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When Ethics and Laws Conflict: Advocating for LGBTQ+ Students in an Uncertain Legal Landscape
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DOI：10.1080/2372966X.2026.2674544.png)
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Abstract
En 中文
Using a cross-sectional survey design, this study examined the experiences of 137 school psychologists who were members of the National Association of School Psychologists (NASP) practicing across three distinct legislative contexts involving anti-LGBTQ+ curriculum laws. Quantitative analyses compared practitioners’ experiences of ethical conflict, perceptions of school climate, and advocacy-related concerns across legislative environments, and open-ended responses were reviewed to provide context for interpretation of the findings. Practitioners in settings where anti-LGBTQ+ laws were more visible and actively enforced reported greater concern about the professional consequences of advocacy and the anticipated reactions of others. Reported ethical tensions most often involved student welfare, student autonomy, and efforts to cultivate inclusive school climates. Findings suggest that stigmatizing policy environments may constrain school psychologists’ advocacy and highlight the importance of socially just practice in supporting LGBTQ+ students. Recommendations for advocacy on behalf of LGBTQ+ students are offered, including strategies such as cultivating allies within schools and communities, developing effective and persuasive communication skills, and serving as informational resources to administrators and parents.
Impact Statement
This study underscores the barriers to advocacy created by education laws that are hostile to LGBTQ+ individuals and provides guidance for school psychologists in their critical role of fostering inclusive and affirming learning environments that support the well-being of all students.
Keywords:
ethics
advocacy
LGBTQ+
curriculum laws
school climate
Chavez Phelps
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