This study was conducted as part of the "LGBT+ inclusivity of secondary schools: attitudes, experiences and needs of different actors of the educational process" project funded by the Croatian Science Foundation, aimed at analysing the state and dimensions of LGBT+ inclusivity in Croatian secondary schools based on quantitative methodology. As an early-stage effort in exploring a sensitive and under-researched topic through the perspectives of key educational stakeholders, our research also served as the initial testing phase in examining perceptions and attitudes of more than 200 students, parents and educational professionals toward LGBT+ inclusivity in Croatian secondary schools. Six dimensions were identified through content analysis and meaningful conceptual groupings: physical and visual environment; curriculum; school climate; advocacy; protocols and institutional responses; normative beliefs regarding gender and sexuality. After subsequent item reduction and instrument refinement, the six-factor model was retained as the conceptual foundation of the questionnaire, serving as an interpretation structure for respondent attitudes, experiences and needs in further validation efforts. These included aspects such as the physical and visual presence of LGBT+ symbols and affirming materials within school surroundings, the integration of LGBT+ content into the curriculum and sexual education, as well as the overall supportiveness of the school climate toward LGBT+ individuals. They also encompassed proactive advocacy efforts undertaken by staff and students, institutional protocols designed to prevent and respond to gender and sexuality-based violence and discrimination, including beliefs rooted in gender essentialism and heteronormativity that reflect resistance to non-normative identities.

This research questionnaire will represent the conceptual basis for the upcoming phases of exploratory factor analysis, aiming to further refine the instrument and provide a framework for examining various dimensions of LGBT+ inclusivity as perceived by different stakeholder groups. We discuss the methodological challenges in developing a validated model suitable for confirmatory factor analysis in future research stages.

Keywords: LGBT+ Inclusivity in secondary schools, dimensions of LGBT+ inclusivity perception, quantitative methodology, attitudes, experiences and needs.