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EMBRACING DIVERSITY: A STUDY OF THE LIVED EXPERIENCE OF

LGBTQIA+ STUDENTS IN SENIOR HIGH SCHOOL
______________________________________________________________________

A Research Paper
Presented to the Faculty of
Tanauan School of Craftsmanship and Home Industries
Tanauan, Leyte

In Fulfillment of the Requirements

in Practical Research I

JORAM ALMO
SOPHIA ANGELI O. ASILO
CHRISTIAN JAMES C. BADEO
JOHN CHRISTOPHER C. CAYOBIT
SHANE V. CREER
ETHAN MATHEW V. NAZARET
NICOLE REY C. SALVE
JOLITA G. TOLIBAS

GRADE 11 STEM NOBEL

May 2024
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APPROVAL SHEET

In partial fulfillment of the requirements for the subject Practical Research 1,

this research paper entitled “EMBRACING DIVERSITY: A STUDY OF THE LIVED
EXPERIENCE OF LGBTQIA+ STUDENTS IN SENIOR HIGH SCHOOL” has
been prepared and submitted by JORAM ALMO, SOPHIA ANGELI O. ASILO,
CHRISTIAN JAMES C. BADEO, JOHN CHRISTOPHER C. CAYOBIT, SHANE
V. CREER, ETHAN MATHEW V. NAZARET, NICOLE REY C. SALVE, JOLITA
G. TOLIBAS who are recommended for Oral Examination.

May 20, 2024 JONAS M. CABUSBUSAN, EdD

Date Research Adviser
________________________________________________________________________

Approved by the Committee on Oral Examination with a rating of PASSED.

IRENE B. CARIÑO
Chairperson

JERIC M. LOGROSA NESTY KEITH S. ROA

Member Member

_____________________________________________________________________
Accepted and approved in partial fulfillment of the subject Practical Research 1
requirements.

OTHNIEL M. OLINO, MAEd

May 20, 2024 Secondary School Principal II
Date
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ACKNOWLEDGEMENT

We extend our sincere gratitude to our research adviser, Mr. Jonas M.

Cabusbusan, for granting us the opportunity to conduct this research. His guidance and

expertise have been invaluable throughout the process.

We appreciate the support of our school principal, Mr. Othniel C. Olino, who

approved our research survey at the Tanauan School of Craftsmanship and Home

Industries (TSCHI). His ongoing encouragement and assistance have been instrumental

in our research endeavors.

We also acknowledge our class adviser, Mrs. Jenny Curato, who provided us with

the necessary time and support needed to carry out this study. Her dedication to our

academic growth has been commendable.

To our family and friends, thank you for your unwavering support during our

research studies. Your prayers and moral encouragement sustained us during challenging

times.

Lastly, we express our gratitude to the divine for providing us with bravery and

strength. Through divine guidance, we were able to overcome obstacles and complete this

study.
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ABSTRACT

The study focuses on the social challenges faced by LGBTQIA+ high school

students within educational institutions. Despite increasing acceptance and legal

protections, LGBTQIA+ students encounter discrimination, exclusion, and stigma in

senior high school settings. The study aims to explore these social challenges, their

reliance on support networks, and their representation in curricular events. By shedding

light on the unique struggles of LGBTQIA+ students, the research informs efforts to

create more inclusive and supportive school environments. It addresses questions about

social inclusion, self-representation specifically in extracurricular activities, support

systems obtain at school or outside of the premises, and LGBTQIA+ representation. The

review of related literature emphasizes mental health, social inclusion, and

intersectionality. The results in this study provide answers about the LGBTQIA+ senior

high school students face significant social challenges related to exclusion, particularly

within extracurricular activities. They struggle to socialize effectively due to the stigma

associated with their sexual orientation or gender identity. The separation of activities by

gender exacerbates exclusion. Stereotyping and discrimination further hinder their ability

to connect with others. Despite these difficulties, some LGBTQIA+ students actively

participate in extracurricular events, challenging societal norms and advocating for

recognition. Fear of violence often compels some students to conceal their true selves,

limiting their full potential. Overall, the study underscores the need for comprehensive

support and systemic changes to create an equitable educational experience for all.
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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………………….1
APPROVAL SHEET…………………………………………………………………….2
ACKNOWLEDGEMENT……………………………………………………………….3
ABSTRACT………………………………………………………………………………4
TABLE OF CONTENTS………………………………………………………………..5
CHAPTER 1……………………………………………………………………………...7
THE PROBLEM AND ITS BACKGROUND…………………………………………7
Introduction………………………………………………………………………7
Statement of the Problem………………………………………………………14
Significance of the Problem…………………………………………………….14
Scope and Delimitation…………………………………………………………15
Theoretical Framework………………………………………………………...16
Definition of Terms……………………………………………………………..18
CHAPTER II……………………………………………………………………………19
REVIEW OF RELATED LITERATURE……………………………………….19
CHAPTER III…………………………………………………………………………..34
METHODOLOGY………………………………………………………………34
Research Design………………………………………………………………...34
Research Participation…………………………………………………………34
Research Instrument…………………………………………………………...35
Validation of Instrument……………………………………………………….36
Data Gathering Procedure……………………………………………………..37
Ethical Consideration…………………………………………………………..39
Reflexivity……………………………………………………………………….40
CHAPTER IV…………………………………………………………………………..41
Results and Discussion…………………………………………………………41
CHAPTER V……………………………………………………………………………63
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SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS………63

Summary of Findings…………………………………………………………………..63
Conclusion……………………………………………………………………....65
Recommendation………………………………………………………………..66
REFERENCES…………………………………………………………………………68
APEENDICES……………………………………………………………………….….78
A. Research Approval form……………………………………………………78
B. Informed Consent Form…………………………………………………….79
C. Focus Group Discussion Guide………………………………………...…...81
D. Focus Group Discussion Transcript………………………………..………84
E. Curriculum Vitae…………………………………………………………....94
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CHAPTER I
INTRODUCTION

Background of the study

Different sexual orientations and gender identities are covered by the term

LGBTQIA which stands for lesbian, gay, bisexual, transgender, queer, intersex, and

asexual. The expression has a historical background starting from the 17th century when

it was used in Europe (Blakemore et al., 2021). In the early part of the 21st century AD,

this word became more widely known and accepted among people who loved others of

the same sex or both sexes. From there onwards, they started to use the phrase

"LGBTQIA" which covers all possible sexual identities like

lesbianism/gayness/bisexuality/transgenderism/queerness/intersexuality/asexuality along

with other related ideas such as gender (Duignan et al., 2024). This growth indicates a

gradual acceptance and recognition of diverse identities within these communities.

Various cultures have influenced LGBTQIA+ people, communities, and practices

in history. This can be seen through how they are represented in media, popular culture,

and social movements (David & Lorraine, 2024). Ancient Greece's concept of

"homosexuality" showed a different understanding of sexuality that is more open

compared to what we see now in Western cultures. In today's time as well, cultural

factors still shape the communities of LGBTQIA+. (David & Lorraine, 2024).

Issues for LGBTQIA+ individuals are still there, like shame, unfair treatment, and

preconceived notions. According to Camp and Vitoratou (2020) the ones who found that

minority stressors have a bad effect on mental health among LGBTQIA+ people with less

self-acceptance than those who are heterosexual. Students from the LGBTQIA+
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community frequently suffer from bullying, harassment, and being left out in educational

environments (McBrien & Sticca, 2019).

Various sexual orientations and gender identities are encompassed under the

inclusive phrase LGBTQIA. The acronym represents the following: lesbian, gay,

bisexual, transgender, queer, intersex, and asexual. LGBTQ descended from Sappho, the

ancient Greek poet, L is the acronym's initial letter. The term was originally used in the

17th century, but in the 1890s, women who secretly or openly loved other women began

to use it more frequently (Blakemore, 2021).

LGBTQIA communities have expanded from the start of the 21st century to

involve more complex sexual identities and orientations, including gender, intersex, and

querying (Duignan, 2024). Non-binary and genderqueer are now much more common

among them. This shows a gradual increase in people who identify as neither male nor

female or do not conform to usual gender roles.

Trans people, who were considered as the first members of LGBTQIA+ continued

to fight societal prejudice and persecution on many different fronts, challenging laws

forbidding them from marrying, enabling discrimination, and threatening their right to

live openly in society. They did so even in the face of violence, banding together to form

communities of mutual support in the name of trans liberation (Blakemore, 2022).

Various cultures have influenced LGBTQIA+ people, communities, and practices

throughout history (David & Lorraine, 2024). Researches ancient Greece and its concept

of "homosexuality." This study suggests that, unlike in modern Western cultures, the term

did not hold the same negative meaning during this period (Halperin, 1990). In many
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situations such as symposiums or athletic games, we find a frequent acceptance of similar

sexual desires. It indicates a more flexible comprehension of sexuality. Within our

present day, the elements that form LGBTQIA+ communities are still influenced by

various cultures. This includes how these communities are represented in media, popular

culture, and social movements. Cultural expressions like Pride parades or events

showcasing LGBTQ+ literature and art are important in confirming identities and

creating a feeling of acceptance within LGBTQIA+ communities.

Because of their sexual orientation, a large number of people who identify as

LGBTQIA+ (lesbian, gay, bisexual, queer, intersex, and asexual) face stigma,

discrimination, and prejudice. Lesbian, gay, bisexual, queer, and asexual (LGBQIA+)

face stressors in societal contexts that favor heterosexuality. The 2020 studies that were

demonstrated by Camp, J & Vitoratou, demonstrated a relationship between higher levels

of minority stressors, worse mental health outcomes, higher levels of global distress, and

lower levels of self-acceptance. Studies also discovered that in comparison to

heterosexual participants, bisexual people, and lesbian women, LGBQIA+ people had

lower levels of general self-acceptance (Vitoratou et al., 2020).

LGBTQIA persons may experience mental health issues, just like those who do

not identify as LGBTQIA+. They deal with a wide range of issues, including anxiety,

drug use, depression, trauma, low self-esteem, self-harm, and suicidal thoughts, that have

been linked to a higher frequency of mental health issues (ST Russell, 2016). Fearing

discrimination from mental health professionals and other medical staff, LGBTQIA

individuals might be reluctant to get professional assistance (MA Crockett, 2022). It can
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be helpful to consult an expert to prevent isolation and foster positive relationships

(Medina & Martinez, 2021).

Bullying and harassment are pervasive problems such as anxiety, loneliness, and a

lowered sense of self-worth can result from this hostile atmosphere. Beyond social

interactions, discrimination can also take the form of practices and policies that do not

recognize or accept the different identities of students who identify as LGBTQIA+

(McBrien & Sticca, 2022).

People who are part of the LGBTQIA+ community find it difficult to tell close

friends and family members about their gender identity or sexual orientation. Other

members of this community may be certain that they identify as lesbian, gay, bisexual, or

transgender, but they may not have told anyone, other members are hesitant to tell close

friends or family members about their sexual orientation. Though bisexuals are more

likely, only 4% of gay men and 5% of lesbians recognize that their sexual orientation

hasn't been discussed with either their family or friends (Pew Research Center, 2019).

Young adults question and struggle to understand their identity, especially during

middle and high school. Adolescence is a time of uncertainty and discovery critical for

forging an identity. According to Erikson's theory, adolescents frequently go through a

psychological moratorium in which they explore their options and delay committing to an

identity, eventually resulting in a more cohesive self-view (Taylor et al., 2004).

As people sort through their identities, it's common to have doubts about sexual

attraction, to question your romantic orientation, and to feel as though others don't

understand their gender. Every person's experience of doubting their sexual orientation is
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different, several variables, such as the place they live, their relationships with friends

and family, and the community at large, can all have an impact. It's important to keep in

mind that adolescents don't always want to be placed in a box because they don't always

see themselves represented in the conventional categories of straight, gay, lesbian, or

bisexual. Teens may discover they are attracted to both sexes or none (Espelage, 2019).

Nowadays, it is difficult, especially for LGBTQIA+ adolescents because of how their

gender identity and sexual orientation intersect with the social factors of school life

(Reyes & Ecot, 2019).

Students lack the support and knowledge they require due to the lack of

comprehensive sexual education and resources that address LGBTQIA+ problems. In

addition to having an impact on LGBTQIA+ students, this knowledge gap also feeds

prejudice and misinformation among other students. "Embracing Diversity" was designed

to capture the spirit of acceptance and inclusiveness. It demonstrates a dedication to

comprehending the wide range of human identities and the significance of accepting this

diversity in the context of education. The title is a call to action, imploring interested

parties to acknowledge and value the diversity of kids' social identities (Moreu et al.,

2021).

As the difficulties the LGBTQ population faces become more widely recognized,

specialized programs like sex education, counseling, and therapy that address the

particular issues LGBTQ people encounter are becoming more widely available.

Professionals and volunteers must participate in this program. The professionals and

volunteers who are helping the LGBTQIA+ community are accepting the particular
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requirements of LGBTQ+ communities and putting best practices into action to make

people who identify as LGBTQ+ communities feel comfortable (Soule, 2017).

"Embracing Diversity: A Study of the lived experience of LGBTQIA+ Students in

Senior High School Education" is a study that attempts to shed light on these experiences

and promote more inclusive school environments. Senior high school students who

identify as LGBTQIA+ regularly experience prejudice, which takes many different

forms, including bullying, harassment, and limited access to pertinent resources and

information (Earnshaw & Abreu, 2020). These detrimental experiences have an impact

on their mental health and general well-being in addition to violating their right to an

education (ST Russell, 2021). The problem is made worse by the ineffective enforcement

and oversight of anti-discrimination laws, which leaves a large number of LGBTQIA+

youngsters defenseless and unsupported (Edgar, 2017).

As the main goal of this study, the researchers aim to delve into the social lives

and encounters of LGBTQIA+ students within senior high school education settings. The

researchers desired to comprehend a variety of aspects of these students' lives like their

relations with classmates, professors, and resources provided by the institution (Mutya,

2021). To understand these dynamics better, the purpose was to help make environments

on campus more welcoming and helpful for all LGBTQIA+ people (Wright, 2019).

The research is unique in the way that it investigates LGBTQIA+ students' own

experiences during senior high school. The research diverges from other research with a

broader or more quantitative methodological approach. The researchers are listening to

what these young people themselves have to say. In so doing, we can understand much

more about their experiences. The researchers would find out what they struggle with,
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who they find support from, and how they learn to survive during this time. The

researchers can find out whether they can learn. This qualitative method allows us to

capture students' lived experiences in ways that many quantitative research methods

cannot. By listening to the experiences of young people, the researchers can see the

whole picture. The researchers don't just see a number or a percentage of things that are

happening. The researchers can find out what is happening at a senior high school level.

Investigating senior high schools is important because this is a significant time in a

student's life. Many students begin to leave senior high school and start working or more

training or they are beginning to go to university or college. This is a particular time

because they are transitioning to adulthood. This is especially important for LGBTQIA+

students who have already been navigating these transitions during another time of their

lives, these experiences are likely to be multiplied (Smith et al., 2023).

This study will explore whether peer, instructor, and family support networks can

enhance the social lives of LGBTQIA+ students. It will assess resources and assistance

systems provided by educational establishments along with their effectiveness.

Embracing Diversity hopes to establish a more equitable and supportive learning

atmosphere for LGBTQIA+ students. This entails ensuring that their rights are respected

while also valuing their viewpoints (Driban et al., 2024).

Relevance and impact are that, one cannot overstate the crucial part LGBTQIA+

students play in senior high school education. Students from LGBTQIA+ have been

historically left out; thus their experiences offer an incomparable understanding of the

social environment of educational establishments. This study aims to understand the

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complicated roles the LBTQIA+ community plays in making a lively and accepting

school atmosphere (Leung et al., 2022).

Statement of the Problem

In the context of senior high school education institutions, LGBTQIA+ students

encounter unique challenges related to their social lives. Despite growing acceptance and

legal protections, discrimination, exclusion, and stigmatization persist. This study aims to

answer the following questions:

1. What are the social challenges faced by LGBTQIA+ high school

students when they feel excluded particularly in extracurricular

activities?

2. What support networks do LGBTQIA+ students rely on within the

senior high school environment?

3. To what extent do LGBTQIA+ students see themselves

represented in curricular events?

Significance of the Study

The importance of our investigation to the real world is talked about in this part of

the study. The researchers would be ecstatic if the participants would told us that things

are progressing positively for the social lives like them, the part of the LGBTQIA

community, as they are an organization with continuous growth. Through this study, The

researchers will eventually explore their school experiences and collect information that

can be beneficial not just for them but also for us to comprehend how exclusive gender
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diversity is in this new generation thoroughly. This is an essential for making a society

that welcomes LGBTQIA people in all aspects. The research study will be influential to

LGBTQIA people by giving them a chance to talk about their experiences, whether it is

good or bad. It will also help create an environment that accepts individuals who are part

of the LGBTQIA community. For further discussion, here are the narrated forms of the

people who will benefit from our study.

The research study will help LGBTQIA students feel accepted by society. This

can give them a sense of safety and allow for recognition as rightful community

members.

School: This study can give the school the information it needs to understand gender

diversity, particularly in LGBTQIA society. It might assist them in comprehending and

aiding the LGBTQIA students who are already studying at this school.

As curious researchers, the study's findings will provide the researchers with

responses to many important questions. This allows us to study and inquire into the

subject that is being talked about currently - the exclusivity of LGBTQIA society.

Future Researchers: The completed project will offer a helpful base for future researchers

to expand on a related subject. They will be directed shortly and troubled less because of

the given information.

Scope and Delimitation

The scope of the study is it aims to explore and understand more about

experiences, challenges, and support systems for the all-encompassing student cadre
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falling under that group in institutions of senior high school learning. The study was

focused on finding detailed descriptions of how queer students lived their lives daily—

from social interactions with others to participation in organizations and events on

campus.

The study will take place completely at the senior high school institutions of

Tanauan School of Craftsmanship and Home Industries(TSCHI). Most of the data

collection methods are dependent on qualitative methodologies which include focus

group interviews, and observations to gather specific and concise information.

Delimitations and limitations of the study include: first, this research is limited to

a particular geographical area or region; therefore, its scope is not generalizable. This

means that only students who have been admitted to senior high school institutions of

learning are considered for this study and those not having enrolled in any of the senior

high school learning institutions will not be enlisted in this study.

Emphasis is put on the voices and experiences of LGBTQIA+ students in this

research, meaning that the study may not have been able to exhaust other stakeholders

such as faculty, staff, or even administration. To be described momentarily in this current

study are academic outcomes and mental health issues because of being an LGBTQIA+

student, particularly under the topic of subsequent research studies.

Theoretical Framework

Social Identity Theory proposed by Henri Tajfel and John Turner, focuses on how

individuals' self-concept is influenced by their membership in social groups. According

to this theory, people get some of their sense of who they are from the social groupings
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that they are a part of. This theory could help researchers understand how these students

navigate social interactions, their identities in the school, and how experiences with

acceptance or discrimination impact their sense of self. SIT assists researchers in

examining how LGBTQIA+ adolescents view themselves in the context of high school.

Identity development and exploration occur during adolescence, and for LGBTQIA+

people, this process can be more complex as they struggle with issues related to their

gender identity, sexual orientation, and social expectations. LGBTQIA+ students may

have particular difficulties navigating their identities in the context of peer groups,

circles, and social ranking as they strive for social acceptability and belonging as

teenagers. According to the theory of social identity theory (SIT), people are inclined to

uphold a positive social identity, which could impact their actions, decisions, and social

interactions. To control social expectations and reduce the possibility of discrimination or

rejection, LGBTQIA+ students may use identity management techniques including

selective disclosure or conformity.

This theory focuses on the greater acceptance and understanding of varied sexual

orientations and gender identities, greatly aided by the LGBTQIA+ community's

increased visibility in various media outlets and public areas. LGBTQIA+ people have

been able to express their experiences and tales through images in literature, cinema,

television, and social media, which has helped to humanize their identities and challenge

prejudices. Causing a change in cultural views toward greater tolerance, this increased

visibility has aided in the creation of resources and support networks that are specifically

designed with LGBTQIA+ people in mind. It has also spurred important social justice

and LGBTQIA+ rights discussions, resulting in activism and advocacy activities that have
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genuinely advanced equality and acceptance. In general, the LGBTQIA+ community's visibility

has played a significant role in fostering a more supportive atmosphere where people may

flourish and live true lives.

DEFINITION OF TERMS
Box - not to be locked up in a one place

Call - to hear out their grievancess

Faces - be confronted with a difficulty

Shape - the process to adopt the cultural factors of the lgbtqia is still in mind
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CHAPTER II
REVIEW OF RELATED LITERATURE

According to national data, being part of the LGBTQIA+ community can bring

various challenges while growing up. The term LGBTQIA+ is the abbreviation for

lesbian, gay, bisexual, transgender, queer, or questioning and many other identities. You

can also use LGBTQ or LGBTQ+ to refer to these communities. This consists of various

sexual orientations and identities that have been acknowledged since the start of the 21st

century (Duignan, 2024). LGBT, originating from LGB, refers to individuals of diverse

sexuality and gender identity, with extended initialisms like LGBTI, LGBTIQ, or

LGBT+ since 1996 (Danforth, 2014). With the first Mardi Gras held in Sydney in 1978,

LGBTQIA people rebelled against oppression, largely through violent activism in the

face of harassment (Ison, 2019). Adolescents who are part of the LGBTQIA+ community

are more likely to experience mental health disorders rather than heterosexual peers

(McDonald, 2018). Due to their sexual orientation, most of the members of LGBTQIA+

people face stigma, discrimination, and prejudice (Vitoratou et al., 2020). Aside from

external conflicts, LBTQIA+ people also experience internal conflicts like finding it hard

to tell their sexual identity to their family members and close friends (Pew Research

Center, 2019).
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People who identify as LGBT or transgender often become victims because they

are seen as not matching gender expectations, despite what their real gender or sexual

inclination might be (Glaad, 2017). The demands and liberties of lesbian, gay, bisexual,

and transgender students along with questioning families are frequently disregarded,

generally misconstrued, and only sometimes given top priority by the school system

(Fisher & Kennedy, 2016). It is observed that a group has been more affected by violence

historically. This group is LGBTQIA people because earlier there was a belief they had

illegitimate relationships plus their sexual behaviors and lifestyles were also considered

wrong (Ison, 2019). Gender stereotyping is reinforcing the gender ‘norms’ that society

considers acceptable, usually based on the idea of masculinity and femininity

(Kushnarenko, 2019). Stereotyping within society places undue pressure on LGBTQIA+

students to conform to rigid gender norms, leading to increased stress and mental health

challenges (Ryan, 2017). Factors like feeling not accepted and the ability to encounter

crime related to LGBTQIA are factors that impact the mental health of LGBTQIA+

adolescents (Rimes et al., 2019). The mental health and well-being of LGBTQIA+

students is a topic that has been studied by many (Stephenson et al., 2020). Report on

how common suicidal thoughts and actions are among high school students in the United

States, showing the importance of specific actions to help those who are at risk.

Transgender students and their experiences with violent victimization, substance

use, suicide risk, and sexual risk behaviors (Kelly's et al., 2018). The results show a

serious demand for an investigation into the unique mental health issues confronted by

LGBTQIA+ students, as well as successful methods to help their welfare (Johns et al.,

2019). The second leading cause of death for all youths that is part of the LGBTQIA+
 21

aged from 15-24 is at higher risk when it comes to thoughts of suicidal behaviors

(Hatchel et al., 2019). LGBTQIA+ Communities are more likely to commit suicide,

however, protective factors such as community engagement might reduce the risk

(Kaniuka et al., 2018). Historical analysis in interpreting international investment law

also gives an understanding of how past oppression has shaped the growth of important

resistance strategies, providing useful similarities to experiences of the LGBTQIA

community of support for LGBTQIA+ is linked to depression, anxiety, substance misuse,

risky sexual behaviors, shame, and low self-esteem, on the other hand, social support

significantly impacts self-esteem (McDonald, 2019). Gender identity is described by the

Human Rights Campaign Glossary as an individual's innermost beliefs about themselves

as either male, female, or a combination of both, or neither (Human Rights Campaign,

2018). A large number of LGBTQIA individuals may feel that they must hide their

identities (Orlov & Allen, 2014).

Even in an environment where social change is occurring positively, elder

generations may still be hesitant to become more visible due to the traumatic past they

endured from prejudice and discrimination (Gates, 2017). Research has shown that

exposure to diverse perspectives and identities enhances students' critical thinking skills,

cultural competence, and social-emotional development (Snapp et al., 2017; Kosciw et

al., 2018). School ethnic diversity plays a significant role in shaping students' interethnic

relations (Thijs & Verkuyten, 2014). LGBTQIA+ youth experience bullying and

harassment in schools regularly, which negatively impacts their academic and social

well-being (Kosciw et al., 2018).Young LGBTQIA+ people are forced out of educational

institutions and into the criminal justice system (Emily et al., 2016).
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The study is significant as it helps us understand the authentic experiences of

LGBTQIA+ students in their senior years of high school. It provides insights for creating

more inclusive practices and policies (Kosciw et al., 2018). Based on the statistics

obtained from the 2017 survey, we can see that schools that have welcoming and

supportive policies result in better academic performance and a sense of safety among

students (Kosciw et al., 2018). To ensure that all students feel protected, acknowledged,

and included, schools can reflect on how they can create an environment that is accepting

of all genders and sexual orientations by studying the challenges faced by LGBTQIA+

learners. Collaborating with schools, families, and community groups is critical for the

advancement of LGBTQIA+ inclusion and support. Family members who provide strong

acceptance and support offer significant protection to young people in this group. Schools

can contribute by ensuring that there is open communication and collaborative effort

between families with LGBTQIA+ members and those involved in teaching them (Ryan

et al., 2020). Community groups such as LGTBQIA+ advocates could also provide

resources and support services, as well as opportunities to become mentors. This helps to

establish a broad support network within schools and beyond (Snapp et al., 2015).

Exclusion experiences, particularly in extracurricular settings, often lead to

difficulties in developing and maintaining social relationships. Individuals who are

excluded may struggle to trust others or may feel a sense of alienation, making it

challenging for them to form meaningful connections with their peers (Michigan's

Department of Psychology, 2019). Individuals who have been excluded may develop a

fear of social situations or may experience anxiety when interacting with others, further

exacerbating their social difficulties (Abnormal Child Psychology, 2015). Individuals

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who experience exclusion may find it difficult to engage in conversations, assert

themselves, or understand social cues, all of which are essential components of effective

socialization (American Psychological Association, 2017). Exclusion from

extracurricular activities does not significantly impact the social relationships that

LGBTQIA+ senior high school students have with their peers. while extracurricular

exclusion occurred, it did not significantly affect the quality or quantity of social

relationships among LGBTQIA+ students (Luigi, 2018). Despite experiencing exclusion,

LGBTQIA+ students demonstrated resilience in maintaining social relationships within

their peer groups, suggesting that extracurricular exclusion had minimal impact on their

overall social connections (Boid, 2019).

Due to their inability to express themselves effectively, some individuals develop

internal factors that contribute to social difficulties, particularly during extracurricular

activities. individuals who struggle to express themselves effectively may face significant

challenges in social settings, particularly during extracurricular activities (Smith, 2015).

Internal factors, such as low self-esteem and anxiety stemming from communication

challenges, can exacerbate social difficulties, particularly in extracurricular contexts

(Johnson et al., 2018). Individuals experiencing communication difficulties were more

likely to encounter social exclusion during extracurricular activities, further perpetuating

their social difficulties (Adams, 2019). Exclusion from extracurricular activities does not

significantly impact LGBTQIA+ students to express themselves properly to society.

Exclusion from extracurricular activities on LGBTQIA+ students' ability to express

themselves to society (Lee, 2019). LGBTQIA+ individuals often develop resilience

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strategies to navigate social exclusion, including finding alternative avenues for self-

expression outside of traditional extracurricular settings (Rodriguez, 2018).

Support systems at school create a positive impact for individuals such as

LGBTQIA+ students. Visible support systems, such as LGBTQIA+ student clubs and

inclusive curricula, empower individuals to embrace their identities and advocate for their

rights within the school community (Williams, 2017). LGBTQIA+ students in schools

with strong support systems experience lower rates of mental health issues such as

depression, anxiety, and suicidal ideation, emphasizing the crucial role of support in

promoting mental well-being (Lee, 2019). Supportive school environments have lasting

positive effects on LGBTQIA+ students, leading to greater self-confidence, resilience,

and social integration both during and after their school years (Taylor & Martinez, 2021).

Support systems at school do not create a positive impact on individuals such as

LGBTQIA+ students. Support systems at school may not always create a positive impact

for individuals, including LGBTQIA+ students, due to factors such as lack of

implementation fidelity or insufficient resources (Evans, 2019). Challenges in providing

effective support for LGBTQIA+ students in schools indicate that despite efforts, some

support systems may not adequately address the unique needs and experiences of these

students (Garcia, 2018).

The support systems at school primarily focus on binary gender, which

unfortunately leaves LGBTQIA+ senior high school students feeling unsupported. This

lack of visible support can have a negative impact on individuals within the LGBTQIA+

community. school support systems primarily centered on binary gender norms

inadvertently exclude LGBTQIA+ senior high school students, leaving them feeling
 25

unsupported and marginalized within the educational environment (Evans, 2018). The

absence of tailored resources and acknowledgment of diverse identities exacerbates

feelings of isolation and diminishes overall well-being among these students (Johnson,

2020). Failure of school support systems to address the unique needs of LGBTQIA+

senior high school students can lead to negative psychological outcomes, including

increased rates of anxiety, depression, and identity-related stress (Chen, 2019). The

support systems at school do not primarily focus on binary gender. modern school

support systems prioritize diversity and inclusivity, encompassing a wide range of

identities beyond binary gender norms (Chen, 2020). Many schools have implemented

inclusive policies and practices that address the needs of diverse student populations,

including LGBTQIA+ individuals (Johnson, 2020).

Importance of fostering school belonging for all students, including those who

identify as LGBTQIA+ (Allen et al., 2018). The study highlights the positive impact of

teacher and peer support on young adolescents' motivation, engagement, and school

belonging (Kiefer et al., 2015). Character education in promoting positive values and

attitudes among students is crucially important (Hermino & Arifin, 2020). The literature

lacks specific insights into the experiences of LGBTQIA+ students about school

belonging and the support they receive from teachers and peers. The value of supporting

the LGBTQIA+ community's positive formation of identities and connections to society

as strategies for improving resilience and reducing the effects of minority pressures

(Feinstein et al., 2019). Vulnerabilities are still vital, it's important to recognize how

resilient LGBTQIA+ individuals and communities have been in the face of tragedy

(Haworth, 2021). A multilevel examination of racial disparities in high school discipline,

 26

emphasizing the importance of perceived equity and school belonging (Bottiani et al.,

2017).

Laws have been established to make sure that schools provide a safe and

accepting environment for all students, regardless of their sexual orientation or gender

identity. These policies are designed to protect LGBTQIA+ students from discrimination

and bullying (Denny et al., 2016; Greytak et al., 2014). Many states now require schools

to include LGBTQIA+ issues in their anti-bullying rules. But, it is not just about creating

rules. The work also includes making sure that everyone knows these rules and follows

them correctly. This can be done by helping schools understand how they can support

LGBTQIA+ students effectively (Kosciw et al., 2020). One way is through creating

groups where people talk about these issues and find solutions together. This is called a

"gay-straight alliance" or GSA group (Greytak et al., 2018). Continuing with this idea of

making policies effective, it's also important to change the culture of a school so that

everyone feels included - including those who identify as LGBTQIA+. It was seen efforts

focus on cultural changes at the school level rather than just policy adjustments alone

(Snapp et al., 2017).

Events like Pride Month celebrations are becoming common in many schools

around the world. While policy changes are an important starting point for promoting the

inclusion of LGBTQIA+ individuals within educational settings, there has been growing

recognition among educators and administrators alike regarding the significance of

integrating such perspectives into curriculum across various subject areas including

history literature health education among others (Snapp et al., 2017; Taylor et al., 2020).

A big part of promoting inclusion in schools is training teachers properly so they can
 27

support students who identify as LGBTQIA+. Workshops and other professional

development activities help teachers understand how important it is to create an inclusive

environment for every student. Understanding this issue goes beyond simple knowledge -

educators need skills (Fisher & Kennedy, 2016). They must learn strategies on how best

to address diverse needs within classroom settings while fostering respect towards

various identities represented therein.

Studies have revealed that numerous educators do not possess enough

knowledge, abilities, or self-assurance to provide sufficient support for LGBTQIA+

students and handle classroom issues linked with sexual orientation and gender identity

(Greytak et al., 2015). Different facets of sexual orientation and gender identity can be

included in class discussions and instructional materials. Schools may verify the

experiences of LGBTQIA+ students by incorporating diversified representations which

can help in fostering understanding and empathy among all learners. Attempts to

encourage LGBTQIA+ inclusion in education are not limited to internal school policies

or practices only. Such endeavors also encompass wider advocacy work within local

communities as well as on a national scale. Student-led groups, local support teams, and

national organizations focused on LGBTQIA+ concerns are important in promoting

awareness about the needs of LGBTQIA+ youth (Russell et al., 2018).

They help gather backing for policy alterations and maintain responsibility for

educational institutions to make safe spaces that confirm every student's identity. These

movements are pushing forward real change by giving more strength to the voices of

LGBTQIA+ youth and their supporters (GLSEN, 2021). As LGBTQIA+ students

encounter these social challenges avoiding the negative comments created by the people,
 28

became a coping strategy for them. Avoidance coping is one of the major types of coping

that allows an individual to deal with the extrinsic and intrinsic sources of stress ranging

from life’s daily hassles to major events (Balmores, 2018). Avoiding stress might seem

like a great way to become less stressed (Scott, 2024). People find themselves using

avoidance coping instead of facing stress head-on for many reasons (Synder, 2024).

Avoidance coping creates additional stress. Confronting a problem or dealing with a

stressor is the only way to effectively reduce the stress it causes (Scott, 2024). We strive

for "stress management" rather than "stress avoidance" because we can't always avoid

stress, but we can manage it with effective coping techniques (Synder, 2024).

Support services for LGBTQIA+ students that are comprehensive and responsive

to their unique needs have become an important focus for many school districts. These

efforts, ranging from gender-affirming healthcare services to specialized counseling and

mentorship programs, are designed to help LGBTQIA+ young people succeed in all

aspects: academics, social life, and emotions (Katz-Wise et al., 2019). When schools

concentrate on problems faced particularly by LGBTQIA+ learners like how to handle

coming out situations smoothly or gaining access to accepting medical care as well as

forming supportive groups with peers - they can create a more welcoming education

setting where every student feels included and empowered (Durso & Gates, 2015).

Digital platforms and internet communities have become a new way for

LGBTQIA+ youths to connect, organize themselves, and bring about change. Social

media sites, online forums as well as digital story-making plans are giving chances for

LGBTQIA+ students to share their experiences, build supportive networks, and create

joint actions on issues like stopping bullying or making better curricular that include
 29

more content related to the LGBTQ community (Reece et al., 2016). The young people

who belong to the community of LGBTQIA+ have started using digital technology. This

is changing the conversation about including people from this group in education. They

are also utilizing these tools to become powerful and make a difference in their schools

and immediate surroundings (McCormick et al., 2021).

In the past few years, actions to encourage LGBTQIA+ inclusion in schools have

grown from policy moves into wider cultural transformations and systematic alterations.

Teachers and school leaders are understanding why it is crucial to include the

perspectives of LGBTQIA+ people in subjects such as history, literature, or health

education (Taylor et al., 2020). When different portrayals of sexual preferences and

gender identities are added to class talks along with teaching resources, schools

demonstrate support for LGBTQIA+ students' experiences while fostering improved

comprehension and empathy among all students (Snapp et al., 2017).

A lot of school districts are putting the growth of comprehensive support services

that meet the requirements of LGBTQIA+ students as an important task. These projects

range from healthcare services supporting gender affirmation to special counseling and

mentorship programs. All of these aim to give LGBTQIA+ young people the help and

resources they require to do well in their studies, socially interact, and handle emotions

(Katz-Wise et al., 2019). Schools can make education more inclusive and powerful for

every student if they focus on specific difficulties that LGBTQIA+ students face like

coming out processes, getting affirming health care, or forming encouraging peer

networks (Durso & Gates, 2014).

 30

The appearance of digital platforms and internet communities has given fresh

ways for LGBTQIA+ youth to link up, coordinate, and push for changes (Reece et al.,

2016). Social media sites, online discussions, and digital narrative projects have made it

possible for LGBTQIA+ students to tell their stories, build supportive relationships, and

unite in actions on topics like stopping bullying or bettering the educational environment

by including more information about LGBTQIA+ issues (McCormick et al., 2021). Using

the strength of digital technology, young people who are part of the LGBTQIA+

community are changing the discussion about including LGBTQIA+ people in education.

They also increase their power to create change inside schools and local areas

(McCormick et al., 2021).

The importance of fostering school belonging for all students, including those

who identify as LGBTQIA+, cannot be overstated. School and district leaders, along with

school staff, should create learning environments where all students can achieve their full

educational potential (GLSEN, 2024). School Policies that are specifically for binary

people create an external negative impact on LGBTQIA+ senior high school students.

Binary school policies on LGBTQIA+ senior high create external negative impacts,

including feelings of exclusion and marginalization among LGBTQIA+ students

(Haworth, 2021). Binary policies contribute to external negative impacts, such as erasure

and invisibility of non-binary and gender non-conforming identities (Thompson, 2019).

Binary policies create external negative impacts, including increased vulnerability to

bullying and mental health issues, stemming from policies that fail to recognize and

accommodate diverse gender identities (Alley, 2021). By centering the voices and

experiences of LGBTQIA+ students, addressing systemic barriers to inclusion, and

 31

fostering supportive school climates, we can create a future where all students feel

valued, respected, and empowered to succeed. Proper training provided by school

teachers is essential to best prepare LGBTQIA+ students for success (ASCA, 2014).

Growing recognition of the unique challenges faced by LGBTQIA+ students

within educational settings. The Challenges Equality Faces in Schools discusses the

diverse demanding situations confronted with the aid of LGBTQIA+ students It mentions

that those students face a social and political weather that undermines their identities. The

article additionally highlights the dangerous effect of anti-LGBTQIA+ payments which

have been added in diverse states, which frequently specially goal transgender youth,

banning them from collaborating in faculty sports activities and receiving essential

healthcare. This environment, created with the aid of elected officials, threatens the

health and academic prosperity of LGBTQIA+ youth (Human Rights Campaign, 2017).

This review aims to explore the specific experiences of LGBTQIA+ students about

school belonging and support from teachers and peers, investigate their mental health

challenges and well-being, examine the intersectionality of LGBTQIA+ identity and risk

behaviors, substance use, and internet addiction, understand the role of inclusive practices

and peer support arrangements, and explore the intersection of racial and LGBTQIA+

identities in understanding disparities in school discipline practices. In the article

"Exploring the Secondary Faculty Enjoy of LGBT+ Youth: Online, a few LGBT+

students gave relatively positive reviews of faculty, indicating various degrees of

attractiveness and privilege inside the LGBTQIA+ community (Taylor & Francis, 2018).

This has a look at sheds mild on the various reviews of LGBTQIA+ students in

academic settings, highlighting the nuances of social attractiveness and privilege amongst
 32

extraordinary identities Exploring the secondary faculty enjoy of LGBT+ youth: an.

Another resource, titled "The Inclusion of LGBTQI+ students throughout training

systems, to be had on ResearchGate, discusses the reports of students who discover as

lesbian, gay, bisexual, transgender, queer, intersex, or somewhere else at the

gender/sexuality spectrum. This article delves into the demanding situations and

possibilities for LGBTQI+ students inside academic systems, emphasizing the

significance of inclusivity and guide for those students The Inclusion of LGBTQI+

students throughout training systems.

School belonging for LGBTQIA+ students is crucial, highlighting the

significance of their relationships with teachers and peers in influencing their academic

involvement and welfare (Russell et al., 2016). Those who identify as LGBTQIA+ and

view their school environment as inclusive and supportive experience greater levels of

belongingness in school, leading to less absenteeism (Kosciw et al., 2018). As the hair

contributes confidence to the LGBTQIA+ students, exterminating it will help provide

transparency that they support the LGBTQIA+ community. The significance of hair holds

great importance for LGBTQIA+ youth. It serves as a powerful symbol, emphasizing

how hair can contribute to their sense of belonging and boost their confidence (Glaad,

2017). Hair choices are intricately connected to an individual’s sense of gender identity

and self-presentation (Ryan, 2019). Enforcing rigid hair standards compels individuals to

conform, thereby undermining their fundamental freedom of self-expression (Hostra et

al., 2020).

Research always shows higher levels of mental health difficulties in LGBTQIA+

students, like depression, anxiety, and thoughts about suicide (Kann et al., 2016). Yet,
 33

studies also show that social help and approval from friends and grown-ups can lower

these dangers (Toomey et al., 2014). Methods to help mental health and wellness for

LGBTQIA+ students include things like peer groups for support, as well as counseling

services (Eisenberg & Resnick, 2016). The connection between LGBTQIA+ identity and

risky behaviors like substance use or internet addiction has been a growing focus in

recent literature, revealing an intersectional framework. It is noted that LGBTQIA+ youth

might participate more frequently in substance misuse as a method of dealing with

minority stress and prejudice (Marshal et al., 2017). Research also demonstrates

connections between experiences of cyberbullying and addiction to the internet among

those who identify as LGBTQIA+ (Ybarra et al., 2014). This shows the importance of

specific actions focused on the individual requirements and susceptibilities of

LGBTQIA+ pupils.

Inclusive practices and peer support arrangements greatly contribute to an

encouraging environment for LGBTQIA+ students. Enhancing school connectedness and

decreasing victimization in the lives of LGBTQIA+ youth have a positive relationship

with Gay-Straight Alliances (Greytak et al., 2013). Researches show that inclusive

curriculum and teacher training efforts improve school environments, resulting in better

feelings of safety and belonging for LGBTQIA+ students (Snapp et al., 2015).

The meeting point of racial and LGBTQIA+ identities brings a distinctive

difficulty in comprehending inequalities within school discipline methods. Stresses how

to investigate the way race, gender identification, and sexual preference mingle together

for molding disciplinary results among LGBTQIA+ pupils who are also people of color.

The results imply that students who identify as LGBTQIA+ and come from different
 34

races are more likely to be singled out for disciplinary measures. This emphasizes the

importance of having disciplinary policies and methods that are sensitive to culture, fair,

and unbiased (Bottiani et al., 2017).

In this research paper, the researchers emphasize the significance of

comprehending LGBTQIA+ students' distinct experiences and requirements in

educational environments. By examining how their LGBTQIA+ identity blends with

other types of diversity, finding useful interventions and backing methods, as well as

encouraging fair practices along with student-led support systems; it becomes possible

for education workers and those who make policy to build more just learning

surroundings that provide support to every pupil no matter their sexual preference or

gender identification.

CHAPTER III

METHODOLOGY

Research Design

In this study, a qualitative research design using a phenomenological approach,

particularly an interpretative phenomenological approach, is used since an interpretative

 35

type of qualitative research method focuses on understanding people’s lived experiences

and how they make sense of those experiences within their personal and social contexts.

This research study aims to know the lived experiences of LGBTQIA+ students in senior

high school education. With a focus on their sexual orientation, gender identity,

interpersonal interactions, school environment, academic experiences, and concerns, this

research examines the identities and experiences of LGBTQIA+ in senior high school

environments. The interpretative phenomenological approach will allow the researchers

to explore the lived experiences of LGBTQIA+ students in senior high school education,

shedding light on their challenges, resilience, and unique perspectives.

Research Participants

The participants that will be part of this research study are those selected

individuals who are recognized as part of the LGBTQIA+ community and are attending

senior high education at Tanauan School of Craftsmanship and Home Industries.

Sampling Procedure

The type of sampling procedure that is used in this research study is the purposive

sampling procedure. A purposive sampling procedure is a type of sampling procedure

that allows the research to focus on specific areas of interest. The participants in this type

of sampling procedure are chosen on purpose, not randomly. Since the researchers will

focus on studying the lived experiences of the selected students who are part of the

LGBTQIA+ community in the senior high school at Tanauan School of Craftsmanship

and Home Industries, purposive sampling is best used.

Qualification for the Respondents

 36

 Students who are identified as part of the LGBTQIA+ community.

 Currently enrolled at Tanauan School of Craftsmanship and Home Industries.

 Senior high school students

 Students who have been attending Tanauan School of Craftsmanship and Home

Industries for at least one academic year to ensure familiarity with the school

environment.

Research Instruments

The research instrument that has been used in gathering the data is an FGD Guide

that can be analyzed qualitatively, which would further the understanding of the lived

experiences of LGBTQIA+ students in senior high school. The interview ascertained that

it obtained the participants' informed consent, developed an interview guideline, and

selected a suitable location. The researchers will be using the FDG guide in this study.

The first component of the FDG Guide is that the researchers introduce

themselves and the interviewee. The next step will involve researchers connecting the

FGD guidelines to ensure a smooth discussion. During the interview, participants are

encouraged to openly share their thoughts on specific topics. The researchers will

emphasize the importance of active participation, inviting individuals to elaborate on

ideas or express differing perspectives. To maintain anonymity, only first names or

nicknames will be used, and participants are reminded to uphold confidentiality when

discussing the interview outside the group. Privacy is guaranteed, with responses treated

with strict confidentiality, and undisclosed data will be used for analysis and reporting.

Participants are encouraged to engage respectfully, both agreeing and disagreeing with

others' opinions while being mindful of differing viewpoints. The interview will be
 37

audio-recorded, and participants are encouraged to speak up to facilitate the discussion.

The final section of the FGD guide includes participant acknowledgment and

explanation. This crucial phase addresses any unanswered questions or doubts and

expresses gratitude for the participants' priceless contributions.

Validation of Instrument

This choice of using FGDs as the tool for qualitative exploration in high school

students' experiences is strengthened by more professionals in this area who work with

qualitative research methodology. Dr. Sarah Johnson, a famous qualitative investigator

from the University of California, highlights how useful FGDs are in investigating

intricate social occurrences, especially among groups like LGBTQIA+ people who often

get marginalized. She also points out that these discussions let you explore different

views within a group environment which makes for deep conversations capturing real-life

intricacies.

Dr. Miguel Rodriguez, a methodologist of qualitative research at Harvard

University, emphasizes the value of methodological strictness in validating instruments.

He claims that the careful validation procedure carried out by Yaakop, Koh, and Yasin

guarantees trustworthiness and dependability for the FGD guide which becomes a strong

instrument to gather data in delicate study situations.

Dr. Lisa Chang, who is an expert in LGBTQIA+ studies at Stanford University,

emphasizes that using culturally sensitive research methods when studying marginalized

groups is very important. She states that the thorough creation and confirmation of the
 38

FGD guide, as shown in the mentioned study, demonstrate a commitment to moral

research techniques and polite involvement with participants' experiences.

The validation of these experts reinforces the appropriateness of utilizing FGDs as

the instrument for exploring the lived experiences of LGBTQIA+ senior high school

students. Their collective expertise underscores the methodological soundness and

relevance of the chosen approach, enhancing the credibility and validity of the research

study.

Data Gathering Procedure

Upon the approval of our school principal, the researchers will initiate the data

collection process by conducting focus group interviews. The researchers formally

obtained consent from the selected participants which is indicated in appendix B of this

paper. This consent form will serve as evidence that the interview participants have

formally agreed to participate in this study. The researchers will carefully choose senior

high school students who are qualified to the criteria set by the researchers to participate

in this study. When participants have been selected, a place for gathering them will be

arranged. Following the arrangement of the location and the assembly of participants, an

orientation session will be conducted to familiarize the research respondents with the

intricacies of the study, utilizing the FGD guide as a framework. This orientation aims to

ensure that all participants understand the research objectives, procedures, and their roles

within the study. The researchers will commence the data collection process by

facilitating focus group interviews with the respondents. Upon completion of data

collection, the researchers will undertake a thorough analysis and interpretation of the
 39

gathered information, employing appropriate methodologies to derive meaningful

insights and conclusions from the data.

Data Analysis Procedure

In this research, interpretative phenomenological analysis (IPA) has been used as

a method due to its effectiveness in exploring the lived experiences of LGBTQIA+

students within senior high school settings. By using IPA, we were able to unveil the

diversity and individuality of their stories, reflecting on personal journeys, identity

development processes, and other aspects of being members of school communities. This

study was essentially about digging deep into these narratives; we did not want to stay at

superficial levels. We intended to understand the meanings behind them, emotions

experienced in their everyday lives, and perceptions that shaped these realities. Through

this process of iteration in data collection and analysis, we were able to study different

facets of the participants’ lives, their struggles, and sources of resilience, and this is how

IPA came to be used as a unique methodological lens, through which we could better

understand the complexity of the lives of LGBTQIA+ senior high school student

Ethical Consideration

Before conducting the research, it is crucial to obtain informed consent from the

participants. The participants should be fully informed about the purpose, procedures,

potential risks, and benefits of the study. They should have the freedom to voluntarily

participate and the right to withdraw at any time without facing negative consequences.
 40

Participants' confidentiality and privacy should be protected throughout the research

process. Any personal information or identifying details should be kept confidential and

stored securely. Researchers should ensure that data is anonymized and cannot be traced

back to individual participants. Researchers should approach the study with sensitivity

toward the diverse experiences and identities of the participants. It is important to respect

their individuality and avoid generalizations or stereotypes. Researchers should strive to

create a safe and inclusive environment that acknowledges and affirms the participants'

identities. Researchers must take measures to minimize any potential harm or distress to

participants. This includes considering the emotional and psychological well-being of the

participants throughout the research process. If the study involves sensitive topics,

researchers should provide appropriate support and resources for participants.

Researchers should be aware of any power imbalances that may exist between themselves

and participants. They should ensure that the participants feel comfortable and

empowered to share their experiences without feeling coerced or influenced by the

researcher's position or authority. Researchers should clearly explain the purpose and

methods of data collection to participants. They should be transparent about how the data

will be used, analyzed, and reported. Any potential biases or limitations in the research

should be addressed and acknowledged. The findings of the research should be

disseminated responsibly and accurately. Researchers should consider the potential

impact of their research on the LGBTQIA+ community and ensure that the findings are

used to promote inclusivity, support, and empowerment within academic settings. This

ensures that the research meets ethical standards and protects the rights and well-being of

the participants. By adhering to these ethical considerations, the research can be

 41

conducted in a manner that respects the rights and well-being of participants and

contributes to the development of inclusive and supportive environments within higher

education institutions.

Reflexivity

The researchers utilized reflexivity as an instrument to be aware of the research

positions to self-evaluate the researchers' connection with the participants in the data-

gathering process and reflect on the ethical considerations. In this way, the researchers

aimed to address sexual minorities’ experiences by taking into account unique

characteristics and complexities. While emphasizing the honest engagement of people in

research, critical thinking played a great role in balancing out researchers’ bias, which is

naturally involved in this context. Reflective thinking showed how much we are

committed to creating more transparent, inclusive, and ethically sound studies that would

uncover life experiences faced by LGBTQIA+ students at the senior high school

education level.

CHAPTER IV

RESULTS AND DISCUSSION

 42

In this chapter, the researchers present the findings of the data analysis. The

researchers provide detailed discussions to comprehensively explain the topics that

emerged in response to the study’s objectives. As a mark of respect for the participants’

decision to maintain anonymity, the researchers have designated them simply as

‘respondents,’ corresponding to their assigned numbers.

Discrimination as a social challenge for LGBTQIA+ students in senior high school

Discrimination is a prevalent challenge faced by LGBTQIA+ senior high school

students. Due to their sexual orientation, most of the members of LGBTQIA+ people face

stigma, discrimination, and prejudice (Vitoratou et al., 2020). Discrimination against

LGBTQIA+ senior high school students is a significant issue that impacts their well-

being (Smith et al., 2019). Discrimination against LGBTQIA+ senior high school

students manifests in various forms, including verbal harassment, exclusion, and unequal

treatment (Garcia et al., 2017). LGBTQIA+ individuals should not be treated differently

based on their sexual orientation, as everyone deserves to be respected and valued for

who they are. Gender identity is described by the Human Rights Campaign Glossary as

an individual's innermost beliefs about themselves as either male, female, or a

combination of both, or neither (Human Rights Campaign, 2018).

R4: Discrimination, Discrimination baga't kuan like gindidiscrimanate ka it iba.

R1: Tapos ako siguro is like for example like it pagkita ba like ha LGBT like mahugaw

ba kay mayakan bakay bayot ka mahugaw ka Kay masugad ka ini.

 43

R2: So tak experience gihap is so ano adto discrimination so, so danay baga't na fefeel

ko na didscrimanate ak kay ano, adto tak mga kasangkayan gihap kay danay, danay ba

nag jojoke hira hin kuan nakaka-offend.

From the collected data, it is evident that three participants reported experiencing

discrimination. One respondent expressed a general sense of discrimination, while

another specifically highlighted that binary individuals often view the LGBTQIA+

community as outsiders, leading to negative initial reactions. Jokes related to LGBTQIA+

students can be offensive, and their sensitivity prompts some individuals to perceive such

humor as discriminatory.

Stereotyping poses a significant social challenge for LGBTQIA+ students in senior

high school.

Stereotyping is a prevalent social issue faced by LGBTQIA+ students. It arises

from the perception that individuals should conform to gender-specific standards for both

men and women. People who identify as LGBT or transgender often become victims

because they are seen as not matching gender expectations, despite what their real gender

or sexual inclination might be (Glaad, 2017). Gender stereotyping is reinforcing the

gender ‘norms’ that society considers acceptable, usually based on the idea of

masculinity and femininity (Kushnarenko, 2019). This group is LGBTQIA people

because earlier there was a belief they had illegitimate relationships plus their sexual

behaviors and lifestyles were also considered wrong (Ison, 2019).

 44

R6: Ako tak ano kay diba ano man ako, ako bisexual tak pinaka dri bet na nga

nababatian ko is like hala ... like ano ka bisexual ka bayot ka sayang, baga'n sugad ngan

mayakan nala nga mahusay ka pa naman sayang.

R3: so naahh na mention naman nira an discrimination so it, it akon la concern is, it pag

mistreatment hit iba ha, ha mga hing nga grupo nga LGBTQ so it since diba na yana nga

generation na kukuan naman na mayda mga kuan na mga sugad na gintatawag nira nga

bading, so it, it... danay kasi pag gin, gin tatawag, gin tatawag ni kamo nga like iton na

iba nga names, tas it pag pronounce pa hitun na bading mayda iba nga meaning, so

baga'n as hoy!.. as ahh ano to!, baga'n tas mayda ka gihap nababatian na iba na

nagpapadown ha imo, since kay it iba man nag nag nag it, it ira nakukuan man hitun is

man dri hira nagaalang man down hin hin hin mga LGBTQ since ira mga la

ginkukuwan-kuwan na ay sugad man la ini hira like tas nadidisappoint pa gihap hira nga

'hala nagbayot hiya, sayang itun hiya' sugad itun, tas ira pa gihap gin kukuan it like

sugad hiya, sugad hi aw ayaw dri ak puydi mag-example like mayda, mayda na...... eyy

like iya ba gin aano tun like iya ba gin kukuan it iya, it iya ka.. it iya kakayahan na ay

sugad tun hiya dri itun niya makakaya it sugad hini chu chu, so oo, so na okay ka man it

hiya it.

R5: Ahh kuwan as an LGBTQIA+ it challenges na ak nafaface is that, for example sugad

itim, itun ba nga itim sugad for example inin.... baga'n mayakan hira diba kay sugad it

mga bading bading, sugad feminine, masculine tas diba itun nga ako tak surulotan

talaga itun na dri talaga ak mahailig itun na feminine kay magsulot ngani ak itun,

nadire talaga ako asya ha bagan pan masculine talaga tak panulotan, tapos it iba

masiring itun, masiring nga kuan nga baga hin dri, ano itun masiring nga sugad dri it
 45

iba kasi nga tawo dri nira nakikilala it bisexual ngan hit lesbian so, it iba gintatawag

ako na tomboy which is na kukuan ak kay mayakan ak nga iba it bisexual ngan it tomboy,

kay tomboy kuan la baga'n kuan la taga it, into girls la talaga hiya, which is ako, dri

talaga aw aw ano itun anay, nakukuan gihap ak ha lalaki amo nayakan ko bisexual ako,

amo la adto.

According to the statements of the three participants, they have encountered

stereotyping as a significant social challenge. One participant specifically mentioned

experiencing stereotyping based on clothing and actions, which further exacerbates their

struggles. Bisexual students who dress according to their comfort often face labels such

as ‘tomboy’ or ‘lesbian,’ despite the distinct differences between these terms. It is

essential to recognize that bisexuality refers to attraction to both genders, whereas being a

lesbian signifies exclusive attraction to girls.

Avoidance is a form of coping strategy to overcome these social challenges.

As LGBTQIA+ students encounter these social challenges avoiding the negative

comments created by the people, became a coping strategy for them. Avoidance coping is

one of the major types of coping that allows an individual to deal with the extrinsic and

intrinsic sources of stress ranging from life’s daily hassles to major events (Balmores,

2018). Avoiding stress might seem a great way to become less stressed (Scott, 2024).

People find themselves using avoidance coping instead of facing stress head-on for many

reasons (Synder, 2024). Avoidance coping creates additional stress. Confronting a

problem or dealing with a stressor is the only way to effectively reduce the stress it

causes (Scott, 2024). The researchers strive for "stress management" rather than "stress
 46

avoidance" because we can't always avoid stress, but the participants can manage it with

effective coping techniques (Synder, 2024).

R4: Tapos ginkukuan ko hiya baga't di ko nala ginpapansin para dri gihap ak

maapektuhan.

R6: Coping strategies kon is dedma lang ganon.

R1: Pero it tak ano tak gin gin.. para para para tawg hini maiwasan para di...dri ko nala

gin-iisip ngan hin magfofocus nala ak hit it akon gusto dri ko hiran waray ko ha ira labot

amo la tak gusto.

Based on the participants’ responses above, it can be concluded that LGBTQIA+

individuals employ avoidance coping mechanisms as a way to cope with these social

challenges. By leveraging their personal interests, one of the respondents found it

significantly helpful in distracting themselves from the social challenges they faced,

which helped them ignore those given social challenges.

External Support System as a form of coping strategies to overcome these social

challenges.

Supportive groups play a crucial role in these communities providing comfort and

understanding, allowing LGBTQIA+ senior high school students to feel accepted and

validated. Value of supporting the LGBTQIA+ community's positive formation of

identities and connections to society as strategies for improving resilience and reducing

the effects of minority pressures (Feinstein et al, 2019). Family members who provide

strong acceptance and support offer significant protection to young people in this group.

Schools can contribute by ensuring that there is open communication and collaborative
 47

effort between families with LGBTQIA+ members and those involved in teaching them

(Ryan et al., 2020).

R3: Since mayda man diba mga grupo gihap nga nagkukuwan it awareness so

nagkakamay-ada ka confident na ig-laban ig-raise hiton na ig-raise hit iyo... hiton na

grupo, so it (pag open ng gihap itun, dri, dri gad ha puydi gad gihap yung mag ig ano ig

inin bagan ig bale waray la pero kun, kun dri hira baga maka kuan ha imo damdamin,

kun nasobra na talaga hira, why not kumuwan ka umato ka, amo itun it paglaban.

Approach Coping as a form of coping strategies to overcome these social challenges.

Approaching a problem is better than avoiding it. Confronting a problem or

dealing with a stressor is the only way to effectively reduce the stress it causes (Scott,

2024). We strive for "stress management" rather than "stress avoidance" because we can't

always avoid stress, but we can manage it with effective coping techniques (Synder,

2024). Avoidance coping creates additional stress compared to confronting approach

(Scott, 2024). Avoidance is more efficient than a confronting approach. Avoidance

coping is one of the major types of coping that allows an individual to deal with the

extrinsic and intrinsic sources of stress ranging from life’s daily hassles to major events

(Balmores, 2018) Avoiding stress might seem like a great way to become less stressed

(Scott, 2024).

R5: Tapos it akon coping mechanism is that gin kukumprunta, baga gin sisiring ko nga

dri iba itun.

 48

According to the participant’s statement, the coping mechanism used was a

confrontational approach, wherein they directly faced the people involved in these social

challenges.

Unable to express themselves properly as one of the social difficulties encountered

when experiencing exclusion, particularly in extracurricular activities.

Due to their inability to express themselves effectively, some individuals develop

internal factors that contribute to social difficulties, particularly during extracurricular

activities. individuals who struggle to express themselves effectively may face significant

challenges in social settings, particularly during extracurricular activities (Smith, 2015).

Internal factors, such as low self-esteem and anxiety stemming from communication

challenges, can exacerbate social difficulties, particularly in extracurricular contexts

(Johnson et al., 2018). Individuals experiencing communication difficulties were more

likely to encounter social exclusion during extracurricular activities, further perpetuating

their social difficulties (Adams, 2019). Exclusion from extracurricular activities does not

significantly impact LGBTQIA+ students to express themselves properly to society.

Exclusion from extracurricular activities on LGBTQIA+ students' ability to express

themselves to society (Lee, 2019). LGBTQIA+ individuals often develop resilience

strategies to navigate social exclusion, including finding alternative avenues for self-

expression outside of traditional extracurricular settings (Rodriguez , 2018).

R4: Ako... siguro it akon like diba maaram man kamo na nag vavolleyball ak, it ak ano

la is like haa.. i know kaya ko makipag close ha mga.. mga lalake nga players, tak gin
 49

kukuan la kay nakukurian ak pag express tak sarili danay, kay mayakan hira ha akon na,

agii kay ano ka nagmumulay hin vo.., i know mayakan it volleyball pan bayot like sugad

sugad hitun, like na yakan ak na kuan tawag hini itun ba ngani na mayakan hira na kay

ano ka magmumulay hin volleyball kay mag bibinayot bayot kaman la, magpipinikat

pikat ka. Asya bagat itun ba ngani na ooffend ak hadto nga part nga yayaknan hin sugad

na which is porke bayot ak, dri ko kaya ipakita tak kaya, amo tak... amo lat... amo lat tak

part na medyo na kukurian ak hitun na, ahww amo itun ak.. tawag hini an question

kanina.. an makipag socialize ha kapwa volleyball player nga lalake.. amo la.

Due to the stigma that suggests LGBTQIA+ students only participate in these activities to

flirt, and with these reason people exclude them which hinder participants from

expressing themselves freely for who they are during these extracurricular activities.

Unable to socialize well as one of the social difficulties encountered when experience

exclusion, particularly in extracurricular activities.

Due to the factor that they experience exclusion LGBTQIA+ senior high school

students who are part of the extracurricular, LGBTQIA+ students find it difficult to

socialize well. Exclusion experiences, particularly in extracurricular settings, often lead

to difficulties in developing and maintaining social relationships. Individuals who are

excluded may struggle to trust others or may feel a sense of alienation, making it

challenging for them to form meaningful connections with their peers (Michigan's

Department of Psychology, 2019). Individuals who have been excluded may develop a

fear of social situations or may experience anxiety when interacting with others, further

exacerbating their social difficulties (Abnormal Child Psychology, 2015). ndividuals who

experience exclusion may find it difficult to engage in conversations, assert themselves,

 50

or understand social cues, all of which are essential components of effective socialization

(American Psychological Association, 2017). Exclusion from extracurricular activities

does not significantly impact the social relationships that LGBTQIA+ senior high school

students have with their peers. while extracurricular exclusion occurred, it did not

significantly affect the quality or quantity of social relationships among LGBTQIA+

students (Luigi, 2018). Despite experiencing exclusion, LGBTQIA+ students

demonstrated resilience in maintaining social relationships within their peer groups,

suggesting that extracurricular exclusion had minimal impact on their overall social

connections (Boid, 2019).

R1: Ako naman kapag, for example mga may activities na gin papahimo hit mga

teachers like that.. or mga kuan... like ano.... girls... boys..., girls vs boys..., bagat na

leleft out kami kay d kami maaram kumadto as a gay person bagat d ka maaram kun

makadto ka ha girls or makadto ka ha boys, pero gin pipili mo nala it kuan, mas... kun

ano it mayda ka........... Yes, amo nala nakadto ha boys tapos like.. an mga activities

naman na mga para la ha girls, para la ha boys bagat makaarawod ba duma op ha mga

girls ba nga imbis na kaya ko bagat mayakan, ayaw kita pagpinabulig kay kuan man ito

hiya... sugad bangin la kita makuan.

R2: So, ako naman, ig eexample ko nala an, nagkamayda kami role play na kuan hit

quiz, so ngadto kay upat manla kami............... gumanap........ d ko man makukuan na.. as

in straight ba ak, so amo adto, may.. may.. an.. an am gin gaganapan is mag uyab, so

ako gumanap ngadto hin...... babaye ba nak gaganapan ngadto, so adto na time

pagkatapos han am kuan may nabatian ak nga diri ba maupay ba nga yakan ba nga kay

ano kuno ak gumanap ba hin sugad ba hadto, no choice la po, so bagat na offend ak.
 51

According to the first statement from R61, the participant expressed feeling

excluded during activities organized by facilitators based on gender, such as those

specifically for girls and boys. As members of the LGBTQIA+ community, they often

grapple with uncertainty about where they belong, which can hinder their full

participation in such events. The second participant, R2, highlighted that LGBTQIA+

students may find themselves expected to depict romantic relationships with female

characters, even if they identify as straight. This expectation creates discomfort and a

lack of agency in such situations, often resulting in feelings of offense.

External Negative Impact School Policies for LGBTQIA+ Senior High School

Students

School Policies that are specifically for binary people create an external negative impact

on LGBTQIA+ senior high school students. Binary school policies on LGBTQIA+ senior

high create external negative impacts, including feelings of exclusion and marginalization among

LGBTQIA+ students (Haworth, 2021). Binary policies contribute to external negative

impacts, such as erasure and invisibility of non-binary and gender non-conforming

identities (Thompson, 2019). Binary policies create external negative impacts, including

increased vulnerability to bullying and mental health issues, stemming from policies that

fail to recognize and accommodate diverse gender identities(Alley, 2021).

R1: Ako pagkadi ko ha Craftsman mayda adto diba mahigpit an policy adto didi ,

nabubulol man ak hahaha, kay hi sir kuan paman adto, d ak nakilalan principal niyo dati,

itun ngani na boys ngan girls la dd naagi ak dd ha girls tapos gn iisgan, dd kala, didto it

boys, takay it cr mabaho, bagat pag nasakob feeling ko it bahot cr hit boys na kuan haak,

napilit, amo d talaga ak naayun pag sinaka didtot boys, tapos naman...amo la adto.
 52

Internal Negative Impact School Policies for LGBTQIA+ Senior High School

Students

School Policies that are specifically for binary people create an internal negative

impact on LGBTQIA+ senior high school students. School policies that are exclusively

designed for binary individuals can create internalized stigma and negative self-

perception among LGBTQIA+ senior high school students (Chen, 2020). Binary-focused

school policies contribute to internalized homophobia and gender dysphoria among

LGBTQIA+ senior high school students, impacting their mental well-being (Lee, 2019).

LGBTQIA+ students subjected to binary-centric school policies experience higher rates

of anxiety, depression, and feelings of isolation compared to their peers in more inclusive

environments (Johnson, 2018). School Policies that are specifically for binary people do

not create an internal negative impact on LGBTQIA+ senior high school students. while

binary-focused school policies may exist, they do not necessarily create internal negative

impacts for LGBTQIA+ senior high school students (Evans, 2019). LGBTQIA+ senior

high school students often exhibit resilience in the face of binary-centric school policies,

maintaining positive self-esteem and psychological well-being (Garcia, 2020).

R5: For example dress code (ah, yes okay) pwede ito? (oo school policies) okay sugad,

dress code, dba kay it senior high skirt tapos it kuan, alam mo na hehehehe so ano, itun

nga, naka usa kase ha, an hadi nga ak, an hadi na.......(junior high) oo, so, ano, ah, itun

nga, anot tawag hitun? nag school policy hira na nga dapat kuno naka uniform na

talaga, so itun hiya, nag uniform ak tapos pag uniform ko bagan, pinaka syahan pla tun

nira na pag kita haros, kay dba nag covid so bale wa an.. okay utro, an g7 ako mahilig

ak mag uniform tas bagan crisis pa man ak adto nak gender kun ano talaga tas pagka
 53

g8, g9 which is covid 19 talagsa man laak makig interact han mga tawo, so pagka g10,

diba bawal man, aw, puyde man la anay bisan ano an sul uton, so amo adto nak sul ot,

hin saruwal tas t-shirt tas an pag tikahuman an klase sumiring hira nga dapat na kuno

mag uniform, so nag patahi ak adto tapos amo na, pag sul ot kon uniform, pag kadto kon

eskwelahan bagan nanibag o hira, tas bagan meda bagan mga gossip nga bagan

nakakadungog gad ako tas aware hira na nakadungog ako, tas itun ngani na masiring

na........anay ano adto an ira yakan, basta, itun na pag uniform ko tas bagan itun ngani

nga ambot (gn baraw nira) oo, bagan gin baraw nira, sugad itun, nga yana la mag

sugad itun, basta sugad itun (na regard nim kanan gender kuan) oo sugad (okay okay).

R4: Ako kuan, siguro like it policy and support system bagat dre man ak nakakita like

wry ko gn kukuan, gn aaway or something like that, naano laak kay let's say nakag sul ot

nagad kitan bisan ano like croptop or nakag sandal pa ngani pero tak naano la haira

like it buhok na, anot connect like yes na eskwela kami dapat mahusay kmi kitaon,

malimpyo, pero tak kuan la liwat kase, dri man, bagat kay ano kmo na bobother hit

buhok it usa na tawo which is na kun baga para haakon amo nla it nag papa express tak

sarili kun ano talaga ak ngan kun baga ine na buhok ko amo ine it nag kukuan haak na

sugad ako hine, kun ano ako, like na dre baak na kuan, bagat mahigpit kaduro na, itun

ba ngani na danay na iirita ak like wry ko gn yayaknan na teacher na naiirita ak, medj

nakukuan laak talaga ak na kay ano tak buhok pa, tak buhok na, amo la adto tak buhok

talaga (respondent 3: tas nakaka apekto ghap hiyat grades, diba gn miminusan) ay oo.

R3: Since dati naging, ano man kita, naging strikto ngadi, so an akon la concern is

saypa ha ano, ha.........mga boys nga gin mayda nira, diba kay ngadto ha ano, dida na

linga ta, an iya gihap gin yakan is mayda kmi na oobserve na gn, gn bagan gn papahiya
 54

na gad ada itun kay ira dayun gn guguntingan an buhok pag hilaba, so bagan hin

nakukuan itun, so nakukuan itun it imo confidence, na kuan pala (naloloose) oo (naubos)

kay pag kita nam adto han3× lalaki, bagan dre naba niya kaya mag ano itun, like ngada

itun na pwesto, na gn arutan hiya, na dre na hiya nakaka kadton ira room kay tungod

han kaawud, so amo adto nak bagan nakuan han dati, tas yana liwat, as long as dre

nera, as long as formal it imo gn susul ot ha dress code tas dre nera kmo gn lalabtan kun

ano tiyo gn papa anotun, it iyo ka act ngadi ha eskwelahan, wry problem.

Due to school policies, students have encountered challenges related to personal

expression, particularly concerning hair regulations. The speaker expresses frustration

with strict rules that limit their ability to express themselves through appearance,

especially when it comes to their hair. These restrictions can be bothersome and may

impact self-expression, potentially affecting academic performance. Despite adjustments,

other students’ experiences with dress codes, including prescribed uniforms, often lead to

scrutiny and gossip. Unfortunately, comments and judgments from peers persist,

reflecting broader societal attitudes toward gender norms and clothing choices. As a

result, some students may feel embarrassed and lose confidence due to dress code and

haircut policies, ultimately affecting their self-esteem.

Positive impact of support systems impact on LGBTQIA+ senior high school

student

Support systems at school create a positive impact for individuals such as

LGBTQIA+ students. Visible support systems, such as LGBTQIA+ student clubs and

inclusive curricula, empower individuals to embrace their identities and advocate for their

rights within the school community (Williams, 2017). LGBTQIA+ students in schools
 55

with strong support systems experience lower rates of mental health issues such as

depression, anxiety, and suicidal ideation, emphasizing the crucial role of support in

promoting mental well-being (Lee, 2019). supportive school environments have lasting

positive effects on LGBTQIA+ students, leading to greater self-confidence, resilience,

and social integration both during and after their school years (Taylor & Martinez, 2021).

Support systems at school do not create a positive impact on individuals such as

LGBTQIA+ students. support systems at school may not always create a positive impact

for individuals, including LGBTQIA+ students, due to factors such as lack of

implementation fidelity or insufficient resources (Evans, 2019). Challenges in providing

effective support for LGBTQIA+ students in schools indicate that despite efforts, some

support systems may not adequately address the unique needs and experiences of these

students (Garcia, 2018).

R1: Tapos an kuan nmn, an women's day dba, dba may gn conduct adto dinhi na

activities, tas na happy ak adto kay bagat gn2x gn tagan kmon chance na ig express kun

ano kmo, like nakag sul ot kamon dress, nakapag heels, nakag make-up, whatever, so

whatever, ganon, amo la adto, bagan na happy laak adto (so bagat it iyo gn kukuan na

support system since adto na project is from the sslg...sslg ganon) yes, yes sir.

Students that part of the LGBTQIA+ community grateful because of these

activities provided for self-expression, allowing participants to wear dresses, high heels,

makeup, and so on. They see these activities as a form of support system that encourages

personal expression.

Negative impact of support systems impact on LGBTQIA+ senior high school

student
 56

The support systems at school primarily focus on binary gender, which

unfortunately leaves LGBTQIA+ senior high school students feeling unsupported. This

lack of visible support can hurt individuals within the LGBTQIA+ community. school

support systems primarily centered on binary gender norms inadvertently exclude

LGBTQIA+ senior high school students, leaving them feeling unsupported and

marginalized within the educational environment (Evans, 2018). The absence of tailored

resources and acknowledgment of diverse identities exacerbates feelings of isolation and

diminishes overall well-being among these students (Johnson, 2020). Failure of school

support systems to address the unique needs of LGBTQIA+ senior high school students

can lead to negative psychological outcomes, including increased rates of anxiety,

depression, and identity-related stress (Chen, 2019). The support systems at school do not

primarily focus on binary gender. modern school support systems prioritize diversity and

inclusivity, encompassing a wide range of identities beyond binary gender norms (Chen,

2020). Many schools have implemented inclusive policies and practices that address the

needs of diverse student populations, including LGBTQIA+ individuals (Johnson, 2020).

R4: I don't think so na it support system dd ha tschi is kuan... dre pa hiya naato for me,

thank you.

R3: Wry paman ak nakikita (bagan dre pa transparent dinhi ka school) oo kay ha mga

teacher pala bagan mayda pa nera mga yakan na asya tun.

They state that they have not yet observed transparency in the educational setting

because there are still problems or remarks made by facilitators indicating that the issu

still exist. Others may not perceive the support system in their school environment to be

adequate or effective in addressing their needs or concerns.

 57

Sports-related activity is an extent for LGBTQIA+ as they represent themselves in

curricular events.

LGBTQIA+ senior high school students are also able to perform well in sports

like activity along with the binary genders. LGBTQIA+ senior high school students

demonstrated comparable athletic performance to their binary gender peers, challenging

stereotypes and misconceptions about their abilities in sports (Ryan et al., 2018).

LGBTQIA+ senior high school students' success in sports is often facilitated by

supportive coaches and teammates who foster a sense of belonging and acceptance within

the team (Williams & Johnson, 2018). LGBTQIA+ senior high school students excel in

sports activities, emphasizing the importance of inclusive environments that

accommodate diverse gender identities (Sarah et al., 2019). LGBTQIA+ senior high

school students are not able to perform well in sports-like activities along with the binary

genders. LGBTQIA+ senior high school students are unable to perform well in sports

activities compared to their binary gender counterparts (Kelly's et al., 2018).

R4: Ahhm siguro like as a volleyball player gusto ko liwat ig pakita ha mga players pa

na dri Kay porke bayot ak, pag magmulay ak hin volleyball magbibinayot bayot ak it ak

Kuan kasi na tawag inin, may mapakita nga bisan ano nga ano tawag ini it volleyball

nga sports is dri la mayakan na pagbinayot bayot bagat't itun ngani na mapapakita ko

kun ano tak kaya kun ano tak talent hiton na sports.

Students have the opportunity to express their skills, such as playing volleyball, without

facing discrimination based on their sexual orientation. By participating in sports like

volleyball, LGBTQIA+ students can showcase their talent, build camaraderie with

teammates, and contribute positively to their school community.

 58

Outside of the school organization/events as an extent for LGBTQIA+ as they

represent themselves in curricular events.

LGBTQIA+ students do not just limit themselves inside the school. They are also able to

represent the LGBTQIA+ community outside of the school premises.

R3: Since ha ano itun ha organization an jjc since nagpapakuan man hiran mga

symposium about yana mga mental health pa man la it kuan aw actually dati han ano

itun han mayda pa pandemic mayda nira grupo ngada ha plaza like an kuan ngani an

pride month so usa na gihap itun ngada hit pagkuan hit pride month like igpapa kuan ba

na iyo, month ito hit LGBTQIA, tak na aano la is ano tun like symposium ha pag Kuan

hin awareness about lgbtq Kay puydi man itun it jjc organization mag kuan ha mga

eskwelahan like Kay mayda ngan (di ak maaram yiyinakan).

R1: Feeling ko pagbulig hin mga pageant, dri kasi maaram ka man yana nga panahon

mayda mga homophobic, tapos it mga...danay natikang itun ha atun family tas it iba na

mga bata baga'n, baga't na ano nahadlok ba ig pakita it ira tuod ( Respondent 1:ig

express it ira saril) Kay bangin hira sugadun palayason, bugbugon ganon. I think

pagbulig hin pageant it mga LGBTQ like Ms. Gay is nakakabulig ha mga kuan mga

confidence it mga kuan new generation namin, baga't pag kuan naman ha ira pag

present namon hit Ms. Gay baga't ginkikita hiya bis di nahadlok kundi gin rerepresent it

iya sarili, di hiya na kuan na kuan hiya di hiya I mean ano ba 'tun, baga't iya pa

ginpapagmalaki na sugad hiya ini baga't di hiya naawod kun ano man tapos asya, ganon

ganon thank you.

 59

Minimizing Haircut Policy to enhance the school on its support for LGBTQIA+

students

As the hair contributes confidence to the LGBTQIA+ students, exterminating it will help

provide transparency that they support the LGBTQIA+ community. The significance of

hair holds great importance for LGBTQIA+ youth. It serves as a powerful symbol,

emphasizing how hair can contribute to their sense of belonging and boost their

confidence (Glaad, 2017). Hair choices are intricately connected to an individual’s sense

of gender identity and self-presentation (Ryan, 2019). Enforcing rigid hair standards

compels individuals to conform, thereby undermining their fundamental freedom of self-

expression (Hostra et al., 2020).

R6: Bagan it pag ano ha haircut bagat maupayy... dapat diri nala hira gin.. gin.. gin

tatagan hin limit nga dapat sugad la hini it iyo haircut dapat sugad hinin, sugad la hini

kahilaba, sugad hini, kay para ha akon na agree an iya yakan nga dapat talaga ahww..

ano.. hair nala it ira way pag express, syempre pag mag make-up hira bagan diri talaga,

(Respondent 1: diri maangay kun halipot it buhok), oo diri, like diba, so bagan, sana

next year ano bisan pag pahilaba nala hin buhok para ha mga gusto magpahilaba hin

buhok puydi, (Resppondent 6:pero dapat malimpyo, malimpyo naman kitaon), oo

malimpyo.

Every individual should have the liberty to express themselves through their hairstyle

without encountering unnecessary restrictions. Personal grooming choices, including

hairstyles, are essential aspects of self-expression, and everyone deserves the autonomy

to embrace their unique identity without judgment or limitations. Allowing LGBTQIA+

 60

senior high school students freedom regarding their haircut can allow them to boost their

confidence.

Program/awareness related to discrimination for enhancing the school on its

support for LGBTQIA+ students

Since the asserted problem is discrimination, creating a program/awareness related to

discrimination will help the school to foster a good community. Laws have been

established to make sure that schools provide a safe and accepting environment for all

students, regardless of their sexual orientation or gender identity. These policies are

designed to protect LGBTQIA+ students from discrimination and bullying (Denny et al.,

2016; Greytak et al., 2014). The study is significant as it helps us understand the

authentic experiences of LGBTQIA+ students in their senior years of high school. It

provides insights for creating more inclusive practices and policies (Kosciw et al., 2018).

Many states now require schools to include LGBTQIA+ issues in their anti-bullying

rules. But, it is not just about creating rules. The work also includes making sure that

everyone knows these rules and follows them correctly. This can be done by helping

schools understand how they can support LGBTQIA+ students effectively (Kosciw et al.,

2020).

R2: Para ha akon, dapat igpahigpit pa ba nira para ma stop bat discrimination ngan

bullying ha LGBTQ, kay... kay... syempre nagtitikadamo it naiskwela, maaram ak damo

it naiskwela nganhi nga part hit LGBTQ, so bagat nawawarayan ba hin confidence

tungod hitun na bullying ngan discrimination ba kay nahadlok hira mag out, danay it iba

nga tawo ginpipirit ba hira mag out ba like yayaknan ka hin sugad itun nga, ano adto?
 61

regarding tim pan gios nga lalake kaman kay ano malumanay ka kumuan.. kumilos,

sugad hitun. so amo na adto, dapat.

The Tanauan School of Craftsmanship and Home Industries should implement

more stringent measures to prevent discrimination and bullying targeting the LGBTQ

community. By fostering an inclusive and respectful environment, the school can ensure

that all students, regardless of their sexual orientation, feel safe, supported, and free from

prejudice

Create Awareness for all the people at school to enhance the school on its support

for LGBTQIA+ students

Raising awareness about the LGBTQIA+ community by providing prior

knowledge to all members of the school will enhance the institution’s support for

LGBTQIA+ students. Educational initiatives aimed at increasing awareness about the

LGBTQIA+ community lead to greater support for LGBTQIA+ students within schools.

These initiatives promote empathy, reduce discrimination, and encourage the

implementation of supportive policies and practices. (Greytak et al., 2018). It is important

to implement a comprehensive education about the LGBTQIA+ community for all school

members (Fisher & Kennedy, 2016). raising awareness about the LGBTQIA+ community

contributes to improved mental health outcomes and overall well-being among

LGBTQIA+ students (Balmores, 2018).

R5: Tas also gihapon, for example ha mga teachers, diri kay, kay diba parehas han iya,

nakilala ak kun hin-o na teachers, so kay for example kasi hit teachers, bagan mag.. na

diri hiyat LGBTQ pati it students ma diri ghap ito kay syempre na diri man it teachers,
 62

so dapat unta bagan makuan hit.., itun ba nga ma kuan nira nga dapat it teacher maging

friendly ghap hit LGBTQ, diri kay igkukuan lugod nira like ig jujudge lugod nira it

LGBTQ dapat diri.

R6: Ako ano mayda ko ghap, mayda ko ba nga na experience since ano na topic mo na

an mga teachers, diba maaram man kamo na ano ak, mayda ko girlfriend tapos, pag

nanapansin ko like po kay ano pag it iba may ano.. ahhmm.. may karansiya, ano hira

straight, girl, boy, mag uyab, bagan okay la nga makikita hira hin sugad, pag upod hira

bagan normal la, pero pag kami na duha diri kami gin tutugutan like gin papagbulag

kami, asya diri ko nagugustuhan it mga comment, specially kun ha from teacher talaga

nga nagyayakan nga sugad hini, nga ayaw kamo pag upod upod, pero nakikit an ko it iba

nga puydi man bagan hit iba okay man tas it,. ang unfair la nga duro nga bagan waray

ang unfair la, (Researcher: so, what are your recommendations about teachers?), bagan,

kun ha, kun it teacher it sugad ig ano, ig ano ghap hira ig educate, ig ano hira nga,

waray ko man ginyakan na teacher, yes bagat tagan ghap hira hin awareness.

School facilitators should demonstrate inclusivity and support for LGBTQIA+

students. It is essential to recognize that some facilitators may not be open or accepting of

LGBTQIA+ individuals. Therefore, fostering awareness about LGBTQIA+ identities and

promoting an accepting environment within the school community is crucial. In some

contexts, homosexual couples face challenges in expressing their love openly, while

heterosexual couples encounter fewer obstacles. Unfortunately, homophobia persists,

leading to unequal treatment based on sexual orientation. It is essential to promote

acceptance, understanding, and equal rights for all couples, regardless of their sexual

identity.
 63

Propose more activities school for enhancing the school on its support for

LGBTQIA+ students

Introducing additional activities will enhance the engagement and sense of belonging for

LGBTQIA+ students, ultimately boosting their self-confidence in senior high school.

Participation in such activities by students needs to be allowed regarding their gender

identity (US Department of Education, 2015). The idea that participation in activities

should be allowed based on an individual's gender identity is an addition to the larger

conversation on inclusivity and equality in sports (Beth, 2016).

R1: Ako naman para haak, dagdagon nala nira it activities para sugad hiton, mga

activities ba para ha mga gay liwat, diri la puros ha girls ngan boys kay na leleft out it

gays, mga LGBTQ part hit LGBTQ para sugad bagat gin papakita na nira na gin

susuportahan nira it LGBTQ bisan ha gutiay nga butang.

The Tanauan School of Craftsmanship and Home Industries should organize

additional activities specifically for the LGBTQIA+ community to demonstrate their

support, even through small gestures. By creating inclusive events and fostering a

welcoming environment, the school can promote acceptance and celebrate diversity
 64

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

SUMMARY OF FINDINGS
What are the social challenges faced by LGBTQIA+ high school students when they

feel excluded particularly in extracurricular activities

LGBTQIA+ senior high school students face social challenges related to exclusion,

especially within extracurricular activities. Two significant difficulties emerge: They

struggle to socialize effectively due to the stigma associated with their sexual orientation

or gender identity. This stigma often leads to misconceptions, such as assuming that a

volleyball player participates solely to flirt. The separation of activities by gender

exacerbates exclusion. LGBTQIA+ students find it challenging to fit into these binary

categories, hindering their ability to connect with others in those groups. Overall, these

factors contribute to the difficulties faced by LGBTQIA+ students in social settings.

 65

Senior high school LGBTQIA+ students encounter significant challenges, primarily

rooted in discrimination and mistreatment. The discrimination they face is severe, leading

to their exclusion from society. Name-calling and offensive jokes contribute to this

discrimination, creating a hostile environment for these students. Stereotyping based on

clothing and actions further exacerbates their struggles. Bisexual students who dress

according to their comfort are often labeled as ‘tomboys’ or lesbians, despite the distinct

differences between these terms. While bisexuality refers to attraction to both genders,

being a lesbian signifies exclusive attraction to girls. These issues collectively form the

challenges faced by the respondents.

What support networks do LGBTQIA+ students rely on within the senior high

school environment?

The support network that LGBTQIA+ students rely on within the senior high school

environment is the Supreme Secondary Learner Government (SSLG). Other LGBTQIA+

senior high school students perceive the support system as lacking transparency. The lack

of clarity prevents the participants from fully expressing their thoughts and feelings

regarding the social networks associated with the LGBTQIA+ community. Overall, the

respondents’ perspectives on school support systems vary, reflecting the complexity of

their experiences.

To what extent do LGBTQIA+ students see themselves represented in curricular

events?

Based on the respondents’ feedback, LGBTQIA+ senior high school students exhibit

confidence in representing themselves in curricular events. Many of them actively

 66

participate in extracurricular activities, which bolsters their self-assurance. They believe

there are no inherent limits to their capabilities and strive to demonstrate this to others.

One respondent, a volleyball player, emphasizes that being part of the LGBTQIA+

community doesn’t diminish their abilities they aim to perform just as well as their binary

counterparts. Another respondent engages in pageant-like contests, challenging prevailing

societal norms and advocating for the recognition of LGBTQIA+ individuals’ talents. It

is essential to acknowledge that fear of violence often compels some LGBTQIA+

students to conceal their true selves, limiting their full potential.

CONCLUSIONS

The study focuses on the social challenges faced by LGBTQIA+ high school students

within educational institutions, aiming to understand their experiences and support

networks.

Despite increasing acceptance and legal protections, LGBTQIA+ students encounter

discrimination, exclusion, and stigma in senior high school settings. The study seeks to

explore the social challenges faced by these students, the support networks they rely on,

and their representation in curricular events.

The study is relevant because it sheds light on the unique struggles of LGBTQIA+

students in educational environments, providing insights that can inform efforts to create

more inclusive and supportive school atmospheres. It addresses important questions

about social inclusion, how they can represent themselves, particularly in extracurricular
 67

activities, support systems, and representation for LGBTQIA+ individuals, ultimately

aiming to contribute to a more equitable and accepting society.

The review of the related literature emphasizes challenges faced by LGBTQIA+ students

in educational settings and explores various aspects of their experiences, including mental

health, social inclusion, support systems, and intersectionality. It discusses the historical

context of LGBTQIA+ activism and the ongoing struggles for acceptance and equality.

Overall, the text underscores the need for comprehensive support, inclusive practices, and

systemic changes to address the unique challenges faced by LGBTQIA+ students and

create a more equitable and affirming educational experience for all.

The results of this study provide answers about the LGBTQIA+ senior high school

students face significant social challenges related to exclusion, particularly within

extracurricular activities. They struggle to socialize effectively due to the stigma

associated with their sexual orientation or gender identity. The separation of activities by

gender exacerbates exclusion. Stereotyping and discrimination further hinder their ability

to connect with others. Despite these difficulties, some LGBTQIA+ students actively

participate in extracurricular events, challenging societal norms and advocating for

recognition. Fear of violence often compels some students to conceal their true selves,

limiting their full potential.

RECOMMENDATION

1. Engage in thorough conversations with junior and senior high LGBTQIA+ students.

Ask them about their experiences, focusing on the differences in feelings between junior
 68

and senior high school. This will enable you to understand their stories from both of their

educational experiences more fully.

2. Communicate with school administrators, counselors, and teachers. Find out about the

problems they face, the training they've had, and how they assist LGBTQIA+ pupils. This

can point to areas where both school environments could use some improvement.

3. Invest some time to observe junior high LGBTQIA+ students. Analyze their

interactions in social situations, activities, and the classroom. This will show how

appealing the environment at each school is and where changes could be necessary.

4. Explore LGBTQIA+ students' experiences as they go from junior to senior high

school. Students at senior high school should be asked to consider their time in junior

high and contrast the challenges and resources they faced. This can assist in identifying

the most important periods to provide support.

5. Search for junior and senior high schools that have a reputation for supporting

LGBTQIA+ students. Study their programs, policies, and overall atmosphere. Other

schools can take inspiration from these successful cases.


 69

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APPENDICES
APPENDIX A

Republic of the Philippines Department of Education

Regional office No. VIII (Eastern Visayas)
Division of Leyte
 79

Tanauan School of Craftsmanship and Home Industries

Tanauan Leyte

April 21, 2024

Dear Sir;

Greetings of Peace!
In partial fulfillment of our requirements for our subject Practical Research I, we, the
Grade 11 STEM students of section Nobel namely: Shane Creer, Sophia Angeli Asilo,
Jolita Tolibas, and Nicole Rey Salve would like to ask permission to conduct a Focus
Group Discussion for our phenomenological qualitative research entitled “ Embracing
Diversity: A Study of the lived experience of LGBTQIA+ students in senior high school”
In connection with this, we would like to ask your good office to conduct our research
study in your vicinity. Rest assured that the data gathered will remain confidential and to
be used for academic purposes only.
We believe that you are with us in our enthusiasm to finish the requirement as
compliance and comprehension for our subject and to develop our well-being. We hope
for your positive response on this humble matter. Your approval to conduct this study
will be greatly appreciated.

Respectfully Yours,
The Researchers

Recommending Approval:
Approved by:

APPENDIX B

Republic of the Philippines Department of Education

Regional office No. VIII (Eastern Visayas)
Division of Leyte
 80

Tanauan School of Craftsmanship and Home Industries

Tanauan Leyte

INFORMED CONSENT

As a participant in the study, you are warmly invited to take part in an actual qualitative

research activity entitled, Embracing Diversity: A Study Of The Lived Experience Of

LGBTQIA+ Students In Senior High School. You are free to decide either to participate

or to withdraw at any time during the entire conduct of the study.

You are allowed to clarify matters while the research process is taking place and to

validate findings, towards the end part of the whole process. Be assured that your name

will not be associated with any research findings. Likewise, your identity as a participant

will be confidential. Direct quotations may be undertaken in this research, however, rest

assured that your statement will be appropriately followed and highly respected.

The process of this study is to evoke your thoughts, feelings, insights, and experiences

about the topic under study. The ultimate benefit that you will obtain from participating

in this study is the acquisition of direct experience on how to undertake qualitative

research.

In this research, the ones involved in growing information is the researchers. Information

is gathered through Focus Group Discussions (FGDs). Discomfort known in this study

may include the possibility of having conflicting ideas, viewpoints, and standpoints. Be

assured though that the researchers are equipped with adequate knowledge and skills in
 81

drawing our information to ensure convergence and respect of views, judgments, and

experiences.

Please affix your signature below to signify your consent and full knowledge of the

nature and purpose of the study and its procedure.

___________________________________
Signature above the name of the Participants

_________________
Date

APPENDIX C
The Lived Experience of LGBTQIA+ Students in Senior High School

I. Opening
 82

[Handshaking] Hello, my name is Shane Creer and I am the group leader for this research

study, together with my group members am grateful for the chance to interview you

today as a researcher conducting a study on the lived experiences of LGBTQIA+ students

in senior high school.

About your experiences as an LGBTQIA+ student in senior high school, We would like

to ask you a few questions. Our goal is to learn more about your coping strategies, social

interactions, and academic experience. Your viewpoint will improve our ability to

comprehend and assist LGBTQIA+ students.

Let us engage in a detailed discussion about the interview process, including the essential

guidelines to ensure its successful execution. We aim to create an optimal environment

that facilitates productive interactions and leads to positive outcomes.

Focus Group Guidelines

 We will be focusing on some specific topics. We are interested in what everyone

has to say about them. If someone throws out an idea that you want to expand on,

or if you have a different point of view, please speak up. Sometimes I may have to

interrupt the discussion to bring us back to the topic or to move on to another

question or topic, to make sure that we cover everything on our agenda.

 No one needs identifying information about you. If you know each other, we ask

that you agree to keep the information confidential if you discuss the things

people said here, do not identify the people who said them.

 I want to reassure you that your privacy and secrecy are very crucial before we

start. Your answers will be treated with the utmost confidentiality, and no
 83

conclusions or reports will mention you by name. For analysis and reporting, only

data that has been anonymized will be used.

 You are free to agree or disagree with other people's opinions while respecting

their opinions.

 Because we are also audio-recording the session, it would help us if you could

speak

Let us now delve into a thoughtful discussion about the experiences of LGBTQIA+

students at Tanauan School of Craftsmanship and Home Industries. As we explore this

topic, we aim to create an inclusive and respectful dialogue that acknowledges the unique

challenges and perspectives faced by LGBTQIA+ individuals within the educational

context.

II. Body

1. What specific challenges have you faced as an LGBTQIA+ student in

senior high school, and how did you overcome them?

2. What social difficulties do you encounter when you experience

exclusion, particularly in extracurricular activities?

3. How do school policies and support systems impact you as an

LGBTQIA+ senior high school student?

4. To what extent do you see yourself represented in curricular events?

5. How do you envision the school enhancing its support for LGBTQIA+

students, including individuals such as yourself?

III. Closing
 84

Your experiences as a senior high school student who identifies as LGBTQIA+

emphasized [key issues], by our discussion. Your observations are helpful to our

research.

We value your willingness to share your experiences and your openness. Before we wrap

up, is there anything more you would like to say?

We would want to thank you once more for participating in our interview. We have

collected all of the necessary information. Will it be appropriate to contact you if any

further questions come up? Your time and participation in the research we are conducting

is greatly appreciated
 85

APPENDIX D

FOCUS GROUP DISCUSSION TRANSCRIPT

Hello, my name is Shane Creer, and I am the group leader for this research study,

together with my group members am grateful for the chance to interview you today as a

researcher conducting a study on the lived experiences of LGBTQIA+ students in senior

high school.

About your experiences as an LGBTQIA+ student in senior high school, we would like to

ask you a few questions. Our goal is to learn more about your coping strategies, social

interactions, and academic experience. Your viewpoint will improve our ability to

comprehend and assist LGBTQIA+ students.

Let us engage in a detailed discussion about the interview process, including the essential

guidelines to ensure its successful execution. We aim to create an optimal environment

that facilitates productive interactions and leads to positive outcomes.

Kauai (R4) Bramwell (R1) Eisenhower (R6)

Arrowyn (R2) Maeve (R3) Forrest (R5)

Interviewee: What specific challenges have you faced as an LGBTQIA+ student in

senior high school, and how did you overcome them?

R4: Discrimination, Discrimination baga't kuan like gindidiscrimanate ka it iba.

R1: Tapos ako siguro is like for example like it pagkita ba like ha LGBT like mahugaw

ba kay mayakan bakay bayot ka mahugaw ka Kay masugad ka ini.

R6: Ako tak ano kay diba ano man ako, ako bisexual tak pinaka dri bet na nga nababatian

ko is like hala ... like ano ka bisexual ka bayot ka sayang, baga'n sugad ngan mayakan

nala nga mahusay ka pa naman sayang.

 86

R2: So tak experience gihap is so ano adto discrimination so, so danay baga't na fefeel ko

na didscrimanate ak kay ano, adto tak mga kasangkayan gihap kay danay, danay ba nag

jojoke hira hin kuan nakaka-offend.

R3: so naahh na mention naman nira an discrimination so it, it akon la concern is, it pag

mistreatment hit iba ha, ha mga hing nga grupo nga LGBTQ so it since diba na yana nga

generation na kukuan naman na mayda mga kuan na mga sugad na gintatawag nira nga

bading, so it, it... danay kasi pag gin, gin tatawag, gin tatawag ni kamo nga like iton na

iba nga names, tas it pag pronounce pa hitun na bading mayda iba nga meaning, so baga'n

as hoy!.. as ahh ano to!, baga'n tas mayda ka gihap nababatian na iba na nagpapadown ha

imo, since kay it iba man nag nag nag it, it ira nakukuan man hitun is man dri hira

nagaalang man down hin hin hin mga LGBTQ since ira mga la ginkukuwan-kuwan na ay

sugad man la ini hira like tas nadidisappoint pa gihap hira nga 'hala nagbayot hiya,

sayang itun hiya' sugad itun, tas ira pa gihap gin kukuan it like sugad hiya, sugad hi aw

ayaw dri ak puydi mag-example like mayda, mayda na...... eyy like iya ba gin aano tun

like iya ba gin kukuan it iya, it iya ka.. it iya kakayahan na ay sugad tun hiya dri itun niya

makakaya it sugad hini chu chu, so oo, so na okay ka man it hiya it.

R5: Ahh kuwan as an LGBTQIA+ it challenges na ak nafaface is that, for example sugad

itim, itun ba nga itim sugad for example inin.... baga'n mayakan hira diba kay sugad it

mga bading bading, sugad feminine, masculine tas diba itun nga ako tak surulotan talaga

itun na dri talaga ak mahailig itun na feminine kay magsulot ngani ak itun, nadire talaga

ako asya ha bagan pan masculine talaga tak panulotan, tapos it iba masiring itun,

masiring nga kuan nga baga hin dri, ano itun masiring nga sugad dri it iba kasi nga tawo

dri nira nakikilala it bisexual ngan hit lesbian so, it iba gintatawag ako na tomboy which
 87

is na kukuan ak kay mayakan ak nga iba it bisexual ngan it tomboy, kay tomboy kuan la

baga'n kuan la taga it, into girls la talaga hiya, which is ako, dri talaga aw aw ano itun

anay, nakukuan gihap ak ha lalaki amo nayakan ko bisexual ako, amo la adto.

Interviewee: How did you overcome these social challenges?

R4: Tapos ginkukuan ko hiya baga't di ko nala ginpapansin para dri gihap ak

maapektuhan.

R1: Pero it tak ano tak gin gin.. para para para tawg hini maiwasan para di...dri ko nala

gin-iisip ngan hin magfofocus nala ak hit it akon gusto dri ko hiran waray ko ha ira labot

amo la tak gusto.

R6: Coping strategies kon is dedma lang ganon.

R3: Since mayda man diba mga grupo gihap nga nagkukuwan it awareness so

nagkakamay-ada ka confident na ig-laban ig-raise hiton na ig-raise hit iyo... hiton na

grupo, so it (pag open ng gihap itun, dri, dri gad ha puydi gad gihap yung mag ig ano ig

inin bagan ig bale waray la pero kun, kun dri hira baga maka kuan ha imo damdamin, kun

nasobra na talaga hira, why not kumuwan ka umato ka, amo itun it paglaban.

R5: Tapos it akon coping mechanism is that gin kukumprunta, baga gin sisiring ko nga

dri iba itun.

Interviewee: What social difficulties have you encounter when you experience

exclusion, particularly in extracurricular activities?

R4: Ako... siguro it akon like diba maaram man kamo na nag vavolleyball ak, it ak ano la

is like haa.. i know kaya ko makipag close ha mga.. mga lalake nga players, tak gin

kukuan la kay nakukurian ak pag express tak sarili danay, kay mayakan hira ha akon na,

agii kay ano ka nagmumulay hin vo.., i know mayakan it volleyball pan bayot like sugad
 88

sugad hitun, like na yakan ak na kuan tawag hini itun ba ngani na mayakan hira na kay

ano ka magmumulay hin volleyball kay mag bibinayot bayot kaman la, magpipinikat

pikat ka. Asya bagat itun ba ngani na ooffend ak hadto nga part nga yayaknan hin sugad

na which is porke bayot ak, dri ko kaya ipakita tak kaya, amo tak... amo lat... amo lat tak

part na medyo na kukurian ak hitun na, ahww amo itun ak.. tawag hini an question

kanina.. an makipag socialize ha kapwa volleyball player nga lalake.. amo la.

R1: Ako naman kapag, for example mga may activities na gin papahimo hit mga teachers

like that.. or mga kuan... like ano.... girls... boys..., girls vs boys..., bagat na leleft out

kami kay d kami maaram kumadto as a gay person bagat d ka maaram kun makadto ka ha

girls or makadto ka ha boys, pero gin pipili mo nala it kuan, mas... kun ano it mayda

ka........... Yes, amo nala nakadto ha boys tapos like.. an mga activities naman na mga

para la ha girls, para la ha boys bagat makaarawod ba duma op ha mga girls ba nga imbis

na kaya ko bagat mayakan, ayaw kita pagpinabulig kay kuan man ito hiya... sugad bangin

la kita makuan.

R2: So, ako naman, ig eexample ko nala an, nagkamayda kami role play na kuan hit quiz,

so ngadto kay upat manla kami............... gumanap........ d ko man makukuan na.. as in

straight ba ak, so amo adto, may.. may.. an.. an am gin gaganapan is mag uyab, so ako

gumanap ngadto hin...... babaye ba nak gaganapan ngadto, so adto na time pagkatapos

han am kuan may nabatian ak nga diri ba maupay ba nga yakan ba nga kay ano kuno ak

gumanap ba hin sugad ba hadto, no choice la po, so bagat na offend ak.

Interviewee: How does school policies impact you as the LGBTQIA+ senior high

school student?
 89

R1: Ako pagkadi ko ha Craftsman mayda adto diba mahigpit an policy adto didi ,

nabubulol man ak hahaha, kay hi sir kuan paman adto, d ak nakilalan principal niyo dati,

itun ngani na boys ngan girls la dd naagi ak dd ha girls tapos gn iisgan, dd kala, didto it

boys, takay it cr mabaho, bagat pag nasakob feeling ko it bahot cr hit boys na kuan haak,

napilit, amo d talaga ak naayun pag sinaka didtot boys, tapos naman...amo la adto.

R5: For example dress code (ah, yes okay) pwede ito? (oo school policies) okay sugad,

dress code, dba kay it senior high skirt tapos it kuan, alam mo na hehehehe so ano, itun

nga, naka usa kase ha, an hadi nga ak, an hadi na.......(junior high) oo, so, ano, ah, itun

nga, anot tawag hitun? nag school policy hira na nga dapat kuno naka uniform na talaga,

so itun hiya, nag uniform ak tapos pag uniform ko bagan, pinaka syahan pla tun nira na

pag kita haros, kay dba nag covid so bale wa an.. okay utro, an g7 ako mahilig ak mag

uniform tas bagan crisis pa man ak adto nak gender kun ano talaga tas pagka g8, g9

which is covid 19 talagsa man laak makig interact han mga tawo, so pagka g10, diba

bawal man, aw, puyde man la anay bisan ano an sul uton, so amo adto nak sul ot, hin

saruwal tas t-shirt tas an pag tikahuman an klase sumiring hira nga dapat na kuno mag

uniform, so nag patahi ak adto tapos amo na, pag sul ot kon uniform, pag kadto kon

eskwelahan bagan nanibag o hira, tas bagan meda bagan mga gossip nga bagan

nakakadungog gad ako tas aware hira na nakadungog ako, tas itun ngani na masiring

na........anay ano adto an ira yakan, basta, itun na pag uniform ko tas bagan itun ngani nga

ambot (gn baraw nira) oo, bagan gin baraw nira, sugad itun, nga yana la mag sugad itun,

basta sugad itun (na regard nim kanan gender kuan) oo sugad (okay okay).

R4: ako kuan, siguro like it policy and support system bagat dre man ak nakakita like

wry ko gn kukuan, gn aaway or something like that, naano laak kay let's say nakag sul ot
 90

nagad kitan bisan ano like croptop or nakag sandal pa ngani pero tak naano la haira like it

buhok na, anot connect like yes na eskwela kami dapat mahusay kmi kitaon, malimpyo,

pero tak kuan la liwat kase, dri man, bagat kay ano kmo na bobother hit buhok it usa na

tawo which is na kun baga para haakon amo nla it nag papa express tak sarili kun ano

talaga ak ngan kun baga ine na buhok ko amo ine it nag kukuan haak na sugad ako hine,

kun ano ako, like na dre baak na kuan, bagat mahigpit kaduro na, itun ba ngani na danay

na iirita ak like wry ko gn yayaknan na teacher na naiirita ak, medj nakukuan laak talaga

ak na kay ano tak buhok pa, tak buhok na, amo la adto tak buhok talaga (respondent 3:

tas nakaka apekto ghap hiyat grades, diba gn miminusan) ay oo.

R3: since dati naging, ano man kita, naging strikto ngadi, so an akon la concern is saypa

ha ano, ha.........mga boys nga gin mayda nira, diba kay ngadto ha ano, dida na linga ta, an

iya gihap gin yakan is mayda kmi na oobserve na gn, gn bagan gn papahiya na gad ada

itun kay ira dayun gn guguntingan an buhok pag hilaba, so bagan hin nakukuan itun, so

nakukuan itun it imo confidence, na kuan pala (naloloose) oo (naubos) kay pag kita nam

adto han3× lalaki, bagan dre naba niya kaya mag ano itun, like ngada itun na pwesto, na

gn arutan hiya, na dre na hiya nakaka kadton ira room kay tungod han kaawud, so amo

adto nak bagan nakuan han dati, tas yana liwat, as long as dre nera, as long as formal it

imo gn susul ot ha dress code tas dre nera kmo gn lalabtan kun ano tiyo gn papa anotun, it

iyo ka act ngadi ha eskwelahan, wry problem.

Interviewee: How does the support systems impact you as an LGBTQIA+ senior

high school student?

R1: Tapos an kuan nmn, an women's day dba, dba may gn conduct adto dinhi na

activities, tas na happy ak adto kay bagat gn2x gn tagan kmon chance na ig express kun
 91

ano kmo, like nakag sul ot kamon dress, nakapag heels, nakag make-up, whatever, so

whatever, ganon, amo la adto, bagan na happy laak adto (so bagat it iyo gn kukuan na

support system since adto na project is from the sslg...sslg ganon) yes, yes sir.

R4: I don't think so na it support system dd ha tschi is kuan... dre pa hiya naato for me,

thank you.

R3: Wry paman ak nakikita (bagan dre pa transparent dinhi ka school) oo kay ha mga

teacher pala bagan mayda pa nera mga yakan na asya tun.

Interviewee :To what extent do you see yourself represented in curricular events?

R4: Ahhm siguro like as a volleyball player gusto ko liwat ig pakita ha mga players pa na

dri Kay porke bayot ak, pag magmulay ak hin volleyball magbibinayot bayot ak it ak

Kuan kasi na tawag inin, may mapakita nga bisan ano nga ano tawag ini it volleyball nga

sports is dri la mayakan na pagbinayot bayot bagat't itun ngani na mapapakita ko kun ano

tak kaya kun ano tak talent hiton na

sports.

R3: Since ha ano itun ha organization an jjc since nagpapakuan man hiran mga

symposium about yana mga mental health pa man la it kuan aw actually dati han ano itun

han mayda pa pandemic mayda nira grupo ngada ha plaza like an kuan ngani an pride

month so usa na gihap itun ngada hit pagkuan hit pride month like igpapa kuan ba na iyo,

month ito hit LGBTQIA, tak na aano la is ano tun like symposium ha pag Kuan hin

awareness about lgbtq Kay puydi man itun it jjc organization mag kuan ha mga

eskwelahan like Kay mayda ngan (di ak maaram yiyinakan).

R6: Maghatag hin awareness, maupay gihap itun kun maghatag gihap hin awareness

baga'n igeeducate nira it mga estudyante about ano how lgbtq baga'n igtutdo kun it
 92

pagkakaiba it lesbian sugad hitun, kasi baga'n naranasan ko man gihap adto an parehas ha

iya nga dri, dri hira nakaintindi it pagkaiba it ano it bisexual it lesbian sugad hito.

R1: Baga't ira la ginpapakita it mga ano like HIV mga sakit mga nadudulot it mga Kuan

same sex.

R5: Itun, itun it ira la ginkikita it mga mahihimo nga Mali, dri nira ginkikita it mahihimo

nga tama.

R1: Feeling ko pagbulig hin mga pageant, dri kasi maaram ka man yana nga panahon

mayda mga homophobic, tapos it mga...danay natikang itun ha atun family tas it iba na

mga bata baga'n, baga't na ano nahadlok ba ig pakita it ira tuod ( Respondent 1:ig

express it ira saril) Kay bangin hira sugadun palayason, bugbugon ganon. I think

pagbulig hin pageant it mga LGBTQ like Ms. Gay is nakakabulig ha mga kuan mga

confidence it mga kuan new generation namin, baga't pag kuan naman ha ira pag present

namon hit Ms. Gay baga't ginkikita hiya bis di nahadlok kundi gin rerepresent it iya sarili,

di hiya na kuan na kuan hiya di hiya I mean ano ba 'tun, baga't iya pa ginpapagmalaki na

sugad hiya ini baga't di hiya naawod kun ano man tapos asya, ganon ganon thank you.

Interviewee :How do you envision the school enhancing its support for LGBTQIA+

students, including individuals such as yourself?

R6: Bagan it pag ano ha haircut bagat maupayy... dapat diri nala hira gin.. gin.. gin

tatagan hin limit nga dapat sugad la hini it iyo haircut dapat sugad hinin, sugad la hini

kahilaba, sugad hini, kay para ha akon na agree an iya yakan nga dapat talaga ahww..

ano.. hair nala it ira way pag express, syempre pag mag make-up hira bagan diri talaga,

(Respondent 1: diri maangay kun halipot it buhok), oo diri, like diba, so bagan, sana next
 93

year ano bisan pag pahilaba nala hin buhok para ha mga gusto magpahilaba hin buhok

puydi, (Resppondent 6:pero dapat malimpyo, malimpyo naman kitaon), oo malimpyo.

R4: Same la haiya, amo na adto.

R2: Para ha akon, dapat igpahigpit pa ba nira para ma stop bat discrimination ngan

bullying ha LGBTQ, kay... kay... syempre nagtitikadamo it naiskwela, maaram ak damo

it naiskwela nganhi nga part hit LGBTQ, so bagat nawawarayan ba hin confidence

tungod hitun na bullying ngan discrimination ba kay nahadlok hira mag out, danay it iba

nga tawo ginpipirit ba hira mag out ba like yayaknan ka hin sugad itun nga, ano adto?

regarding tim pan gios nga lalake kaman kay ano malumanay ka kumuan.. kumilos,

sugad hitun. so amo na adto, dapat.

R5: Tas also gihapon, for example ha mga teachers, diri kay, kay diba parehas han iya,

nakilala ak kun hin-o na teachers, so kay for example kasi hit teachers, bagan mag.. na

diri hiyat LGBTQ pati it students ma diri ghap ito kay syempre na diri man it teachers, so

dapat unta bagan makuan hit.., itun ba nga ma kuan nira nga dapat it teacher maging

friendly ghap hit LGBTQ, diri kay igkukuan lugod nira like ig jujudge lugod nira it

LGBTQ dapat diri.

R6: Ako ano mayda ko ghap, mayda ko ba nga na experience since ano na topic mo na

an mga teachers, diba maaram man kamo na ano ak, mayda ko girlfriend tapos, pag

nanapansin ko like po kay ano pag it iba may ano.. ahhmm.. may karansiya, ano hira

straight, girl, boy, mag uyab, bagan okay la nga makikita hira hin sugad, pag upod hira

bagan normal la, pero pag kami na duha diri kami gin tutugutan like gin papagbulag

kami, asya diri ko nagugustuhan it mga comment, specially kun ha from teacher talaga

nga nagyayakan nga sugad hini, nga ayaw kamo pag upod upod, pero nakikit an ko it iba
 94

nga puydi man bagan hit iba okay man tas it,. ang unfair la nga duro nga bagan waray ang

unfair la, (Researcher: so, what are your recommendations about teachers?), bagan, kun

ha, kun it teacher it sugad ig ano, ig ano ghap hira ig educate, ig ano hira nga, waray ko

man ginyakan na teacher, yes bagat tagan ghap hira hin awareness.

R1: Ako naman para haak, dagdagon nala nira it activities para sugad hiton, mga

activities ba para ha mga gay liwat, diri la puros ha girls ngan boys kay na leleft out it

gays, mga LGBTQ part hit LGBTQ para sugad bagat gin papakita na nira na gin

susuportahan nira it LGBTQ bisan ha gutiay nga butang.

 95

APPENDIX E
CURRICULUM VITAE
Joram Almo
Pago, Tanauan, Leyte
0967 139 6655
joramalmo14@gmail.com

PERSONAL INFORMATION
Birthday: May 26, 2007
Birthplace: Pasig, City
Age: 16 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: N/A
Mother's Name: Marijoy C. Almo

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2019-2023)
Elementary San Roque Elementary School
San Roque, Tanauan, Leyte
(2013-2019)
 96

CURRICULUM VITAE
SOPHIA ANGELI O. ASILO
San Roque Tanauan, Leyte
0909 029 0675
sophiaasilo@gmail.com

PERSONAL INFORMATION
Birthday: May 29, 2007
Birthplace: Palo, Leyte
Age: 16 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Archimedes D. Asilo
Mother's Name: Arlene E. Osmeña

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2019-2023)
Elementary Tanauan I Central School
Buntay, Tanauan, Leyte
(2012-2019)
 97

CURRICULUM VITAE
CRISTIAN JAMES C. BADEO
Kiling, Tanauan,Leyte
09060821151
cristianjamesbadeo796@gmail.com

PERSONAL INFORMATION
Birthday: October 8, 2006
Birthplace: Tacloban, Leyte
Age: 17 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Cristian B. Badeo
Mother's Name: Jasmin C.Maroto

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan National High School
Canramos Tanauan, Leyte
(2019-2023)
Elementary Kiling Elementary School
Kiling, Tanauan, Leyte
(2013-2019)
 98

CURRICULUM VITAE
JOHN CHRISTOPHER C. CAYOBIT
Quilao,Tolosa,Leyte
0981 777 7108
christophercayobit699@gmail.com

PERSONAL INFORMATION
Birthday: December 6, 2006
Birthplace: Tacloban, Leyte
Age: 17 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Dionesio D. Cayobit
Mother's Name: Genevieve M. Cadion

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2019-2023)
Elementary Daniel z. Romualdez Memorial. Elementary School
Tolosa, Leyte
(2013-2019)
 99

CURRICULUM VITAE
SHANE V. CREER
San Roque, Tanauan, Leyte
09855470153
creershane7@gmail.com

PERSONAL INFORMATION
Birthday: January 1, 2007
Birthplace: Palo, Leyte
Age: 17 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: N/A
Mother's Name: Wennarlyn M. Verallo

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2019-2023)
Elementary San Roque Elementary School
San Roque, Leyte
(2013-2019)
 100

CURRICULUM VITAE
ETHAN MATHEW V. NAZARET
Mohon, Tanauan, Leyte
0935 135 1415
nazaretethan74@gmail.com

PERSONAL INFORMATION
Birthday: July 27, 2007
Birthplace: Palo, Leyte
Age: 16 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Edilberto R. Nazaret Jr.
Mother's Name: Evon V. Nazaret

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos, Tanauan, Leyte
(2019-2023)
Elementary Mohon Elementary School
Mohon,Tanauan,Leyte
(2013-2019)
 101

CURRICULUM VITAE
NICOLE REY C. SALVE
Cahumayhumayan Tanauan, Leyte
0920 348 3728
nicolereysalve@gmail.com

PERSONAL INFORMATION
Birthday: October 22, 2006
Birthplace: Tacloban, City
Age: 17 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Rey Salve
Mother's Name: Sara C. Salve

EDUCATIONAL BACKGROUND
Senior High School Tanauan School of Craftsmanship and Home Industries
Canramos Tanauan, Leyte
(2023-2025)
Junior High School Tanauan School of Craftsmanship and Home Industries
Canramos Tanauan, Leyte
(2019-2023)
Elementary Maribi Elementary School
Maribi, Tanauan, Leyte
(2013-2019)
 102

CURRICULUM VITAE
JOLITA G. TOLIBAS
Guingauan Tabontabon, Leyte
0930 585 6932
tolibasjolita@gmail.com

PERSONAL INFORMATION
Birthday: September 16, 2007
Birthplace: Palo, Leyte
Age: 16 years old
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Nolibert C. Tolibas
Mother's Name: Teresita G. Tolibas

EDUCATIONAL BACKGROUND
Senior High School
Junior High School
Elementary
Tanauan School of Craftsmanship and Home Industries
Canramos Tanauan, Leyte
(2023-2025)
Tanauan School of Craftsmanship and Home Industries
Canramos Tanauan, Leyte
(2019-2023)
Guingauan, Elementary School
Guingauan,Tabon-tabon, Leyte
(2013-2019)
103