Centring LGBT learners: A qualitative study of affirmative care and support in South African secondary schools

This study explores the positive experiences of LGBT learners in South African high schools. By evaluating factors that contribute to their well-being and academic success within the Care and Support for Teaching and Learning (CSTL) framework. Utilizing qualitative methods, focus group discussions were held with LGBT learners from three purposefully chosen high schools that support diverse sexual orientations and gender identities. Thematic analysis revealed two main themes; the role of identity and belonging in facilitating non-normative sexual and gender identities in South African schools, and the strengthening of resilience and achievements via supportive school environments. Key emerging factors include supportive teachers, inclusive curricula and extracurricular activities, and school-wide policies cultivating cultures of care and respect. The research is aligned with the Ethics of Care theory and the CSTL framework, emphasizing attentiveness, responsiveness and reciprocity in caring relationships, alongside holistic strategies that meet the needs of minority identity learners.