JMIR Publications

ABSTRACT

Background:

Stigmatization due to group membership, especially when occurring repeatedly over time, constitutes a recurrent stressor that has a negative impact on physical and mental health in the long run (Minority Stress Model). Among EU countries, Romania ranks low in terms of LGBT+ inclusion, with 45% of Romanian LGBT+ respondents in a recent study reporting discrimination in at least one area of life in the year preceding the survey. Importantly, while all LGBT+ people might experience minority stress, younger sexual minority individuals appear to be more prone to the detrimental impacts of stigma on their mental and physical health. As such, interventions are necessary to improve the inclusion climate within schools, where young people spend most of their time. Up until now, most interventions addressing this topic have been conducted on undergraduate students in Western countries, with no studies conducted in schools in countries that have widespread anti-LGBT attitudes.

Objective:

This study sought to investigate whether LGBT+ stigma and bias amongst Romanian school teachers can be reduced using an online intervention focusing on education and contact as primary training elements.

Methods:

A sample of 175 school teachers was randomly assigned to either the control (n=86) or experimental group (n=89). The experimental group participants received the intervention first and then completed the outcome measures, whereas the control group completed the outcome measures first and then received the intervention. The one-hour multimedia intervention was developed for online delivery under controlled conditions. It included two interactive exercises as well as two recorded presentations, animations, and testimonies from LGBT+ individuals. Data for attitudinal, behavioral, cognitive, and affective measures was collected during the same session (before or after the intervention, depending on condition). We also plan to conduct a brief mixed methods follow-up study at 6 -8 months post participation to investigate potential long-term effects of training. However due to attrition and lack of experimental control (all participants will have completed the intervention, regardless of condition), these data will be analyzed and reported separately using a mixed-methods approach.

Results:

This paper details the protocol for the teacher intervention study. Data collection began in December 2022 and was completed by February 2023. Data analysis is underway. Follow-up measures will be completed in November 2023. Results are expected to be submitted for publication in winter 2023.

Conclusions:

The findings of this study will establish the effectiveness of an online intervention intended to lessen anti-LGBT stigma and sentiment in a nation where these views have long been prevalent. If successful, the intervention could end up serving as a resource for Romanian teachers and guidance counselors in high schools. Clinical Trial: ISRCTN84290049