Factors associated with bystanders’ reactions to discrimination against LGBTQ+ people in university contexts.

Bystander intervention represents a form of social agency and moral engagement through which individuals act to counter injustice. From a socio-cognitive perspective, bystander action reflects a process of self-efficacy, in which confidence in one’s ability to act guides prosocial decisions. LGBTQ+ individuals in university settings often face microaggressions or explicit violence, and bystander intervention is a key strategy to promote safer and more inclusive environments. This preliminary study explores the factors associated with heterosexual and cisgender university students’ intentions to intervene when witnessing discrimination against LGBTQ+ people in academic contexts. Data were collected through an online questionnaire administered to 236 heterosexual and cisgender university students in Italy (Mage = 21.61; SD = 1.61; 76% women). The questionnaire assessed intentions to intervene in four situations of discrimination (discriminatory jokes, online harassment, unfair treatment, and verbal harassment) and measured perceived inclusivity of the university climate, frequency and quality of LGBTQ+ representation in class, and number of LGBTQ+ friends. Multiple regression analyses showed that having LGBTQ+ friends was positively associated with intervention across different contexts, while a less inclusive university climate was negatively associated. Cisgender men were less likely to intervene compared to women. The quality of LGBTQ+ representation moderated the effects of frequency: negative or neutral representations reduced the likelihood of intervention, while positive representations did not show adverse effects. These findings indicate that prosocial agency, in the form of bystanding, is influenced by social connections with LGBTQ+ individuals and the inclusivity of the university climate. Having LGBTQ+ friends can strengthen self-confidence and motivation to act, whereas a less inclusive academic environment can encourage moral disengagement and passivity. The quality of LGBTQ+ representation also matters: neutral or negative portrayals appear to weaken students’ sense of agency. Promoting inclusive learning contexts and positive representations can therefore support bystander intervention in university environments.