Do LGBTQIA + Disabled Students Really Need Safe Spaces?

ABSTRACT Safe Spaces in educational settings seem to promote and ensure the emotional and psychological well‐being of all students. Specifically, classrooms that are LGBTQIA+ inclusive are considered refuges for these students. Recent research indicates that such spaces can significantly improve students' mental health and help them freely express their emotions. However, there is also the opposite view that their existence creates negative impacts. The main purpose of this study is to investigate the views of LGBTQIA+ disabled students regarding the value and importance of Safe Spaces within school settings. A qualitative research design employing semi‐structured interviews was utilised. Nine participants over the age of 18 were selected through purposive sampling. Thematic analysis identified six major themes, revealing that the participants reported positive school experiences and demonstrated a holistic understanding of the Safe Space concept. Furthermore, the participants emphasised the need for teachers to be informed/trained about LGBTQIA+ and disability issues. In conclusion, Safe Spaces are perceived as important by LGBTQIA+ disabled students, primarily in terms of fostering a supportive and inclusive environment rather than designing a specific physical space.