As part of the occupational therapy undergraduate Interprofessional Health Management Module, students develop an assignment in which they advocate for a specific area of interest to them. Students were then presented with an opportunity to attend a publication workshop in which their assignments could be transformed into short publications for the Undergraduate Research in Health Journal (URHJ). These resultant publications play an important role in raising awareness of various topics relevant to health care practitioners in diverse areas. The work of Jessica Goulding is the first to be published.

Jessica Goulding, a final-year student in the Department of Occupational Therapy at the University of Pretoria’s Faculty of Health Sciences, is advocating for a more inclusive and supportive environment for LGBTQ+ learners in schools. Her dedication to inclusive education and LGBTQ+ health culminated in an advocacy strategy aimed at addressing the unique challenges faced by LGBTQ+ students. Published in the Undergraduate Research in Health Journal (URHJ), her assignment identifies specific interventions that occupational therapists can implement to foster inclusive school environments and support the mental and physical health of LGBTQ+ students.

The Need for Advocacy in Education

Research shows that LGBTQ+ learners face disproportionately high levels of verbal and physical abuse, unwelcoming school environments, and social exclusion when compared to their heterosexual peers. These challenges can contribute to serious mental health issues, such as anxiety, depression, and substance use disorders, as well as chronic physical health conditions. Occupational  therapists, who work to improve clients' ability to engage in daily activities, including education, are uniquely positioned to advocate for and assist in creating inclusive environments that support LGBTQ+ learners. Goulding’s work highlights the potential for occupational therapists in educational settings to play a proactive role in preventing mental and physical health issues among LGBTQ+ students, thereby potentially reducing the future need for therapeutic interventions.

Creating an Advocacy Strategy

Goulding developed her advocacy strategy by combining insights from four main sources: her own lived experiences, observations, ethical decision-making guidelines and a literature review. By reflecting on her personal experiences and examining the current research, she was able to design an approach rooted in real-world contexts. The  literature review helped Goulding to consolidate information on the experiences of LGBTQ+ learners and to develop an advocacy plan focused on actionable recommendations that occupational therapists can champion within schools.

Recommendations for Enhancing Inclusivity

Goulding’s advocacy strategy suggests two primary recommendations: teacher-focused interventions and student wellness programs. These initiatives aim to create a more inclusive environment by equipping teachers with the necessary knowledge to support LGBTQ+ students and establishing mental health programs that address the specific needs of LGBTQ+ learners.

• Teacher-Focused Interventions: Recognizing that teachers play a crucial role in setting the tone for an inclusive environment, Goulding’s strategy emphasizes the need for teacher education on LGBTQ+ topics. This training would cover LGBTQ+ identities, the challenges these students face, understanding LGBTQ+ rights as human rights, and creating welcoming classroom environments. Occupational therapists can facilitate these sessions, which fall within their scope of sensitization and awareness-raising efforts to foster inclusive settings.
• Student Wellness Programs: Goulding recommends implementing mental health programs in primary and high schools, specifically designed to address the needs of LGBTQ+ students. These wellness programs would ideally be open to all students, with staff and student leaders trained in LGBTQ+ sensitivity. Goulding also highlights the value of forming student-led LGBTQ+ clubs, which would provide safe spaces for discussions, promote inclusivity, and build alliances. Occupational therapists, as integral members of collaborative teams, could offer additional mental health support and interventions tailored to students’ needs.

Impact and Vision

By advocating for these initiatives, occupational therapists have the potential to foster a more supportive and health-promoting environment for LGBTQ+ learners. “Occupational therapists working in school settings are essential allies in advocating for inclusivity,” says Goulding. “Through teacher education and student wellness programs, we can contribute to an educational environment that not only supports the well-being of LGBTQ+ learners but also creates a foundation for lifelong resilience and health.”

Goulding’s work is a call to action for occupational therapists, urging them to embrace their role in non-traditional settings, such as schools, to advocate for inclusivity. Her efforts align with the Faculty of Health Sciences’ commitment to addressing social issues through proactive, evidence-based interventions. By pushing for teacher-focused interventions and student wellness programs, Goulding aims to improve the health and well-being of LGBTQ+ students, creating a lasting impact on South Africa’s educational system and setting a precedent for occupational therapists worldwide.