Background: Repeated stigmatization due to group membership constitutes a recurrent stressor with negative impact on physical and mental health (minority stress model). Among European countries, Romania ranks low on LGBT+ (lesbian, gay, bisexual, and transgender people. The “+” represents individuals whose identities do not fit typical binary notions of male and female [nonbinary]) inclusion, with 45% of Romanian LGBT+ respondents reporting discrimination in at least 1 area of life in the year preceding the survey. Importantly, while all LGBT+ people might experience minority stress, younger sexual minority individuals are more prone to the detrimental impacts of stigma on their mental and physical health. As such, interventions are necessary to improve the inclusion climate within schools, where young people spend most of their time. Until now, most interventions addressing this topic have been conducted on undergraduate students in Western countries, with no studies conducted in countries that have widespread anti-LGBT+ attitudes. Objective: This paper describes the research protocol for a randomized controlled trial investigating whether LGBT+ stigma and bias among Romanian school teachers can be reduced using an internet-based intervention focusing on education and contact as primary training elements. Methods: A sample of 175 school teachers will be randomly assigned to either the control or experimental group. The experimental group participants will receive the intervention first and then complete the outcome measures, whereas the control group will complete the outcome measures first and then receive the intervention. The 1-hour multimedia intervention is developed for internet-based delivery under controlled conditions. It includes 2 interactive exercises, 2 recorded presentations, animations, and testimonies from LGBT+ individuals. Data for attitudinal, behavioral, cognitive, and affective measures will be collected during the same session (before or after the intervention, depending on the condition). We also plan to conduct a brief mixed methods follow-up study at 6 to 8 months post participation to investigate potential long-term effects of training. However, due to attrition and lack of experimental control (all participants will have completed the intervention, regardless of the condition), these data will be analyzed and reported separately using a mixed methods approach. Results: This paper details the protocol for the teacher intervention study. Data collection began in December 2022 and was completed by February 2023. Data analysis will be performed upon protocol acceptance. Follow-up measures will be completed in 2024. Results are expected to be submitted for publication following analysis in the spring of 2024. Conclusions: The findings of this study will establish the effectiveness of an internet-based intervention intended to lessen anti-LGBT stigma and sentiment in a nation where these views have long been prevalent. If successful, the intervention could end up serving as a resource for Romanian teachers and guidance counselors in high schools. Trial Registration: ISRCTN 84290049; https://doi.org/10.1186/ISRCTN84290049
Background: Discrimination can greatly impact both physical and mental health due to frequent stressors. Younger individuals, particularly those under 17 years old, are more adversely affected by victimization. Within the European Union, Romania exhibits poor rankings concerning LGBTQ+ inclusion, with large numbers of LGBTQ+ teenagers experiencing bullying due to their sexual orientation. Given that much of this discrimination and harassment occurs within schools, teachers and counselors are vital in affecting institutional change. Objective: This study investigates the impact of an intervention on reducing prejudice against the LGBTQ+ community in Romanian teachers and counselors. Most prior interventions of this nature target WEIRD (Western, educated, industrialized, rich, and democratic) populations. Methods: In this randomized control trial, we recruited 175 Romanian teachers via a national closed online user group and assigned them to either the experimental or control condition. Participants in the experimental condition received the intervention first and then completed the web-based outcome measures, while those in the control condition completed the measures first and then received the intervention. The intervention, designed for internet-based delivery, consisted of a one-hour video session led by a pair of researchers. It blended educational information with testimonials of LGBTQ+ people, perspective-taking tasks, and a self-efficacy exercise. We measured LGBTQ+ prejudice (using ATLG, HS, and ATH scales), behavioral intentions, self-efficacy, perspective taking, intergroup disgust sensitivity, intergroup anxiety, empathy, factual knowledge about LGBTQ+ issues, as well as participant’s feelings towards LGB individuals. Results: Participants in the experimental group (N=89) showed significant reductions in prejudice when using the ATLG Scale (F1,173=7.22, P=.008) when compared to the control group (N=86), but not when using the other two attitudinal scales. We also found that the experimental group had warmer feelings (F1,173=4.40, P=.037; d=0.32), were more likely to engage in supportive behaviors (F1,173=13.96, P<.001; d=0.56), displayed more self-efficacy (F1,173=9.14, P=.001; d=0.33), had more factual knowledge (F1,173=11.98, P=.001; d=0.52), and had a higher ability to take the LGBTQ+ perspective after controlling for contact (F1,172=4.77, P=.030; d=0.28). We did not observe significant differences in terms of Intergroup Disgust Sensitivity (F1,173=.816, P=.37), Intergroup Anxiety for either positive (F1,173=.383, P=.54) or negative emotions (F1,173=.51, P=.48), or empathy (F1,173=.02, P=.89). Conclusions: The intervention offers initial evidence for the effectiveness of a cost-effective and portable online resource for educators and high school counselors, particularly in regions where negative attitudes toward the LGBTQ+ community are prominent. The results show that integrating blended cognitive (information), affective (indirect contact, perspective taking), and behavioral (self-efficacy, empowerment) approaches is a promising avenue for intervention in producing positive outcomes related to LGBTQ+ issues within the school environment. Clinical Trial: ISRCTN 84290049; https://doi.org/10.1186/ISRCTN84290049