Adul, R. M. C., Balaguer, C. O., & Bucay, R. (n.d.) An Interpretative Phenomenological Analysis of the Lived Experiences of Bisexual Students.

This study utilizes qualitative and phenomenological analysis to explore the lived experiences of bisexual students in a local state university in the country. The paper heavily emphasizes on the complexities of being bisexual, like identity struggles, ‘invisibility’ to the queer community and selective discrimination, which some issues are unique to the bisexual population only. The research advocates for institutional support, acceptance, and overall inclusivity, especially in the educational sector. (69 words)

Battye, G. (2019, July 3). Gender Neutral Uniforms - The debate from an LGBT+ perspective [Video]. YouTube. https://www.youtube.com/watch?v=hfzepH7wS1A

        Gina Battye discusses the growing demand for gender-neutral uniforms and frames due to dress code issues in schools and even workplaces. The debate is heated because it intersects with broader societal tensions around gender identity, tradition, and perceived threats to heteronormative norms. The article identifies the real issue as one of inclusion, ensuring that dress codes don't marginalize transgender and non-binary individuals or force people into gender expressions that do not align with their identities. Give children and adults options or the choice of what to wear, even in uniforms, so everyone will feel safe and supported to wear what they want without shame. (104 words)

Carpiso, S., & De Jose, E. (2025a). Gender Identity Stigma, teachers’ acceptance, and parental 

support as predictors of mental health among self-identified LGBT senior high school students. Routledge Open Research, 4, 1. https://doi.org/10.12688/routledgeopenres.18288.1 

The study focuses on investigating the relationship between gender identity stigma, teachers’ acceptance, parental support, and the mental health of LGBTQIA+ senior high school students. The study revealed that there is a clear connection between lower levels of gender identity stigma and better mental health. Positive relationships between students and teachers or parents / parental support also improved mental health.  The study also recommends developing and implementing intervention programs. (69 words)

Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint 

for trauma-informed service delivery in schools. School Mental Health, 8(1), 144–162. https://doi.org/10.1007/s12310-015-9166-8

This academic article outlines a framework for implementing trauma-informed practices in educational settings. It discusses the importance of understanding students' experiences with trauma, including those related to discrimination, and adapting teaching practices to promote emotional safety and healing. This is crucial in developing staff training that acknowledges the emotional toll discrimination takes on LGBTQIA++ students. (55 words)

Dress codes — Gender Inclusive schools. (n.d.). Gender Inclusive Schools. https://www.genderinclusiveschools.org/locker-rooms

This guide from Gender-Inclusive Schools provides best practices for schools to create safe and inclusive environments for transgender and non-binary students. The resource outlines legal frameworks and practical solutions from different countries across the globe. It is particularly useful for school administrators and educators seeking to build supportive policies that align with inclusive educational values and legal protections. (58 words).

Francisco, A. C. D., Mixto, F. F. A., Miranda, P. E. D., & Raymundo, J. P. S. (2024). Navigating Struggles and Successes: Lived experiences of LGBTQIA+ students. ResearchGate. https://doi.org/10.5281/zenodo.13310673

This article focuses on the struggles and successes of LGBTQIA+ students in Morong National High School. The article highlights how some LGBTQIA+ students experience struggles in terms of academic and extracurricular activities. Included in these struggles are bullying, exclusion, and discrimination. These struggles then make the environment less conducive to learning on account of the discomfort experienced. LGBTQIA+ students also hesitate participating in school activities because of how treatment towards them may affect their mental health. In spite of all these, LGBTQIA+ students achieve many successes through their support systems and coping mechanisms. The article also highlights that collaborative efforts must be made to create a more inclusive environment. (109 words)

Gacayan, H. H., & Ruyeras, A. G. (2023, August 15). Trans students cry foul over dress code policy. Atenews. https://atenews.ph/trans-students-cry-foul-over-dress-code-policy

This article reports on the backlash from transgender students at Ateneo de Davao University following the implementation of a dress code policy that requires a medical certificate as proof of medical transition. The medical certificate is "needed" for transgender students so they can wear a uniform that aligns with their gender identity. If not, they are not permitted to enter the campus. The issue has sparked discussion for reinforcing the medicalization of transgender identities, suggesting that trans students must undergo medical transition to be legally recognized by the institution. (89 words)

Garcia, J. N., & Santos, A. P. (2017). “The Impact of School Climate on the Mental Health of LGBTQ Youth in the Philippines.” Asian Journal of Social Psychology, 20(4), 275–289. https://www.hrw.org/report/2017/06/22/just-let-us-be/discrimination-against-lgbt-students-philippines 

This article examines how school climate affects the mental well-being of LGBTQ youth in both public and private high schools. It emphasizes how hostile environments, fueled by religious conservatism and a lack of inclusive policies, correlate with higher levels of anxiety and depression among students. The research supports the need for faculty and administrative awareness in shaping positive, affirming school environments. The study offers insights that can guide administrators in adopting more inclusive approaches and support services. (77 words) 

George W. Smith & Dorothy E. Smith (1998) The Ideology of “Fag”: The School Experience of Gay Students, The Sociological Quarterly, 39:2, 309-335, DOI: 10.1111/ j.1533-8525.1998.tb00506.x

This article presents the issue of heterosexism and homophobic experiences of gay male students in schools. It focuses on the idea of using the terminology, expression or to an extent, the derogatory slur “fag”, expressed verbally or through gossip, ultimately reinforcing the heteronormativity in school life. This explores how verbal abuse and insults, as well as symbolic violence, shape the identities of gay male students, drawn from Bakhtin’s Dialogic Theory. This study puts a lot of emphasis on how the teachers, administration, and educational institutions blindly and passively perceive the issue of homophobia in school, greatly affecting the quality of education and overall well-being of gay students. (107 words)

GLSEN. (2021). Model School District Policy on Transgender and Gender Nonconforming 

Students. GLSEN. https://www.glsen.org

This resource provides detailed guidance on how schools can support transgender and gender nonconforming students. It outlines practical applications of inclusive language, name and pronoun usage, and respectful communication practices. It is particularly valuable for designing training modules that equip educators with the tools to affirm student identities and prevent misgendering or exclusion. (53 words)

Human Rights Watch. (2017). “Just Let Us Be”: Discrimination Against LGBT students in the 

Philippines. https://www.hrw.org/report/2017/06/19/just-let-us-be/discrimination-against-lgbt-students-philippines.

This report by Human Rights Watch presents extensive interviews and documentation of discrimination experienced by LGBTQIA+ students in Philippine schools. It highlights systemic issues such as bullying, verbal abuse, and administrative inaction, particularly in religious and conservative institutions. The report also discusses the lack of implementation of protective policies, despite existing national frameworks. This source is highly relevant for understanding the real-world implications of school-based discrimination and emphasizes the urgent need for staff training, inclusive policies, and structural reform to create safer educational environments for queer youth. (87 words)

Jordan, K. M., Vaughan, J. S., & Woodworth, K. J. (1997). I Will Survive: Lesbian, Gay, and Bisexual Youths’ Experience of High School. Journal of Gay & Lesbian Social Services, 7(4), 17–33. https://doi.org/10.1300/J041v07n04_02

This article examines high school experiences of queer students, particularly gay, lesbian and bisexual students. Using questionnaires from the research design, this study checks the harassment queer students face, as well as their corresponding coping strategies. The findings suggest resilience among students despite the adversities and homophobia they face, which ultimately shows the need for supportive institutions and healthy environments in schools. (62 words).

Jones, T. S., & Kmitta, D. (2000). Does it work? The case for conflict resolution education in our nation's schools. School Counselor, 47(2), 81–88.

This article advocates for the integration of conflict resolution education into school systems. It demonstrates how these skills can reduce bullying and foster healthier relationships among students and staff. For LGBTQIA++ students who face daily microaggressions or confrontations, equipping educators with de-escalation and conflict mediation skills is vital to ensure immediate and appropriate responses to incidents of discrimination. (58 words).

Libang, A. B., & Isuga, B. F. (2023, March 16). Enforcement of the student dress code beneath the seams. The LaSallian. https://thelasallian.com/2023/03/15/enforcement-of-the-student-dress-code-beneath-the-seams/

This article discusses the development of the enforcement of De La Salle University's student dress code, especially following the COVID-19 pandemic. It highlights how dress codes, commonly enforced inconsistently, particularly against women and gender-nonconforming students. It also emphasizes the need for revising dress code policies not only to accommodate cultural shifts but also to respond to acts of ridicule and abuse of students based on what they wear, like what happened at the Animo Pep Rally 2022. Policy reform is offered to create a safer, more welcoming campus culture that values diverse expressions and identities. (95 words)

Nishida, Y. (2023, March). Saitama high schools to allow girls to wear slacks | The Asahi Shimbun Asia & Japan Watch. The Asahi Shimbun. https://www.asahi.com/ajw/articles/14842763

This article reports on the Saitama Prefectural Board of Education's decision to permit female students in public high schools to have an option to wear slacks instead of skirts, aiming to accommodate transgender students and promote gender inclusivity. While there is a huge progress in recognizing heteronormative dress code issues, the article notes that only about 3% of schools allow male students to wear skirts, indicating inconsistency or lacking in gender-inclusive policies. (72 words)

Santos, G. M. (2019). “Experiences of Discrimination Among LGBTQ+ Students in Catholic High Schools in Metro Manila.” Philippine Journal of Education and Society, 64(2), 123–140. https://www.researchgate.net/publication/382144531_Rejection_Acceptance_and_Support_Experiences_of_LGBTQIA_College_Students_in_a_Catholic_School

This study explores the experiences of LGBTQIA+ students in religious high schools across Metro Manila. It highlights common forms of discrimination such as forced conformity to gender norms, lack of support from guidance counselors, and punishment for gender expression. The paper includes first-hand accounts and emphasizes the role of school leadership in either enabling or challenging these practices. This is particularly useful for school administrators and faculty as it provides specific recommendations for creating safer environments and updating school policies to be more inclusive. (84 words)

Senate of the Philippines. (2023, March). Tulfo promotes gender-neutral uniforms in schools. https://legacy.senate.gov.ph/press_release/2023/0315_tulfo1.asp

The Senate of the Philippines released details on a legislative initiative by Senator Raffy Tulfo advocating for gender-neutral school uniforms in the Philippines. The SB No. 1896, "Pants for Her Act" bill is designed to promote inclusivity and accommodate students of diverse gender identities and expressions. However, it only gives the option for women to wear trousers. The concept of inclusivity of this bill is unclear and lacking, as it doesn't address the issues of LGBTQIA+ students. (78 words)

Tanaka, Y. (2022, September). Record number of schools update their uniforms to be more inclusive | The Asahi Shimbun Asia & Japan Watch. The Asahi Shimbun. https://www.asahi.com/ajw/articles/14693528

This article discusses the record number of Japanese junior and senior high schools that updated their uniforms in fiscal 2022 to be more inclusive, particularly for sexual minorities, as recorded by the Japan Wool Textile Co., Ltd. The changes include adopting gender-neutral designs in blazers and culottes. The article attributes the growing awareness of LGBTQIA+ issues in Japan and includes insights from manufacturers, designers, and educators. There were also efforts to align uniform policies with the U.N. Sustainable Development Goals. (81 words)