Safe spaces and beyond: Examining the role of LGBT+ Pride Groups in fostering ontological security and allyship within UK schools

Abstract This paper explores the critical role that safe spaces, or ‘Pride Groups’, can play in developing ontological security and allyship within schools. Drawing on data collected from eight UK secondary schools and one college, the research evaluates the impact of these groups, using an innovative theoretical framework combining Meyer's minority stress model with Giddens' concept of ontological security. The research addresses a significant and notable gap in UK‐based Pride Groups literature, as these groups are more commonly studied in the US context. The findings demonstrate that such groups provide essential safe spaces, fostering personal development, emotional wellbeing and broader school inclusion. Moreover, this study adds depth to existing research by examining the logistical and ideological challenges of running Pride Groups, such as the negotiation of group membership and the tension between inclusivity and safety. These insights contribute to an original and deeper understanding of inclusive policy and practice, revealing how educational environments can be transformed into spaces of safety for LGBT+ students.