‘I can be myself more’: what students told us about pride groups in schools

A Swinburne University study examined pride groups in Tasmanian schools—peer-led spaces for LGBTQIA+ students. Per The Conversation, the research found these groups genuinely transform student wellbeing and attendance; students described them as crucial, places where they could finally be themselves and feel less alone. The catch: the groups are fragile. One teacher saw enrollment drop from thirty to five after a three-week absence. The study recommends schools ensure consistent schedules, allocate dedicated workload time for staff facilitators, create handover documents for transitions, and develop formal leadership roles for students—in short, treat these groups as institutional priorities rather than extras.

Listen to this story

Hear this and more stories in a personalized audio briefing.

Open The Chonkerton