LGBTIQ young people's transitions from secondary to post-secondary educational institutions in the Maltese islands

Abstract

This study seeks to understand and explore the transitions that LGBTIQ young people encounter from secondary to post-secondary educational institutions across the Maltese Islands. Semi-structured interviews carried out with LGBTIQ young people and educators snowballed from secondary and post-secondary schools delved into experiences, insights and reflections of these two main stakeholders concerning this transition. Results of thematic analysis show that LGBTIQ young people face many challenges and struggles on a daily basis especially at secondary level. These struggles range from identity based bullying, stigma, exclusion and homophobia from peers and sometimes even educators and school personnel. At post-secondary level some of the LGBTIQ young people reported feeling that the system is slightly better, however, in some cases there was a continuation of the above. Two educators argued that they strongly emphatize and sympatize with LGBTIQ young people whilst the other two, at first instance stated that they have no problem with them. Notwithstanding this, towards the end of the interview they were not as tolerant and accepting towards LGBTIQ young people. This indicates the need for a revised Personal, Social and Career Development curriculum in order to be more inclusive for LGBTIQ young people, a revised dresscode/school uniform so that it is neutral for everyone, less gender segregation in Physical education and other activities. The introduction of genderneutral restrooms is also important and should be mainstreamed. Also, teacher education should be revised in order to include topics about dealing with and being supportive to LGBTIQ young people and continuous professional development should take place so that any issues/ policies/ practices that touch upon LGBTIQ young people's lives are critically and reflexively engaged with. Lastly, it would be ideal to add a general discrimination policy covers that the grounds of any kind of discrimination that young people might face in schools. More investment related to formal and non-formal education and continuous professional development is paramount.