Proposals for Policy Changes for an Inclusive School System: LGBTQIA+ Students With Disabilities in Greece

ABSTRACT The experiences of LGBTQIA+ students with disabilities may differ from those of peers who hold only one of these identities. In Greece, however, the educational system lacks clear guidelines for supporting this group. This study investigates LGBTQIA+ students' school experiences with the aim of formulating evidence‐based policy recommendations for inclusive education. A qualitative design was employed, using semistructured interviews with 17 adult participants recruited through purposive sampling. Thematic analysis generated five thematic categories, indicating that participants largely reported negative school experiences shaped by insufficient inclusive policies. Although some progress was observed over the past 50 years, participants' accounts indicate that educators and schools did not consistently ensure safety and full participation for LGBTQIA+ students with disabilities. Participants' accounts point to the potential value of systemic interventions, including zero‐tolerance policies against discrimination, intersectional approaches, educator training and professional development, accessible and gender‐neutral facilities, and formal support structures. Participants' recommendations converge with international literature and best practices, highlighting potential pathways for policy reform within the Greek educational system.