Exploring LGBTQIA+ Support System: Stories from School and Community Leaders in Davao Occidental, Philippines

Abstract

The present study investigates how school administrators and community leaders support LGBTQIA+ individuals in selected schools and communities in Malita, Davao Occidental, through the lens of Kimberlé Crenshaw’s Intersectionality Theory. This framework guided the examination of how overlapping identities, such as gender, sexual orientation, socioeconomic status, and cultural background, interact to shape experiences of support and discrimination. Using a qualitative descriptive design, data were collected through unstructured interviews with five school administrators (i.e., principals & guidance counselors), and two barangay officials. The findings revealed three major themes: the need for safe and inclusive spaces, strengths and gaps in institutional and community support services, and emotional labour and leadership of stakeholders in promoting inclusion. The study demonstrated that individuals with multiple marginalized identities often face compounded challenges, requiring nuanced and coordinated support from both schools and communities. The results highlight the importance of visibility, representation, and collaboration, showing that inclusive policies and programs must account for intersecting identities to effectively promote respect and equity. These findings may inform school policies, guidance programs, and local government initiatives aimed at creating more inclusive and supportive environments for LGBTQIA+ individuals.

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