscripts

Toledo S. Pantilo Sr.
Memorial National High School

Senior High School
PSYCHOLOGICAL EFFECTS OF DISCRIMINATION AMONG LGBTQ+

+ SECONDARY STUDENTS
A Research Presented to
The Faculty and Staff of the Senior High School
Toledo S. Pantilo Sr. Memorial National High School
In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Investigation & Immersion
Humanities and Social Sciences (HUMSS)
By:
Hurphy Kent Acedera

Mercy Besilla
Cristine Joy Caadan
Shainne Carullo
Adrian Cabe
Jaymelyn Dumale
Justin Escanan
Maricel Escolano
Yeshane Toraja
Eva Trabasas
March 2023
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APPROVAL SHEET
This research paper entitled, “PSYCHOLOGICAL EFFECTS OF

DISCRIMINATION AMONG LGBTQ++ SECONDARY STUDENTS”
prepared and submitted by Hurphy Kent Acedera, Mercy Besilla, Cristine Joy
Caadan, Shainne Carullo, Adrian Cabe, Jaymelyn Dumale, Justin Escanan,
Maricel Escolano, Yeshane Toraja, Eva Trabasas is hereby recommended for
approval.
_____________________________ _____________________________
ALEXANDER O. GAAS, PhEdD JOHN BENEDICT B. ENTRADA, MA,
JD
Panelist Panelist
Date: ______________ Date: ______________
_________________________________
KIMBERLY O. BALUSCA
Panelist
Date: ______________
This research paper is APPROVED by the Committee for Oral Examination with
a grade of _________ on _______________ in partial fulfillment of the
requirements for the subject Inquiries, Investigations and Immersion in the Senior
High School Program, Science Technology Engineering and Mathematics Strand –
Academic Track, this March 2023.
_____________________________ _____________________________
BARRY G. BALUSCA CRISTIE M. CURIAS
Research Teacher Secondary School Principal III
Senior High School
Date: ______________ Date: ______________

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ACKNOWLEDGEMENT
First of all, the researchers would like to thank the Almighty God for His
enduring grace, guidance, and protection that He has bestowed upon them during
this research project.
The researchers would also like to express their sincere gratitude to their
advisers, Dr. Leonadell P. Orbeso-Cabag-iran, Joy R. Roxas, and Maris A. Deguito
for their continuous support, patience, motivation, and immense knowledge in
research. Their advice was invaluable to the researchers throughout the writing
process.
The researchers also would like to express their sincerest thanks to the
secondary school principal, Mrs. Cristie M. Curias, for allowing them to conduct
the study in her school.
A very special thank you to the researchers' parents, who have always
magnanimously supported them financially. Furthermore, their words of
encouragement and inspiration have boosted the researchers to give their best in
their research endeavors.
To the researchers' panelists, Alexander O. Gaas, John Benedict B. Entrada,
Jessa Gases - Rodriguez, and Kimberly O. Balusca who were influential in the
study's completion. The researchers are grateful for their skills and knowledge in
overcoming what appears to be an impossible task. Their time, guidelines, and
motivation enable the researchers to gather the necessary data to carry out this
research.
Lastly, the researchers would also like to express their appreciation to their
research teacher, Barry G. Balusca, for his trust, advice, support, patience, and
guidance from the start until the completion of the study.
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ABSTRACT
This study investigates the psychological effects of discrimination among

LGBTQ++ students at Toledo S. Pantilo Sr. Memorial National High School,
recognizing the importance of intervention to foster an inclusive and peaceful
environment. A descriptive survey design was employed, and data from seventy
five (75) LGBTQ+ students were analyzed using various statistical methods. The
findings revealed the prevalence of discrimination and its impact on the well-being
of LGBTQ++ students. Age, sex, and sexual preference were examined as
variables influencing the psychological effects of discrimination. Results show that
age had a weak negative correlation with depression, with younger students being
more vulnerable. Sex and sexual preference did not significantly affect the
psychological effects. The study highlighted the need for inclusive environments
and support systems for LGBTQ++ students.
Based on the findings, eleven (11) recommendations are presented to

address and mitigate discrimination's harmful consequences. These
recommendations include implementing anti-discrimination policies, fostering
inclusive school environments, strengthening support networks, increasing access
to mental health resources, providing education on LGBTQ+ topics, promoting
positive representation, encouraging parental involvement, establishing peer
mentorship programs, enhancing teacher training, and collaborating with
community organizations.
These recommendations emphasize the importance of creating safe and

inclusive spaces, promoting understanding and acceptance, and providing support
for LGBTQ++ students. The study underscores the significance of ongoing efforts
involving all stakeholders to create a supportive and inclusive environment for
LGBTQ++ individuals.
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LIST OF FIGURES
Figure 1. Schematic Diagram of the Study………................................8
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TABLE OF CONTENTS
Page
TITLE #
APPROVAL SHEET #
ACKNOWLEDGEMENT i
ABSTRACT #
LIST OF FIGURES ii
TABLE OF CONTENTS iii
Chapter 1. THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
1.1 Background of the Study 1

1.2 Review of Related Literature 2
1.3 Conceptual Framework 7
1.4 Statement of the Problem 9
1.5 Hypothesis 9
1.6 Significance of the Study 9
1.7 Scope and Limitation 10
1.8 Definition of Terms 11
Chapter 2. RESEARCH METHODOLOGY
2.1 Research Design 12

2.2 Respondents 12
2.3 Instrument 12
2.4 Data Gathering Procedure 13
2.5 Data Analysis 14
Chapter 3. RESULTS AND DISCUSSION 15
Chapter 4. SUMMARY, CONLUSIONS AND RECOMMENDATIONS 26
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4.1 Summary 26
4.2 Findings 37
4.3 Conclusions 30
4.4 Recommendations 30
REFERENCES 33
Appendix A COMMUNICATION LETTER/S 36
Appendix B SURVEY QUESTIONNAIRE 39
Appendix C CURRICULUM VITAE 44
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Chapter I
THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
According to research, encountering heterosexist prejudice can

have a negative impact on the psychological wellbeing of students who
identify as sexual minorities (LGBQ+); the researcher documented the
existence of 11 policies and institutionally or student-operated resources
and programs designed to promote the inclusion and well-being of sexual
and gender minorities (LGBTQ), based on information available on each
college's website and staff interviews; combining survey and objective
data, they found that institutional policies and resources can also affect
students' experiences and well-being; discrimination were directly
associated with higher ratios of LGBTQ student organizations to the
student population and for-credit LGBTQ courses, (Woodford, Michael
R., et al., 2020)
The Anti-Discrimination Bill introduced by Miriam Defensor-

Santiago in 2022 also known as the Sexual Orientation and Gender
Identity Expression Equality Bill, is a group of House and Senate bills in
the 17th and 18th Congresses of the Philippines with the goal of enacting
laws to stop various forms of economic and public accommodation-related
discrimination against people based on their sexual orientation, gender
identity, or expression.
Moreover, according to the Victorian Equal Opportunity Act

(2010) it is against the law to discriminate in education or harass a student
at school on the grounds of their actual or assumed sexual orientation, or
because of the sexual orientation of their parents, friends, or family.
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United Nations Development Programme (2018) reported that, 30

percent of persons in the Philippines are harassed, bullied, or discriminated
against at work due of their sexual orientation, gender identity, expression,
or sex characteristics. Respondents in the research described a variety of
unfavorable employment experiences, such as others making jokes or slurs
against LGBT people, gossiping or spreading rumors, or criticizing how
they dress, behave, or talk.
Hence, this prompted us to know the effects of pursuing equality

with each other and to propose to Toledo S. Pantilo Sr. Memorial National
High School an intervention to lessen the discrimination among the gays,
bisexuals, and vulnerable people who actually have the right to live their
lives in a peaceful and free way.
Review of Related of literature
This chapter presents the review of related literature on the

following topics: psychological effects, depression, drug use, suicidality
and truancy. It also presents the synthesis of the art to fully understand the
research for better comprehension of the study.
This research has identified positive developments in some

LGBTQ youth's school-based experiences, including the expansion of
Gay-Straight Alliances (GSAs; or as some now refer to themselves,
Gender-Sexuality Alliances), the adoption and implementation of
enumerated antibullying policies, the identification of factors that support
LGBTQ youth's resilience and thriving, and increased visibility of
heterosexual and cisgender youth allies (Heck et al., 2019).
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Such a resolution won't be simple; there are many obstacles that

researchers must overcome in order to undertake LGBTQ-related research
at schools, in addition to the already difficult interpersonal, administrative,
and logistical processes that are necessary for doing school-based research,
the need for LGBTQ-focused research in this context is urgent despite the
difficulties facing scholars who focus on LGBTQ issues, including finding
schools that will allow this subject to be covered, handling objections from
administrators, parents, or other adults who are wary of or opposed to
these issues on the basis of politics or religion, and ensuring that LGBTQ
students themselves remain protected and supported in this process,
(Russell et al., 2020).
Lock and Steiner (2020) mentioned that lesbian, gay, bisexual,

transgender and queer (LGBTQ) people are said to experience different
health issues than heterosexual youth. There have been more reports of
despair, suicide, drug use, depression, and school dropouts. Most research
on LGBTQ++ in young people employs convenience or clinical samples; a
chance to self-identify as LGBTQ was included in the community health
survey that the authors conducted at local schools; also, Johnson (2022),
had documented the adjustment issues that lesbian, gay, bisexual,
transgender, and queer LGBTQ youth face. Past suicide attempts,
substance use and misuse, conduct issues, and academic concerns are
among the difficulties that have been researched. For instance, a sizable
proportion of LGBTQ young people report having attempted suicide in the
past, with prevalence rates ranging from 11 to 42%. Furthermore, some
aspects may demonstrate a lack of knowledge, and as a result, they bully
or discriminate against LGBTQ people, leading to complications such as
psychological effects (depression, drug use, suicidality, truancy).
Depression
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Particularly, students who had been bullied and those who had
been bullies had higher rates of depression than victims and students with
no status. Compared to bullies and non-bullied pupils, victims and bully-
victims were more likely to exhibit symptoms of anxiety. The
internalization of psychopathology along the bully/victim continuum thus
revealed an intriguing pattern. Bully-victims may have the worst mental
health according to depression and anxiety, (Cary et al., 2019).
Numerous studies have shown a connection between bullying

behavior and depression in adolescent population samples. Bullies exhibit
a higher risk of depression than both their victims and themselves, albeit
not all research has supported this claim for bullies. Adult retrospective
research backs up the idea that victimization leads to depression.
Prospective follow-up studies have hypothesized that depression may
predispose teenagers to bullying as well as that bullying victimization may
be a risk factor for depression. Depression and bullying victimization are
likely to correlate similarly in clinical and population, (Brunstein et al.,
2021).
Suicidality
Park and Kim (2019), the most typical kind of school violence,
bullying, includes a wide range of behavioral, emotional, and social issues
commonly linked to it. In the United States of America and throughout the
world, suicide ranks third among the causes of death among children and
adolescents. With an emphasis on the advantages and disadvantages of the
study designs, this paper offers a comprehensive assessment of the
previous 37 studies that explored the relationship between bullying
experiences and suicide in LGBTQ++ from communities as well as in
specific populations. Despite methodological, structural, and other
constraints, research is becoming more and more obvious that any
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involvement in bullying raises the likelihood of suicide ideations and/or

behaviors in a wide range of kids.
Barnett et al., (2019), we looked at whether, among teenagers who

were mostly members of ethnic minorities, the strength of the links
between anti-lesbian, gay, bisexual, and transgender (LGBTQ)
victimization, fear of violence at school, and suicide risk varied by sexual
orientation. We conducted a 4-stage, stepwise logistic regression for
suicide attempts, suicidal thoughts, and suicide planning using the high
school data set from the 2012 District of Columbia Youth Risk Behavior
Survey. Each action that increased the risk of suicide was highly correlated
with both sexual orientation and anti-LGBTQ persecution; for any of the
dependent variables, the anti-LGBT victimization by sexual orientation
interaction term was not significant. Each suicide risk behavior was
substantially correlated with fear of violence at school. The relationship
between the fear of violence at school and one's sexual orientation and
attempts to commit suicide or suicide planning, which went against our
hypothesis, but was significant for suicidal thought. Suicidal thoughts,
suicide preparation, and suicide attempts were linked to anti-LGBTQ
bullying, sexual orientation, and school violence anxiety.
Truancy
Bullying victims in American high schools are described along

with their truancy and conduct issues. Data from the Educational
Longitudinal Study of 2021, a nationally representative sample of 10th
graders (aged 14 to 17) in the USA, served as the basis for the analyses;
for high school bullying victims, it has been discovered that being bullied
is positively associated with an increased risk of being frequently absent,
getting into trouble at school excessively, and being subject to formal
school actions such as in- or out-of-school suspensions and disciplinary
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transfers; these results are discussed in the light of our existing

understanding of bullying impacts (Gastic, 2021).
Cardwell et al., (2021), absenteeism and bullying victimization

(also known as bully victimization) are both associated with violent
offenses. In a sample of young people who took part in the Ability School
Engagement Program (ASEP) truancy reduction project, we looked at the
relationships between truancy and bullying victimization. Prior to
intervention, half of the sample reported skipping class due to bullying.
Participants in the experiment and the control group both showed a
significant decline in bullying victimization and bullying-related absences
from school.
Synthesis of the Review
It was clear from the aforementioned review-related literature that

students are actually experiencing discrimination; in this area, the
researcher tend to focus on the prevalence of discrimination as well as
barriers to help-seeking and reporting and negative health effects. One of
the possible reasons why LGBTQ++ people are not fully accepted in the
community is that they may be involved in discrimination, which has
negative consequences such as psychological effects.
Some of the researchers are LGBTQ++; we can relate to how they
feel when they are the targets of discrimination, which makes this study
unique. Hence, we will conduct this study because we have observed that
it is actually happening in our school. The researcher wants to raise
intervention among them so that they understand why they should not
bully the LGBTQ+ community.
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Conceptual Framework
This study is anchored in the Bill of Rights in the 1987

Constitution, which guarantees equal protection for every Filipino and
prohibits discrimination of persons based on ethnicity, sex, gender, sexual
orientation, gender identity, gender expression, or any other status in the
enjoyment of rights. The fundamental law also declares that the state
values the dignity of every human person and guarantees full respect for
human rights (Section 11, Article II, 1987 Constitution).
The first box displayed the respondents' profile, which included

information on each respondent's sex, sexual preference, and age. It also
discussed how discrimination could lead to issues like depression,
suicidality, and truancy. The researcher was able to gather the data
indicated in the second box through profiling, a survey, and data analysis.
According to the third box, the study aimed to suggest an intervention.
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PROCESS OUTPUT
INPUT
Profile of the
respondents in terms
of:
- Profiling
 sex - Survey Proposed
 sexual - Analysis of the Intervention
preference data
 age
Psychological Effects
of discrimination
 depression
 suicidality
 truancy
Figure 1: Schematic Diagram of the Study
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Statement of the Problem
This study aimed to determine the psychological effects of

discrimination among LGBTQ++ Secondary Students of Toledo S. Pantilo
Sr. Memorial National High School. Furthermore, it sought to answer the
following specific questions.
1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 sexual preference, and;
1.3 age?
2. To what extent do the respondents experience the psychological

effects of discrimination in terms of:
2.1 depression,
2.2 suicidality, and;
2.3 truancy?
3. Is there a significant relationship between the profile of the

respondents and the extent of psychological effects of discrimination?
2. In light of the findings, what intervention can be proposed?
Hypothesis
At 0.05 level of significance, it will be hypothesized that:

There is no significant relationship between the profile of the
respondents and the extent of psychological effects of discrimination.
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Significance of the Study
The findings of the study will bring benefits to the following:
Students: This study provided an intervention that promoted students' rights and
protected the rights of every LGBTQ++ community.
Parents: This study gave substantial insights to the parents on the importance of
securing their children's self-identity so that they never felt less valued.
Teachers: This study helped the teachers engage parents of the students in the
prevention process of bullying and incorporate interventions that promoted
inclusivity in adherence to gender equality. Teachers became advocates for change
and demonstrated good morals and right conduct because the LGBTQ+ community
had a right to feel respected and valued the way they deserved.
School Administrator: This study helped the administrator establish school

policies anchored on House Bill 4982: An Act Prohibiting Discrimination on the
Basis of Sexual Orientation or Gender Identity or Expression (SOGIE), which
became the consolidated document of several house bills from legislators seeking
to end discrimination in schools and in the community.
Future Researchers: This study helped future researchers know what had been
studied and enabled them to use the recommendations to plot new interventions.
Scope and Limitation of the Study
This study will be limited to the following aspects:
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The respondents of that study were the purposively selected students

of Toledo S. Pantilo Sr. Memorial National High School, Sison, Surigao del
Norte. It aimed to provide intervention to minimize the psychological
effects and reduce bullying in the school. The study began in March 2023
and finished in May 2023.
Definition of Terms
For a better understanding of the footings used in the study, the

following words will be defined conceptually and operationally.
Bisexual. This refers to the person who has a strong attraction to

both men and women.
Effects. This is in reference to our study's objective to reduce the

consequences of discrimination among LGBTQ++ that pose a high risk of
negative outcomes.
Gay. The term is used to describe someone who is strongly

attracted to people of the same sex, such as heterosexual males or men.
Lesbian. This refers to the person who has a strong attraction to

women.
Queer. This refers to the person whose describe sexual and gender
identities other than hetero or cisgender
Sexual preference. This refers to the ability of a person to freely

choose and determine their sexual orientation.
Transgender. Refers to someone whose gender identity or gender

expression does not correspond with their sex assigned at birth.
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Chapter 2
RESEARCH METHODOLOGY
Research Design
This study used a descriptive survey to determine the psychological

effects of discrimination among LGBTQ++ students at Toledo S. Pantilo
Sr. Memorial National High School. The descriptive-research design was
deemed appropriate because it investigated the different specific problems
pertaining to the problem under study.
Respondents
The respondents of the study were the seventy-three (75) LGBTQ

students of Toledo S. Pantilo Sr. Memorial National High School. They
were selected using a purposive sampling technique. The main goal of
purposive sampling was to focus on particular characteristics of a
population that were of interest, enabling the researcher to answer the
questions
Instrument
The instrument used in this study was a researcher-made

questionnaire, which was validated by experts. The validation of the
questionnaire was necessary to check if it did justice to the problem of the
study. After validation, normality testing was done to determine whether
the sample data had been drawn from a normally distributed population.
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The questionnaire was composed of two parts: Part 1, which was

anchored on the statement of the problem (problem number 1) and showed
the profiles of the respondents; and Part 2, which was also anchored on the
statement of the problem (problem number 2) and described the
psychological effects encountered by the respondents.
The parameter on scale 1 was 1.00–1.74, indicating that the verbal

interpretation was never and the qualitative description was very low. On
scale 2, the parameter was 1.75-2.50, indicating that the verbal
interpretation was rarely and the qualitative description was low. On scale
3, the parameter was 2.51-3.26, indicating that the verbal interpretation was
often and the qualitative description was high. Lastly, on scale 4, the
parameter was 3.27–4.00, indicating that the verbal interpretation was
always and the qualitative description was very high.
Scale Parameter Verbal Interpretation Qualitative Description

4 3.27 – 4.00 Always Very High
3 2.51 – 3.26 Often High
2 1.75 – 2.50 Rarely Low
1 1.00 – 1.74 Never Very Low
Data Gathering Procedure
In the conduct of the study, the following steps will be followed:

The researchers sent a letter to the school principal requesting
approval to conduct the study. The researchers visited each class from
grades 7 to 12 of Toledo S. Pantilo Sr. Memorial High School National and
purposively selected members of the LGBTQ++ community. The next step
was to send an "Informed Consent Form" to the respondents. The data was
gathered and tabulated. Finally, the data was treated using the appropriate
statistical treatments.
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Data Analysis
The data was gathered with questionnaires and was tallied and
tabulated to answer the specific problems raised in the study. The
researcher used frequency count and percentage, weighted mean, and
Spearman's ρ for statistical treatment. The statistical tools that were used
were frequency count, percentage, and weighted mean.
Frequency count and percentage. These were used in the tabulation of
responses under the profile of the respondents. The percentage was used to
calculate the ratio of each response to the expected number of responses,
which was then multiplied by 100.
Weighted Mean. This statistical treatment was used in answering problem
2. It was used to answer the specific questions related to the essential
features of the measures in solving each problem as assessed by the
respondents. The questionnaire was composed of items that were assigned
weights of 4, 3, 2, and 1, respectively. The frequency of respondents to an
item was multiplied by the assigned weight and was divided by the
number of respondents who indicated their answers under such a category.
Spearman’s rank correlation coefficient or Spearman’s ρ was used to
assess how well the relationship between the profile variables and
psychological effects.
Chapter 3
RESULTS AND DISCUSSIONS
This chapter presents the data answered to the problems posed in

the study, with the corresponding analyses and interpretations. The data
are presented following the order of problems in Chapter 1.
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Profile of the Respondents

Table 1. Below shows the profile of the respondents in terms of age, sex, and
sexual preference.
Profile f(n=100) %
Sex 9 9.0
Male 30 40.0
Female 42 56.0
Prefer not to say 3 4.0
Sexual preference
Bisexual 53 70.7
Gay 14 18.7
Lesbian 5 6.7
Transgender 0 0.0
Queer 3 4.0
Age
13 years old 4 5.3
14 years old 3 4.0
15 years old 12 16.0
17 years old 8 10.7
19 years old 3 4.0
20 years old 1 1.3
21 years old 0 0.0
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The respondents of the study conducted by the researchers are

classified according to their sex, sexual preference, and age. Table 1 above
presents the profile of the respondents
In terms of sex, based on the calculated data above, females have

the highest frequency (42) with a percentage of 56%. However, males have
a frequency of 30 and a percentage of 40%. Lastly, I prefer not to say their
sex is the lowest frequency of (3) with a percentage of 4%.
In terms of sexual preference, based on the calculated data above,
bisexuals have the highest frequency (53) with a percentage of 70.7%. It is
followed by gays with a frequency of 14 and a percentage of 18.7%.
Lesbians have a frequency of 5 and a percentage of 6.7%. Queer people
have a frequency of 3 and a percentage of 4.0%. Lastly, transgender people
have a frequency of (0) and a percentage of 0.0%.
In addition, based on the calculated data above, 16-year-olds have

the highest frequency (30) among the other age groups, with a percentage
of 40%. It is followed by 18-year-olds, with a frequency of 14 and a
percentage of 18.7%. While the 15-year-olds have a frequency of 12 and a
percentage of 16%. 17-year-olds have a frequency of 8 and a percentage of
10.7%. 13-year-olds have a frequency of 4 and a percentage of 5.3%. 14-
and 19-year-olds have the same frequency of (3) and a percentage of 4%,
and lastly, 20-year-olds have the lowest frequency of (1) with a percentage
of 1.3%.
Table 2. The psychological effects of discrimination.

Indicators Mean SD VI QD
A. Depression
1. I feel unpleasant, sad, disappointed, upset 2.88 0.958 Often High
or different.
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2. I feel ‘spaced out’ and distant from the 2.65 1.05 Often High
world around me.
3. I cannot get enough sleep thinking about 2.52 1.06 Often High
what people say about my sexual
preference.
4. Every time I remember those hurtful 3.05 0.943 Often High
words people say about me, it ruined my
mood.
5. I am wondering why people in society 2.60 0.900 Often High
cannot fully accept me for who I am.
6. I feel bad every time I hear someone 2.79 1.02 Often High
talking about me, especially for who I
am.
7. I been experiencing increased anxiety or 2.67 0.991 Often High
panic attacks.
8. I got name-calling using disrespectful 2.81 1.01 Often High
slurs in the street.
9. The people around me make me feel as 2.71 1.09 Often High

though I do not belong.
10 I hate myself when people dislike me 2.63 1.04 Often High
because of my sexual preference.
Average 2.73 0.655 Often High
B. Suicidality
1. I thought of committing suicide due to 2.47 1.12 Rarely Low
bullying of others.
2. Life is not worth living. 2.32 1.04 Rarely Low
3. I do not feel appreciated, no matter what 2.59 1.01 Often High
effort I exert.
4. I feel like I am just a burden to the family 2.65 1.10 Often High
because they always make me feel like I
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am the black sheep in the family.

5. I feel like ashamed since they always 2.72 0.994 Often High
focus on my sexual preference and never
on the good things that I have done for
them.
6. I have lost sight of life's beauty because 2.45 1.09 Rarely Low
of the judgment that is linked to my
sexual orientation.
7. I thought that the bully would be happier 2.67 1.03 Often High
if I was dead.
8. I feel that there is no way out of this type 2.37 0.927 Rarely Low
of culture, which consistently
discriminates against LGBTQ people.
9. There is nothing I can do to make it 2.59 0.974 Often High
better.
10. I do not enjoy being treated unfairly. 2.72 1.13 Often High
D. Truancy
1. I am tired of humiliation. 2.76 1.02 Often High
2. I am afraid of being judged. 3.07 1.00 Often High
3. I have been withdrawing from social 2.48 0.935 Rarely Low
activities or isolating yourself from other.
4. I lost interest in doing well in my 2.45 0.963 Rarely Low
academics.
5. I do not like to come to school. 2.03 1.09 Rarely Low
6. I got timid about participating in the 2.37 0.997 Rarely Low
class.
7. I do not like to interact with others. 2.36 1.17 Rarely Low
8. I skip classes after being bullied and/or 2.21 1.09 Rarely Low
discriminated.
9. I prefer to lock myself up in my room 2.68 1.12 Often High
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instead of being in a crowd.

10. I like to be alone. 3.17 1.04 Often High
Depression
The researchers' findings revealed that LGBTQ++ students of Toledo S.
Pantilo Sr. Memorial National High School reported that every time they
remembered those hurtful words people said about them, it ruined their mood, as
evidenced by the highest mean score (M=3.05; SD=0.943). The researchers'
findings underscored the harmful consequences of verbal harassment and the
lasting emotional effects it can have on LGBTQ++ students, contributing to
increased vulnerability to depression. It is essential for schools and communities to
actively address and combat LGBTQ+ stigma, promoting empathy, respect, and
acceptance. Providing support networks, counseling services, and education on
inclusive language can play a crucial role in mitigating the adverse effects of
hurtful words and fostering a more supportive and inclusive environment for
LGBTQ++ students.
On the other hand, the researchers' findings revealed that LGBTQ

students expressed their wonderment as to why people in society cannot
fully accept them for who they are, as evidenced by the lowest mean score
(M=2.60; SD=0.900). These results suggested that LGBTQ students often
grappled with the lack of complete acceptance and understanding from
society, which could lead to feelings of frustration, alienation, and a sense
of being marginalized. It is crucial for society as a whole to reflect upon
and address the underlying prejudices, biases, and discrimination that
hinder the full acceptance of LGBTQ individuals. By fostering a more
inclusive and tolerant society, we can create an environment where LGBTQ
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individuals are embraced for who they are, ensuring their well-being and
enabling them to thrive as valued members of the community.
Many young LGBQ people (lesbians, gays, bisexuals, or queers) experience

depression. The creation of psychosocial therapies can be influenced by identifying
modifiable risk and protective variables for depression. The findings reveal that
significant interpersonal interactions, stress from concealing and maintaining a
socially stigmatized identity, and being a victim of school bullying are significant
risk factors for depression. (Hall, 2018)
Suicidality

Pantilo Sr. Memorial National High School expressed feeling ashamed as they
constantly focused on their sexual preference and felt that they were not
appreciated for their positive qualities. They also reported not enjoying being
treated unfairly, as evidenced by the highest mean scores in indicator 5 (M=2.72;
SD=0.994) and indicator 10 (M=2.72; SD=1.13). These findings underscored the
detrimental effects of stigma, discrimination, and self-criticism on the mental
health of LGBTQ++ students, potentially contributing to increased vulnerability to
suicidality. It is imperative for the school and wider community to address these
issues by fostering a supportive and inclusive environment that celebrates diversity,
promotes self-acceptance, and provides mental health resources to mitigate the risk
factors associated with suicidality among LGBTQ++ students.

students expressed feelings that life was not worth living, as evidenced by
the lowest mean score (M=2.32; SD=1.04). These results suggest that a
significant proportion of LGBTQ students may harbor feelings of despair or
hopelessness, which is a matter of great concern. It is essential for schools
and communities to prioritize the mental health and well-being of LGBTQ
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students by providing accessible and comprehensive support systems. This

includes promoting awareness and acceptance, fostering safe spaces, and
offering resources such as counseling or support groups. Addressing the
underlying factors contributing to these distressing sentiments is crucial to
ensure the emotional and psychological well-being of LGBTQ students,
helping them find a sense of purpose, happiness, and resilience in their
lives.
Wang et al., (2018), early coming out, traditional homophobic bullying

victimization, and a lack of community support during childhood all increased the
risk of suicidality in secondary students. In contrast, school support did not
moderate the association between early coming-out or traditional bullying
victimization and current suicidality. A large percentage of participants reported
seeing secondary students who had suicidal thoughts or attempted suicide.
Therefore, homosexual and bisexual men need better suicide prevention. Programs
to prevent suicide should take into account the timing of coming out, the
prevalence of conventional homophobic victimization, and the extent of
community support.
Truancy

Pantilo Sr. Memorial National High School expressed a preference for being alone,
as evidenced by the highest mean score (M=3.17; SD=1.04). These results
suggested that LGBTQ++ students at this particular school may exhibit a tendency
towards truancy, potentially seeking solitude as a coping mechanism or due to a
lack of acceptance or support within the school environment. It is crucial for the
school administration and educators to address these concerns and implement
targeted interventions that promote inclusivity, provide mental health support, and
foster a sense of belonging for LGBTQ++ students, thereby reducing truancy rates
and enhancing their overall well-being.
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students expressed a dislike for coming to school, as evidenced by the
lowest mean score (M=2.03; SD=1.09). The data highlighted the urgent
need for schools to address the underlying causes of this negative sentiment
and create inclusive and supportive spaces that foster a sense of safety,
acceptance, and belonging for LGBTQ students. Such measures can play a
crucial role in improving their overall well-being and educational
experiences.
Birkett et al., (2019), youths who identified as LGBT reported

noticeably increased probabilities of absenteeism and failing grades.
Additionally, absenteeism rates were higher for all genders who expressed
confusion about their sexual orientation. Greater victimization indicators
were linked to increased absenteeism and poorer grades, and the degree of
mediation varied by gender. Victimization indicators mediated the
association between identifying as a sexual minority and having bad school
outcomes.
Table 3. Significant relationship between the profile of the

respondents and the extent of psychological effects of discrimination.
Psychological
Effects of ρ Interpretation
Profile Discriminatio P Decision on Ho
n.
Depression -0.113 0.334 Failed to Reject Not Significant

Sex Suicidality -0.106 0.365 Failed to Reject Not Significant
Truancy -0.030 0.799 Failed to Reject Not Significant
Depression 0.083 0.478 Failed to Reject Not Significant
Sexual
Suicidality 0.099 0.396 Failed to Reject Not Significant
Preference
Truancy 0.085 0.469 Failed to Reject Not Significant
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Depression -0.348 0.002 Reject Significant

Age Suicidality -0.210 0.071 Failed to Reject Not Significant
Truancy -0.208 0.073 Failed to Reject Not Significant
In the profile analysis, sex was examined in relation to the

psychological effects of discrimination experienced by LGBTQ++ students.
The Spearman's ρ correlation coefficient was calculated for truancy,
suicidality, and depression. The correlation coefficient for truancy was -
0.030, for suicidality it was -0.106, and for depression it was -0.113. These
correlation coefficients indicate a weak negative relationship between sex
and the psychological effects of discrimination.
The p-values for truancy, suicidality, and depression were 0.799,
0.365, and 0.334, respectively. These p-values are above the conventional
threshold for statistical significance (Ho set at 0.05), indicating that the
results did not reach statistical significance. Therefore, it failed to reject the
null hypothesis for truancy, suicidality, and depression, suggesting that sex
does not have a significant impact on these outcomes.
The high p-values suggest that there is no strong evidence to support
a relationship between sex and the psychological effects of discrimination
among LGBTQ++ students. These findings indicate that the experience of
discrimination and its associated psychological effects are not significantly
influenced by an individual's sex or gender. Therefore, the researchers
failed to reject the null hypothesis for truancy, suicidality, and depression,
and it is concluded that sex does not play a significant role in these
psychological effects of discrimination among LGBTQ++ students.
In the profile analysis, sexual preference was examined in relation
to the psychological effects of discrimination experienced by LGBTQ++
students. The Spearman's ρ correlation coefficient was calculated for
depression, truancy, and suicidality. The correlation coefficient for
depression was 0.083, for truancy it was 0.085, and for suicidality, it was
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0.099. These correlation coefficients indicate a very weak positive

relationship between sexual preference and the psychological effects of
discrimination.
The p-values for depression, truancy, and suicidality were 0.478,
0.469, and 0.396, respectively. These p-values are above the conventional
threshold for statistical significance (Ho set at 0.05 or lower), indicating
that the results did not reach statistical significance. Therefore, it failed to
reject the null hypothesis for depression, truancy, and suicidality,
suggesting that sexual preference does not have a significant impact on
these outcomes.
A link between sexual preference and the psychological impacts of
discrimination among LGBTQ++ students is not strongly supported by the
high p-values, which indicate that these results suggest that the
psychological impacts of discrimination and the experience of
discrimination are not greatly altered by a person's sexual preference. The
conclusion is that sexual preference does not significantly contribute to
these psychological impacts of discrimination among LGBTQ++ students
because the researcher failed to reject the null hypothesis for depression,
truancy, and suicidality.
In the profile analysis, age was examined in relation to the
psychological effects of discrimination experienced by LGBTQ++ students.
The Spearman's ρ correlation coefficient was calculated for truancy,
suicidality, and depression. The correlation coefficient for truancy was -
0.348, for suicidality it was -0.210, and for depression, it was -0.208. These
correlation coefficients suggested a weak negative relationship between age
and the psychological effects of discrimination.
The p-values for truancy, suicidality, and depression were 0.073,

0.071, and 0.002, respectively. The p-values for truancy and suicidality are
above the conventional threshold for statistical significance (Ho set at
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0.05), indicating that the results did not reach statistical significance.
Therefore, we fail to reject the null hypothesis for truancy and suicidality,
suggesting that age does not have a significant impact on these outcomes.
However, the p-value for depression is below the conventional

threshold for statistical significance, suggesting that the relationship
between age and depression is statistically significant. Consequently, the
researchers reject the null hypothesis for depression and conclude that age
has a significant influence on the likelihood of experiencing depression in
the context of discrimination.
Moore et al., (2021) to support and contextualize the findings, data

was triangulated from in-depth interviews and verified metrics. Participants
were more likely to continue using mental health services if their social
identity centrality ratings were higher, particularly in the areas of
community affiliation and sexual identity. The qualitative data revealed that
seven social identities stood out: sexual, ethnic-racial, religious,
socioeconomic, gender, familial, and generational identities; social
identities were seen as being interrelated and acting as both major
facilitators and impediments to participants' participation in therapy; the
findings revealed that young LGBT people of color seeking mental health
treatment may require additional assistance to deal with experiences
connected to intersecting identities. Strategies to evaluate and encourage
positive minority identity should be included in interventions to enhance
services and keep these adolescents in treatment.
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Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the results of the study. Based on the
findings, conclusions were drawn and recommendations were given.
Summary of findings
The study findings revealed the psychological effects of
discrimination among LGBTQ++ students, emphasizing the need for
inclusive environments and support systems. The following are the findings
of the study:
1. Sex:
 Females had the highest frequency (42), making up 56% of the sample,
while males had a frequency of 30 (40%).
 The lowest frequency was among respondents who preferred not to
disclose their sex (3), representing 4% of the sample.
 There was no significant relationship between sex and the
psychological effects of discrimination (truancy, suicidality, and
depression).
2. Sexual preference:
 Bisexuals had the highest frequency (53), comprising 70.7% of the

sample.
 Gays had a frequency of 14 (18.7%), and lesbians had a frequency of 5
(6.7%).
 There were no transgender respondents.
 There was no significant relationship between sexual preference and
the psychological effects of discrimination (truancy, suicidality, and
depression).
3. Age:
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 The highest frequency of respondents was among 16-year-olds (30),

accounting for 40% of the sample.
 18-year-olds had the second-highest frequency (14), representing
18.7% of the sample.
 The lowest frequency was among 20-year-olds (1), accounting for
1.3% of the sample.
 The relationship between age and the psychological effects of
discrimination (truancy, suicidality, and depression) showed a weak
negative correlation, but only the relationship with depression was
statistically significant.
4. Psychological effects:
 Hurtful words and verbal harassment had the highest impact on the
mood of LGBTQ++ students, leading to increased vulnerability to
depression.
 LGBTQ students often questioned why they are not fully accepted by
society, experiencing feelings of frustration and alienation.
 Stigma, discrimination, and self-criticism contributed to the mental
health issues and increased vulnerability to suicidality among
LGBTQ++ students.
 LGBTQ students expressed a lack of enjoyment in life, reflecting
feelings of despair or hopelessness.
 LGBTQ++ students tended to seek solitude and exhibited a tendency
towards truancy as a coping mechanism or due to a lack of acceptance
or support within the school environment.
 The negative sentiment towards attending school highlights the need
for inclusive and supportive spaces to improve LGBTQ students'
well-being and educational experiences.
5. Profile analysis:
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 Age, sex, and sexual preference did not have a significant impact on
the psychological effects of discrimination (truancy, suicidality, and
depression) among LGBTQ++ students.
 Age showed a weak negative correlation with the psychological
effects of discrimination, with depression being the only outcome
significantly affected.
 Sex and sexual preference showed no significant relationships with
the psychological effects of discrimination.
Overall, the study highlighted the harmful consequences of

discrimination on the well-being of LGBTQ++ students. It emphasized the
need for schools and communities to actively address and combat LGBTQ+
stigma, promoting empathy, respect, and acceptance. Support networks,
counseling services, and education on inclusive language are crucial in
mitigating the adverse effects of discrimination and fostering a more
supportive and inclusive environment for LGBTQ++ students.
Conclusions
In conclusion, this study examined the psychological effects of

discrimination experienced by LGBTQ++ students, focusing on the
variables of age, sex, and sexual preference. The findings revealed that age
has a significant influence on the likelihood of experiencing depression,
with younger students being more vulnerable to depressive symptoms.
However, age did not have a significant impact on truancy or suicidality.
Similarly, sex and sexual preference did not show significant associations
with the psychological effects of discrimination. The study highlights the
need for schools and communities to address LGBTQ++ stigma and create
inclusive environments that promote empathy, respect, and acceptance to
support the well-being of LGBTQ++ students.
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Recommendations
Based on the findings and analysis of the study on the psychological

effects of discrimination among LGBTQ++ students, here are ten (11)
recommendations to address and mitigate these issues:
1. Increase access to mental health resources: Ensure that LGBTQ++ students

have access to mental health services, including counseling, therapy, and
support from trained professionals who are knowledgeable about LGBTQ+
issues.
2. Establish peer mentorship programs: Pair LGBTQ++ students with
supportive and accepting mentors from higher grade levels or the
community. These mentorship programs can provide guidance, support, and
a sense of connectedness for LGBTQ++ students.
3. Encourage parental involvement and support: Engage parents and guardians
in discussions about LGBTQ+ issues and provide resources to help them
better understand and support their LGBTQ++ children. Parental support
plays a vital role in the well-being of LGBTQ+ students.
4. Provide education on LGBTQ+ topics: Incorporate inclusive and accurate
education about sexual orientation, gender identity, and LGBTQ+ history
into the curriculum. This can help foster understanding, empathy, and
reduce prejudice and discrimination.
5. Promote positive representation: Highlight positive role models and success
stories of LGBTQ+ individuals in various fields. This can help counter
stereotypes, challenge negative attitudes, and inspire LGBTQ++ students to
pursue their goals and aspirations.
6. Enhance teacher training: Provide professional development opportunities
for teachers to develop their knowledge and skills in addressing LGBTQ+
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issues, creating inclusive classrooms, and effectively supporting LGBTQ++

students.
7. Implement comprehensive anti-discrimination policies: Schools should
establish and enforce clear policies that explicitly prohibit discrimination
based on sexual orientation and gender identity. These policies should
outline consequences for discriminatory behavior and provide mechanisms
for reporting and addressing incidents.
8. Foster inclusive and accepting school environments: Create a safe and
inclusive school climate that promotes respect, understanding, and
acceptance of LGBTQ++ students. This can be achieved through
educational programs, awareness campaigns, and diversity training for
students, teachers, and staff.
9. Provide education on LGBTQ+ topics: Incorporate inclusive and accurate
education about sexual orientation, gender identity, and LGBTQ+ history
into the curriculum. This can help foster understanding, empathy, and
reduce prejudice and discrimination.
10. Collaborate with community organizations: Work together with local
LGBTQ+ organizations, advocacy groups, and community resources to
provide additional support, resources, and opportunities for LGBTQ++
students. Collaboration can help create a network of support beyond the
school environment.
11. Community Engagement: Future researchers should emphasize the
importance of community engagement in addressing the psychological
effects of discrimination among LGBTQ++ students. Investigating the role
of families, peer networks, and community organizations in supporting
LGBTQ++ youth and promoting acceptance and inclusion can contribute to
creating more supportive and affirming environments.
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Accessed 31 Mar. 2020
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Appendix A
COMMUNICATION LETTER
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Appendix B
SURVEY QUESTIONNAIRE
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Appendix C
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CURRICULUM VITAE
ACEDERA, HURPHY KENT

Purok 2, San Pedro, Sison, Surigao Del Norte
kenthurphyacedera@gmail.com
09489342648
PERSONAL INFORMATION
NICKNAME: Didoy
DATE OF BIRTH: June 03, 2004
PLACE OF BIRTH: Sison, Surigao del Norte
AGE: 18 years old
SEX: Male
NATIONALITY: Filipino
RELIGION: Iglesia Filipina Independiente
CIVIL STATUS: Single
HEIGHT: 5’5
WEIGHT: 68
FATHER’S NAME: Herbert Jun L. Acedera
MOTHER’S NAME: Lanne G. Acedera
EDUCATIONAL BACKGROUND
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ELEMENTARY: SISON CENTRAL ELEMENTARY

SCHOOL
San Pedro, Sison, Surigao del Norte
2011-2017
SECONDARY:
JUNIOR HIGH SCHOOL TOLEDO S. PANTILO SR.
MEMORIAL NATIONAL HIGH
SCHOOL

2017-2021
SENIOR HIGH SCHOOL TOLEDO S. PANTILO SR.

SCHOOL
2021-2023
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BESILLA, MERCY
Purok 7, San Pedro, Sison, Surigao Del Norte
mercyevangelista19@gmail.com
09518303226
NICKNAME: N/A
DATE OF BIRTH: September 29, 2004
PLACE OF BIRTH: Malimono, Surigao del Norte
AGE: 18 years old
SEX: Female
HEIGHT: 5’2
WEIGHT: 52
FATHER’S NAME: Joel Besilla
MOTHER’S NAME: Estantina Evangelista
ELEMENTARY: CIPRIANO P.STA.THERESA
ELEMENTARY SCHOOL
Binocaran, Malimono, Surigao del
Norte
42
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2011-2017
SECONDARY:
SCHOOL
2017-2021

SCHOOL
2021-2023
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CARULLO, SHAINNE
Purok 4, San Isidro, Sison, Surigao Del Norte
shainnecarullo@gmail.com
09098827084
NICKNAME: Nene
DATE OF BIRTH: November 23, 2004
PLACE OF BIRTH: North Fairview, Quezon City
AGE: 18 years old
SEX: Female
RELIGION: Roman Catholic
HEIGHT: 5’6
WEIGHT: 55
FATHER’S NAME: Nestor S. Carullo
MOTHER’S NAME: Emma V. Cunado
ELEMENTARY: HINPAYAW ELEMENTARY
SCHOOL
San Isidro, Sison, Surigao del Norte
2011-2017
44
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SECONDARY:
SCHOOL

2017-2021

SCHOOL
2021-2022
45
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CABE, ADRIAN
adriancabe3599@gmail.com
09517449398
NICKNAME: Drian
DATE OF BIRTH: February 13, 2004
AGE: 18 years old
SEX: Male
HEIGHT: 5’3
WEIGHT: 44
FATHER’S NAME: Dindo B. Cabe
MOTHER’S NAME: Anthonneth S. Cabe
ELEMENTARY: HINPAYAW ELEMENTARY
SCHOOL
San Isidro, Sison, Surigao del Norte
46
Senior High School
2011-2017
SECONDARY:
SCHOOL

2017-2021

SCHOOL
2021-2023
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DUMALE, JAYMELYN
jaymelyndumale@gmail.com
09055436089
NICKNAME: Melyn
DATE OF BIRTH: October 22, 2004
AGE: 18 years old
SEX: Female
HEIGHT: 5’3
WEIGHT: 56
FATHER’S NAME: Jojo E. Dumale
MOTHER’S NAME: Marivic E. Dumale
ELEMENTARY: MAYAG ELEMENTARY SCHOOL
Mayag, Sison, Surigao del Norte
2011-2017
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SECONDARY:
JUNIOR HIGH SCHOOL MAYAG NATIONAL HIGH
SCHOOL
Mayag, Sison, Surigao del Norte
2017-2021

SCHOOL
2021-2023
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ESCAÑAN, JUSTIN
Purok 1, Lower Libas, Taganaan, Surigao del Norte
Justinescanan7@gmail.com
09709926115
NICKNAME: N/A
DATE OF BIRTH: July 10, 2003
PLACE OF BIRTH: Surigao City
AGE: 19 years old
SEX: Male
HEIGHT: 5’10
WEIGHT: 75
FATHER’S NAME: Edwin A. Plaza
MOTHER’S NAME: Marife E. Plaza
ELEMENTARY: LOWER LIBAS ELEMENTARY
SCHOOL
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Senior High School
Lower Libas, Taganaan, Surigao del

Norte
2011-2017
SECONDARY:
JUNIOR HIGH SCHOOL AMANDO A. FABIO MEMORIAL
NATIONAL HIGH SCHOOL
Sta. Cruz, Placer, Surigao del Norte
2017-2021
SENIOR HIGH SCHOOL CARAGA REGIONAL SCIENCE

HIGH SCHOOL
Roland Sering St, Surigao City, Surigao
del Norte
September – December 2021
TOLEDO S. PANTILO SR.

SCHOOL
2021-2023
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ESCOLANO, MARICEL
escolanomaricel109@gmail.com
09101197925
NICKNAME: Masil
DATE OF BIRTH: March 16, 2004
AGE: 18 years old
SEX: Female
HEIGHT: 4’11
WEIGHT: 39
FATHER’S NAME: Julito C. Escolano Sr.
MOTHER’S NAME: Dolores C. Escolano
ELEMENTARY: SISON CENTRAL ELEMENTARY
SCHOOL
52
Senior High School
2011-2017
SECONDARY:
JUNIOR HIGH SCHOOL TOLEDO S. PANTILO MEMORIAL
2017-2021

SCHOOL
2021-2023
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TORAJA, YESHANE
Purok 2, Biyabid, Sison, Surigao Del Norte
Yeshanetoraja05@gmail.com
09100236883
NICKNAME: Chenchen
DATE OF BIRTH: September 14, 2005
PLACE OF BIRTH: Manila, Quezon City
AGE: 18 years old
SEX: Female
HEIGHT: 5’3
WEIGHT: 35
FATHER’S NAME: Reynaldo Quiño Toraja
MOTHER’S NAME: Jerlita Cuyag Toraja
ELEMENTARY: DE CASTRO ELEMENTARY
SCHOOL
Biyabid, Sison, Surigao del Norte
2011-2017
SECONDARY:
54
Senior High School
JUNIOR HIGH SCHOOL DAKUNG PATAG NATIONAL

HIGH SCHOOL
Patag, Sison, Surigao del Norte
2017-2021

SCHOOL
2021-2023
55
Senior High School
TRABASAS, EVA
Purok 5A, Mabuhay, Sison, Surigao Del Norte
evatrabasas@gmail.com
09466977955
NICKNAME: Eva
DATE OF BIRTH: March 16, 2004
AGE: 18 years old
SEX: Female
HEIGHT: 5’5
WEIGHT: 45
FATHER’S NAME: Alexander B. Trabasas
MOTHER’S NAME: Belita G. Trabasas
ELEMENTARY: MABUHAY ELEMENTARY
SCHOOL
Mabuhay, Sison, Surigao del Norte
2011-2017
SECONDARY:
56
Senior High School
JUNIOR HIGH SCHOOL TOLEDO S. PANTILO MEMORIAL

2017-2021

SCHOOL
2021-2023
57

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Toledo S. Pantilo Sr.

Memorial National High School

PSYCHOLOGICAL EFFECTS OF DISCRIMINATION AMONG LGBTQ+

Hurphy Kent Acedera

This research paper entitled, “PSYCHOLOGICAL EFFECTS OF

Date: ______________ Date: ______________

This study investigates the psychological effects of discrimination among

Based on the findings, eleven (11) recommendations are presented to

These recommendations emphasize the importance of creating safe and

Figure 1. Schematic Diagram of the Study………................................8

1.1 Background of the Study 1

Chapter 2. RESEARCH METHODOLOGY

2.1 Research Design 12

Chapter 3. RESULTS AND DISCUSSION 15

Chapter 4. SUMMARY, CONLUSIONS AND RECOMMENDATIONS 26

Appendix A COMMUNICATION LETTER/S 36

Appendix B SURVEY QUESTIONNAIRE 39

Appendix C CURRICULUM VITAE 44

According to research, encountering heterosexist prejudice can

The Anti-Discrimination Bill introduced by Miriam Defensor-

Moreover, according to the Victorian Equal Opportunity Act

United Nations Development Programme (2018) reported that, 30

Hence, this prompted us to know the effects of pursuing equality

Review of Related of literature

This chapter presents the review of related literature on the

This research has identified positive developments in some

Such a resolution won't be simple; there are many obstacles that

Lock and Steiner (2020) mentioned that lesbian, gay, bisexual,

Numerous studies have shown a connection between bullying

involvement in bullying raises the likelihood of suicide ideations and/or

Barnett et al., (2019), we looked at whether, among teenagers who

Bullying victims in American high schools are described along

transfers; these results are discussed in the light of our existing

Cardwell et al., (2021), absenteeism and bullying victimization

Synthesis of the Review

It was clear from the aforementioned review-related literature that

This study is anchored in the Bill of Rights in the 1987

The first box displayed the respondents' profile, which included

Figure 1: Schematic Diagram of the Study

Statement of the Problem

This study aimed to determine the psychological effects of

1. What is the profile of the respondents in terms of:

1.2 sexual preference, and;

2. To what extent do the respondents experience the psychological

2.2 suicidality, and;

3. Is there a significant relationship between the profile of the

2. In light of the findings, what intervention can be proposed?

At 0.05 level of significance, it will be hypothesized that:

Significance of the Study

The findings of the study will bring benefits to the following:

School Administrator: This study helped the administrator establish school

Scope and Limitation of the Study

This study will be limited to the following aspects:

The respondents of that study were the purposively selected students

For a better understanding of the footings used in the study, the

Bisexual. This refers to the person who has a strong attraction to

Effects. This is in reference to our study's objective to reduce the

Gay. The term is used to describe someone who is strongly

Lesbian. This refers to the person who has a strong attraction to

Sexual preference. This refers to the ability of a person to freely

Transgender. Refers to someone whose gender identity or gender

This study used a descriptive survey to determine the psychological

The respondents of the study were the seventy-three (75) LGBTQ

Date: Date: