Bullying based on sexual orientation, identity and gender expression at Catalan high schools

Different social, cultural and legislative conventions enshrine the principles of equality and non-discrimination based on sexual affective orientation or gender identity in education. Which makes the classroom a relevant space for the formation of inclusive subjects and societies. With this research, we explore students' understanding of sexual affective and gender diversity, and bullying by sexual orientation, identity and/or gender expression (SOIGE) in two secondary education institutions. Through a quantitative methodology, we have developed an analytical logistic regression model that allows us to determine which characteristics of secondary school students can influence bullying behaviors by SOIGE. Results suggest there is no specific profile of people who attack, but those who are more prejudiced and less willing to face sexual affective diversity have a greater chance of practicing practices related to bullying by SOIGE. With this, we highlight the importance of focusing on discriminatory practices and not on the identities that exercise bullying. It evidences the discursive, situational and relational nature of bullying by SOIGE for its intervention in an effective social transformation that involves the reach of some effective rights.