Intervening in LGBT+ bullying: what shapes primary teachers’ perceptions and responses?

LGBT+ bullying remains a persistent form of school violence, often intensified by institutional silence and limited teacher intervention. This study explored the factors influencing primary school teachers’ willingness to intervene, focusing on attitudinal, structural, and knowledge-based dimensions. A total of 402 teachers from Spanish public primary schools participated in a survey based on the PRECONCIMEI instrument. Exploratory factor analysis identified four key factors underlying teachers’ willingness to intervene: professional attitudes towards intervention, training and self-perceived knowledge, curricular inclusion and preventive strategies, and perceived severity and structural barriers. Regression analysis revealed that teachers’ willingness to intervene was significantly predicted by the ethical importance of intervention, involvement in school-wide anti-bullying projects, perceived curricular relevance, and confidence in their own knowledge. Interestingly, an excessive emphasis on family involvement in addressing LGBT+ bullying was negatively associated with teacher agency. Findings suggest that intervention capacity depends on both personal conviction and systemic factors. While early-career teachers felt better prepared to respond, more experienced teachers often lacked institutional support or up-to-date training. The study highlights the importance of embedding LGBT+ inclusive education in initial teacher training, ongoing professional development, and school policies to ensure educational equity and protect vulnerable students.