As part of the pilot study 'LGBT+ inclusivity of secondary schools: attitudes, experiences and needs of different actors of the educational process', a broad and extensively developed questionnaire was constructed based on a comprehensive review of relevant international and domestic literature. From wider initial set of items after conducting exploratory factor analyses (EFA), the statistically most robust and interpretable solution that emerged was a three-factor model. This structure has so far proven to be the most stable and conceptually coherent across several analyses where the three emergent factors include: School Culture of Inclusivity, Institutional Protocols and Responses, Normative Constraints and Beliefs.

The first and most significant empirical factor draws together a range of items originally distributed across multiple thematic groupings, suggesting that in practice, respondents tend to experience and evaluate inclusivity in schools holistically, rather than segmenting it by domain (e.g., curriculum vs. climate vs. visibility). This factor is reflecting how respondents perceive cultural and symbolic aspects of inclusivity as part of a unified experiential domain. The factor 'Institutional Protocols and Responses'
comprises items related to formal mechanisms within schools (e.g., anti-discrimination policies, procedures for reporting, and institutional responsibility), pointing to the systemic readiness and infrastructure supporting LGBT+ inclusion.
The third factor 'Normative Constraints and Beliefs' reflects more traditional or restrictive viewpoints related to gender and sexuality, including binary norms, parental authority narratives, and resistance to non-normative identities. It aligns closely with what was content-wise grouped as heteronormativity and gender essentialism.
This three-factor structure currently offers the most stable and theoretically meaningful basis for further testing and development of the instrument, including confirmatory analysis in future research phases.

The main research findings reveal a significant differences between students and other respondents in terms of support for LGBT+ visibility, rights, and inclusion practices in the school system. Students were the least supportive group, showing noticeable resistance toward visible or symbolic representations of LGBT+ identities in schools — such as same-sex affection, pronoun recognition or rainbow flags.
Parents tended to support institutional protections against discrimination but were less comfortable with overt forms of LGBT+ visibility in schools. Educational staff were the most affirming and inclusive group where they showed strong support for institutional responsibility, inclusive policies, and the recognition of students' identities where they also demonstrated a clear understanding of the emotional and psychological needs of LGBT+ students and indicated a willingness to receive further training on the topic.

Keywords: LGBT+ Inclusivity, factor analysis, key dimensions of LGBT+ Inclusivity in schools.