Preferred Name
Ben Little
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Tammy Gilligan
Second Advisor
Deborah Kipps-Vaughan
Third Advisor
Tiffany Hornsby
Abstract
LGBTQIA+ students experience disproportionate rates of discrimination, bullying, and mental health challenges within their educational settings, while educational policies shaping school climate vary considerably across jurisdictions. The purpose of this systematized review was to identify trends in the structure and implementation of LGBTQIA+ inclusion policies across K-12 state-level public education systems within the U.S. South Atlantic region and to examine how these policies addressed the needs of transgender youth and LGBTQIA+ students of color. This review synthesized publicly available state education documents, legislative materials, and nonprofit policy reports using a systematized review methodology guided by PRISMA principles and qualitative theme analysis. Findings indicated significant variation in how LGBTQIA+ identities were recognized within educational policy, how policies were implemented and enforced, and the role of authority in educational decision making. Additionally, explicit consideration of intersectionality and the experiences of LGBTQIA+ students of color were limited across reviewed policies. Nonprofit reports suggested that documented policy frameworks and student experiences are not appropriately assumed to represent the same phenomenon. As educational policy surrounding LGBTQIA+ inclusion continues to change, continued research is necessary to monitor emerging trends and better understand how policies shape learning environments and student experiences.
