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Methods: The symposium includes three empirical studies using complementary quantitative, qualitative, and mixed methods designs across different educational contexts. The first study uses survey data from transgender and nonbinary college students at a large Midwestern university to examine associations between campus climate measures and student belongingness. The second study employs a two-year multiple case study design across six high schools in two districts, conducting observations and collecting documents to assess changes in gender and sexual minority youth inclusive policy adoption and implementation over time. The third study uses a convergent mixed-methods design with first-year college students, survey data and qualitative interviews were conducted to evaluate the effectiveness of identity-based peer mentorship for LGBTQ+ first-year college students.
Results: Across studies, findings consistently highlight the importance of institutional factors. The first study finds that gender-related campus climate shapes feelings of belonging among transgender and nonbinary college students, demonstrating that the day-to-day experiences of trans* students may be more influential than the mere presence of policies. Results from the second paper show that meaningful change post policy adoption can be facilitated through student leadership, staff alignment, and broader district-level commitments. These findings further underscore the need for institutions to go beyond the creation of affirming policies but also pay attention to the implementation of the policy process. The third paper found that although identity-based peer mentorship showed some effectiveness in improving LGBTQ+ first-year students’ belonging and engagement, feedback from participants indicated that broader institutional support systems are necessary to create sustainable change.
Conclusion and Implications: Taken together, the three papers in this symposium advance a similar argument: improving outcomes for LGBTQ+ youth and young adults in educational contexts requires multilevel, coordinated strategies that integrate evidence-based practices with affirming policies. Across studies, findings show that isolated efforts are not enough to address the hostile environments faced by LGBTQ+ students. Instead, positive change is more likely to occur when institutional climates are affirming, policies are implemented with intention, and students are engaged in the process of shaping their environment. By providing empirical evidence on what works, for whom, and under what conditions, this symposium contributes to an evidence base that researchers, educators, social workers, and policymakers can rely on to advance inclusion and equity for this group of students.