Research<\/a> has shown how both interpersonal and institutional discrimination (as well as fears of discrimination) can cause people to stay \u201cin the closet\u201d \u2013 because of worries about negative responses to their sexual orientation or gender identity. This causes chronically high levels of stress, known as \u201cminority stress<\/a>\u201d \u2013 which is essentially stress experienced by stigmatised minority groups.<\/p>\n It has been shown that minority stress contributes to higher levels of mental<\/a> and physical<\/a> health problems within the LGBTQ community.<\/p>\n Higher than average numbers of LGBTQ students are also estranged from their families \u2013 with all the financial<\/a> and emotional support implications that come with this.<\/p>\n This combination of factors probably goes some way in explaining why LGBTQ students are much more likely to drop out<\/a> of university than their heterosexual or cisgendered peers.<\/p>\n Our research<\/a> also suggests that the university teaching and learning environment is seen as one of the least safe places to be \u201cout\u201d at university, even more so than halls of residence or sports clubs, which have traditional been seen as most problematic.<\/p>\n We found that although staff members are not necessary homo, bi or transphobic in attitude, they do not have the confidence<\/a> to explore and challenge discriminatory comments or attitudes in the classroom.<\/p>\n This can leave many lecturers feeling they might \u201cget it wrong\u201d \u2013 and so they do nothing. The students we spoke to expressed disappointment in this, noting that the failure to call out these kinds of situations amounted to complicity<\/a> in this type of discrimination.<\/p>\n There are of course many things that a university can do to support LGBTQ students<\/a> who are experiencing difficulties at university. This can include counselling services that are LGBTQ friendly, chaplaincy services where chaplains are able to work with LGBTQ students of faith, as well as careers services<\/a> that acknowledge the concerns students may have about being \u201cout\u201d at work and welfare tutors specifically trained to support these students.<\/p>\n But while this support is all well and good, for real change to happen, there needs to be increased \u201cvisibility\u201d rather than \u201cerasure\u201d of LGBTQ identities in the higher education environment. This includes visibility within the curriculum, as well as outside of it.<\/p>\n This is important, because erasure isn\u2019t always malicious in intent. It could be something as seemingly simple as only using binary gender categories, or assuming that a student has or wants a partner \u2013 along with what gender that partner might be.<\/p>\n Creating a more inclusive environment on campus and in higher education can come from many different places \u2013 both from staff who identify as LGBTQ and are prepared to be \u201cout\u201d in the lecture halls or laboratories. Along with those cisgender or straight \u201callies\u201d who might \u201ccall out\u201d a derogatory or dismissive comment from a colleague or student.<\/p>\n Inclusivity can also come from the student population, where strong student societies<\/a> or LGBTQ officers<\/a> can be a powerful influence on the culture of an organisation.<\/p>\n This is why, as part of our research, we have developed a specific model<\/a>to help make teaching and learning environments more inclusive at universities. The model covers three domains \u2013 \u201cinclusive language\u201d, \u201cpositive role models\u201d and \u201cdiverse curriculum content\u201d.<\/p>\nUnsafe on campus?<\/h2>\n
![\"\"](\"https:\/\/cdn.theconversation.com\/files\/161213\/width754\/image-20170316-10911-16pyxru.jpg\")
The right support<\/h2>\n
Full inclusion<\/h2>\n
![\"\"](\"https:\/\/cdn.theconversation.com\/files\/161218\/width754\/image-20170316-10892-15v3tq4.jpg\")