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Author ORCID Identifier


Open Access Dissertation

Document Type


Degree Name

Doctor of Education (EdD)

Degree Program

School Psychology

Year Degree Awarded


Month Degree Awarded


First Advisor

John Hintze

Subject Categories

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Psychology | Gender Equity in Education | Health and Physical Education


Sexual and gender minority youth (SGMY) face staggeringly high rates of verbal and physical harassment, and markedly higher suicide attempt rates. Studies have linked more positive school environments and the use of inclusive curriculum to better academic and mental outcomes for SGMY. This study investigated if a modified sex/health education curriculum with a focus on SGMs could result in a positive increase in classroom climate, and knowledge growth, and a decrease in negative attitudes towards transgender persons and attitudes towards homosexual persons as measured by surveys to determine the feasibility of the modified inclusive sex/health education lessons as a MTSS Tier 1 intervention in schools. The findings produced mixed results with qualitative findings suggesting that the modified sex/health education curriculum with a focus on SGMs had a positive relationship with classroom climate and knowledge growth. The quantitative findings in this study did not find enough evidence to support a positive increase in knowledge and/or classroom climate and/or a decrease in negative attitudes towards SGMs to support the implementation of the modified lessons as MTSS tier one intervention.


Available for download on Saturday, February 01, 2025