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S. SECONDARY SCHOOLS - Research Brief","","GLSEN’s research brief examines school experiences of Middle Eastern and North African (MENA) LGBTQ students in U.S. secondary schools, focusing on safety, biased remarks, and victimization. It highlights that MENA LGBTQ students often report feeling unsafe due to sexual orientation, gender expression, race/ethnicity, and perceived religion, alongside frequent negative language from peers. The brief further analyzes how victimization affects engagement and well-being, evaluates access to school supports such as GSAs and supportive educators, and compares outcomes with other LGBTQ students in hostile school climates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-experience-of-middle-eastern-and-north-african-mena-lgbtq-students-in-u-s-secondary-schools-research-brief/584750/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-experience-of-middle-eastern-and-north-african-mena-lgbtq-students-in-u-s-secondary-schools-research-brief/584750.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What makes school feel unsafe for MENA LGBTQ students in U.S. secondary schools?","Question",{"text":112,"@type":113},"The brief reports that many MENA LGBTQ students feel unsafe due to factors such as sexual orientation, gender expression, race/ethnicity, and actual or perceived religion. It also notes that feeling unsafe can lead some students to avoid school altogether.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How common are biased remarks and victimization for MENA LGBTQ students?",{"text":117,"@type":113},"Most MENA LGBTQ students report often or frequently hearing negative remarks, including homophobic and racist language, as well as gender expression–related comments. The brief also reports high rates of harassment or assault tied to sexual orientation, gender expression, and race/ethnicity.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the brief emphasize differences between MENA LGBTQ students and other LGBTQ students?",{"text":121,"@type":113},"It explains that little research existed on MENA students’ school experiences and that MENA students have been treated as a monolithic group in the U.S. The brief compares MENA LGBTQ experiences with other LGBTQ students across school climate, engagement, outcomes, well-being, and access to resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584750,1792062304,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH INSTITUTE  \nTHE EXPERIENCES OF MIDDLE EASTERN AND NORTH AFRICAN (MENA) LGBTQ STUDENTS IN U.S. SECONDARY SCHOOLS  \nRESEARCH BRIEF  \n[glsen.org/research](glsen.org/research)  \nTHE EXPERIENCE OF MIDDLE EASTERN AND NORTH AFRICAN (MENA) LGBTQ STUDENTS IN U. S. SECONDARY SCHOOLS | 1  \nOver the past 20 years, GLSEN’s research has established that schools are not safe or welcoming spaces for LGBTQ youth, who face hostile school climates due to their sexual orientation, gender, gender expression, and race/ethnicity.1 LGBTQ youth often report experiencing hostile school climate, such as feeling unsafe at school, hearing biased remarks from other students, and experiencing harassment, and many LGBTQ students do not have access to in-school resources that may improve school climate and students’experiences, such as Gender and Sexuality Alliances (GSAs) and supportive educators. There has been little research on the school experiences of Middle Eastern and North African (MENA) students in general. MENA students in the U.S. are diverse not only in nationalities, where they represent over 20 countries in the Middle East and Northern Africa, but they are also diverse in ethnicities and religions, including religions such as Judaism and Islam.2 However, MENA students have been perceived as a monolithic population in the U.S., whereby Arab, Middle Eastern, and Muslim identities tend to be conflated.3 Given the rise in Islamophobia and the high rates in anti-Semitism in the U.S.,4 MENA students also experience racism and religious discrimination at school. Specifically regarding MENA Muslim students, research from the Council of American-Islamic RelationsCalifornia indicated that about 40% of MENA Muslim students in California experienced bullying because of their religion, and nearly a third (29.4%) of MENA Muslim students heard school staff make offensive comments about Muslims or Islam.5 GLSEN’s research has recently examined the school experiences of LGBTQ youth of color, specifically Black, Latinx, Asian American and Pacific Islander, and Native and Indigenous youth in our Erasure and Resilience series.6 Given that less is known about the school experiences of MENA LGBTQ students in general, and how they might differ from the school experiences of other LGBTQ students, it is also important to examine the school experiences of MENA LGBTQ students.7 To this end, this research brief describes the school experiences of MENA LGBTQ students in secondary schools in the U.S. by examining:  \n1) MENA students’ feelings of safety at school based on personal characteristics, hearing biased remarks from other students, experiences with victimization based on personal characteristics, and experiences with school  \ndiscipline; 2) changes in hearing biased remarks and experiences with victimization over time for MENA students; 3) the impact of experiences with victimization based on personal characteristics on MENA students’school engagement, educational outcomes, and psychological well-being; 4) MENA students’ access to school supports; and 5) whether these supports provide benefits to MENA students. Further, this brief explores whether there are differences between MENA LGBTQ students and other LGBTQ students in hostile school climate experiences, school engagement, educational outcomes, psychological well-being, and access to resources at school.  \nHostile School Climate Indicators  \nFEELINGS OF SAFETY, HEARING BIASED REMARKS, AND VICTIMIZATION EXPERIENCES  \nFor MENA LGBTQ students, school can be an unsafe place for a variety of reasons. As documented in the 2019 National School Climate Survey report, most MENA LGBTQ students (61 .0%) felt unsafe regarding their sexual orientation, and over a third (40 . 5%) felt unsafe based on their gender expression (see Figure 1).8 A quarter (26 . 2%) felt unsafe at school based on their race/ethnicity and nearly a quarter (23 . 3%) felt unsafe based on their actual or perceived religion (see also Figure 1)","cbCairuk7bl5qqgU","https://ap.wps.com/l/cbCairuk7bl5qqgU","pdf",3686957,24,"English","# Hostile School Climate Indicators\n## Feelings of Safety, Hearing Biased Remarks, and Victimization Experiences\n## Hostile School Climate Indicators (continued)","[{\"question\":\"What makes school feel unsafe for MENA LGBTQ students in U.S. secondary schools?\",\"answer\":\"The brief reports that many MENA LGBTQ students feel unsafe due to factors such as sexual orientation, gender expression, race/ethnicity, and actual or perceived religion. It also notes that feeling unsafe can lead some students to avoid school altogether.\"},{\"question\":\"How common are biased remarks and victimization for MENA LGBTQ students?\",\"answer\":\"Most MENA LGBTQ students report often or frequently hearing negative remarks, including homophobic and racist language, as well as gender expression–related comments. The brief also reports high rates of harassment or assault tied to sexual orientation, gender expression, and race/ethnicity.\"},{\"question\":\"Why does the brief emphasize differences between MENA LGBTQ students and other LGBTQ students?\",\"answer\":\"It explains that little research existed on MENA students’ school experiences and that MENA students have been treated as a monolithic group in the U.S. The brief compares MENA LGBTQ experiences with other LGBTQ students across school climate, engagement, outcomes, well-being, and access to resources.\"}]","THE EXPERIENCE OF MIDDLE EASTERN AND NORTH AFRICAN (MENA) LGBTQ STUDENTS IN U. S. SECONDARY SCHOOLS - Research Brief | PDF",1792052206]