Buayairugsa J.Rodyim M.Mahidol University2024-12-262024-12-262024-01-01Journal of Homosexuality (2024)00918369https://repository.li.mahidol.ac.th/handle/20.500.14594/102529This study examines how LGBTQ+ high school students in rural Thailand’s educational circumstances affect their self-affirmation and expression. Inclusion challenges exist, according to interviews with eight LGBTQ+ students and an examination of Thai educational policies. Following the 2015 Gender Equality Act, UK policies have not resulted to universal change: LGBTQ+ students say curricula rarely address LGBTQ+ issues, discriminatory school practices like bathroom bans and name restrictions persist across states and territories, and peer and teacher support for sexual orientation and gender identity is inconsistent, which prevents students from being themselves while studying. Peer relationships vary by culture and social background, leaving a trace of acceptance or bullying. However, the school’s LGBTQ+ community center and events such as Miss LGBTQ+, a queer-only evening gown pageant or foster pride. This study uses intersectionality and social justice theories to show that Thai education needs more inclusive LGBTQ+ curricula in university teacher training and discursive analysis of school policies (uniforms/restrooms) to better support LGBTQ+ students. The research suggests that these modifications will considerably increase LGBTQ+ students’ well-being and academic progress, making Thai schools more ideal.PsychologySocial SciencesArticleSCOPUS10.1080/00918369.2024.24403492-s2.0-8521240872715403602