Comparative General Relationship Education Classroom Experiences Between Sexual and Gender Diverse and Cisgender Heterosexual Individuals

ABSTRACT Objective This lesson from the field study describes findings and lessons learned from examining similarities and differences in classroom environments and experiences, and their influence on relationship quality changes for sexual and gender diverse (SGD) and cisgender heterosexual individuals who attended a general Couple Relationship Education (CRE) class in the Deep South. Background While some studies have examined CRE outcomes among SGD individuals, limited understanding remains regarding the experiences of SGD individuals during participation in CRE, particularly in a general program. Experience We compared classroom environment ratings between 118 SGD and 236 demographically similar cisgender heterosexual participants and examined their influence, as well as which aspects (facilitation quality, group engagement, facilitator‐participant relationship, cofacilitator relationship, facilitator co‐regulation, individual engagement, and partner engagement) best predicted relationship quality changes at six‐month follow‐up using a matched sample. Conclusion SGD individuals reported equally high post‐program ratings of classroom environment compared to cisgender heterosexual individuals. Overall classroom environment predicted relationship quality changes equally for both groups from baseline to 6 months, with couple engagement consistently predicting greater improvement for both groups. Implications Ongoing facilitator training to create safe, inclusive environments can foster positive SGD participant experiences in CRE programs. Classroom environment, particularly couple engagement, is essential for enhancing CRE benefits for both SGD and cisgender heterosexual participants.