Including LGBTQ+ early career higher education staff: learning from the policy and practice for supporting LGBTQ+ students

This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early Career Academics in the UK. While efforts have focused on supporting LGBTQ+ students, scant attention has been given to the challenges faced by LGBTQ+ staff. Existing studies highlight issues such as harassment, avoidance, and job insecurity for LGBTQ+ HE staff in the United States. Notably, the University of Birmingham in the United Kingdom (UK) has made significant effort in relation to LGBTQ+ student support, yet broader inclusivity efforts for staff seems to remain limited. Arguably, LGBTQ+ HE staff navigate a delicate balance between openness and potential repercussions, impacting their professional relationships with colleagues and students, career progression, performance ratings, and overall wellbeing. The paper underscores the need for more research, recommendations, and inclusive policies to foster a more supportive environment for LGBTQ+ Early Career Academics in UK HE.