Date of Award

Fall 12-8-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Elizabeth Stoddard

Third Advisor

Lauren Casella

Abstract

Catholic school principals navigate complex responsibilities in fostering inclusive and faith-based learning environments. This study explores the experiences of Catholic school principals in supporting Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students, by examining the challenges they encounter and the resources they require. Through qualitative interviews, the research identifies the tensions between Church teachings, school policies, and the diverse needs of LGBTQ students. Findings, presented through Composite Narratives (Willis, 2019) to ensure additional anonymity, highlight the necessity for professional development, clearer guidelines from diocesan and Catholic school leadership, and the role of personal faith and values in shaping principals’ approaches. Additionally, the study underscores the importance of fostering safe, inclusive environments while maintaining the Catholic identity of the school. Recommendations include space for dialogue about realities lived when working with LGBT students, enhanced pastoral support, and policies that align with both Catholic teachings and the well-being of all students. This research contributes to the ongoing discourse on inclusion in Catholic education, offering insights to educators, policymakers, and Church leaders.

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