Navigating educational contexts: the role of Safe Zone training in promoting well-being for LGBTQ+ students

Introduction: University settings can be challenging and sometimes dangerous, especially for LGBTQ+ students. In recent decades, schools and universities have implemented “Safe Zone” projects to promote students’ academic progress and well-being. These programs allow school and university staff to be trained on LGBTQ+ topics, helping them to create a more affirming and open environment for all students. They seem to be particularly effective in addressing structural barriers of oppression, providing an overview of LGBTQ+ communities and terminology, and creating an environment where LGBTQ+ students can feel supported and protected from discrimination and harassment. Aim: This systematic review aims to synthesize existing research exploring the studies about the effectiveness of Safe Zone programs and giving an overview of line guides and practices about programming staff training. Methods: The selected articles were systematically searched in four scientific databases. Interventions other than Safe Zone, such as Safe Space or Ally Training, were included with slightly different names. Out of the initially identified 1022 records, 120 publications met the inclusion criteria for analysis. Results: We identified three research themes: (a) Safe Zone: Guidelines and best practices (n =109), (b) Safe Zone and well-being (n =33), (c) Safe Zone contents (n =65). In most publications concerning Safe Zones, guidelines and best practices were presented. Multiple studies have shown the effectiveness of Safe Zones on trained people, pointing out higher levels of LGBTQ+ competence and awareness after training and between trained and untrained people. Other studies have shown that students’ changing perceptions of openness and approval from teachers and school staff indirectly affect training. Several studies suggest that this type of intervention also impacts campus climate, being perceived as safer and more welcoming by both students and teachers. Discussion: The present study is the first systematic review of Safe Zone programs. It underscores the pivotal role of school staff in setting the tone of their institutions and the relevance of implementing Safe Zones to promote the well-being and affirmation of LGBTQ+ people.