Making Healthy Marriage and Relationship Education Programs More Inclusive for LGBTQ+ Youth and Adults

This white paper explores how to make HMRE programs more inclusive for LGBTQ+ youth and adults. To address this issue, the study team reviewed the literature on relationship education and inclusive programming for LGBTQ+ youth and adults, conducted focus groups with HMRE program directors and program practitioners, and interviewed HMRE educators and participants. Based on these data sources, the paper describes the common challenges that programs face related to LGBTQ+ inclusivity and promising strategies for overcoming these challenges. The paper concludes with a discussion of remaining gaps in our understanding of how to make HMRE programs more inclusive for LGBTQ+ participants and considerations for future work on this topic.

We uncovered several common challenges to making HMRE programs more inclusive of LGBTQ+ participants, as well as potential strategies for overcoming these challenges. We explore challenges and strategies in three areas: (1) recruitment, outreach, and initial engagement; (2) program content and delivery; and (3) staff hiring and training.

When it comes to recruitment, outreach, and initial engagement, common challenges include (1) programs not knowing where and how to reach LGBTQ+ people and (2) outreach and initial program materials lacking LGBTQ+-affirmative imagery and language. To overcome these challenges, programs should (1) recruit in settings that are welcoming to and frequented by LGBTQ+ people; (2) make sure people’s first impression of the program is one of LGBTQ+ inclusivity; and (3) partner with or employ members of the LGBTQ+ community to strengthen outreach and initial engagement.

In the area of program content and delivery, common challenges to LGBTQ+ inclusivity include (1) program materials lacking images and examples of LGBTQ+ youth, adults, and families; (2) programs rarely addressing experiences or issues that are specific to LGBTQ+ relationships; (3) programs only focusing on same-sex couples when they do address LGBTQ+ relationships; (4) programs using a deficit-based approach when discussing LGBTQ+ people and their relationships; and (5) programs facing many constraints when modifying content to make it more inclusive. To overcome these challenges, programs should (1) update program language, images, and examples to be inclusive of LGBTQ+ people and relationships; (2) address topics and issues that are relevant to LGBTQ+ people and relationships; (3) present information about LGBTQ+ people’s experiences using a strengths-based approach; (4) and consider using alternative delivery formats for LGBTQ+ inclusive programming.

In the area of staff hiring and training, common challenges include (1) a lack of LGBTQ+ staff making it difficult for LGBTQ+ participants to connect and engage with the program; (2) program staff not being accepting or supportive of LGBTQ+ relationships; and (3) educators needing more training on best practices for serving LGBTQ+ youth and adults. To overcome these challenges, programs should (1) hire staff—including educators, case managers, co-educators, or peer mentors—who are LGBTQ+ or who have lived experience as an ally or advocate; (2) hire staff who are open-minded and accepting of LGBTQ+ people and relationships; and (3) provide all staff with comprehensive training on how to serve and support LGBTQ+ participants.

To identify the challenges and strategies presented in this paper, the study team analyzed data from several sources. First, we reviewed the past ten years of literature on relationship education and related programming for LGBTQ+ youth and adults. Second, we reviewed LGBTQ+ inclusivity resources and guidance documents developed for a variety of settings, such as schools, sexual health education programs, child welfare agencies, health care settings, and more. Third, we conducted focus groups with HMRE program directors and program practitioners who serve LGBTQ+ populations in other contexts. Fourth, we conducted interviews with HMRE educators who worked at programs that serve youth and adults. Fifth, we conducted interviews with HMRE program participants (both youth and adults) who self-identified as LGBTQ+.

The literature we reviewed, as well as the program practitioners, educators, and participants with whom we spoke, highlighted several common challenges related to inclusivity, as well as promising strategies for addressing these challenges. However, several gaps remain in our understanding of how to make HMRE programs more inclusive for LGBTQ+ participants, which future research and programming could address:

• Additional research on the relationship experiences of certain subgroups within the LGBTQ+ communities—including those who are transgender, non-binary, or intersex, as well as those who are racial or ethnic minorities—would enhance program content and delivery.
• Collecting data on participants’ sexual orientation and gender identity would allow programs to better serve the LGBTQ+ community.
• The feasibility and efficacy of certain strategies for improving LGBTQ+ inclusivity may depend on programs’ social and political environment, including community members’ attitudes toward LGBTQ+ people and laws or policies related to discussing sexual orientation and gender identity in schools.

Despite the challenges and unanswered questions that accompany this work, enhancing the inclusivity of HMRE programs is imperative for improving the health and well-being of LGBTQ+ people and their families.

Alamillo, J., Ouellette, L., Fernandez, L., and Pasternack, E. “Making Healthy Marriage and Relationship Education Programs More Inclusive for LGBTQ+ Youth and Adults.” OPRE Report #2023-287. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2023.