Abreu, Roberto L., and Maureen C. Kenny. “Cyberbullying and LGBTQ Youth: A Systematic Literature Review and Recommendations for Prevention and Intervention.” Journal of Child & Adolescent Trauma 11, no. 1 (March 24, 2018): 81–97. https://doi.org/10.1007/s40653-017-0175-7.
Abuhammad, Sawsan. “Barriers to Distance Learning during the COVID-19 Outbreak: A Qualitative Review from Parents’ Perspective.” Heliyon 6, no. 11 (November 2020): e05482. https://doi.org/10.1016/j.heliyon.2020.e05482.
Ayaya, Gladys, Tsediso Michael Makoelle, and Martyn van der Merwe. “Participatory Action Research: A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools.” SAGE Open 10, no. 4 (October 10, 2020): 215824402096357. https://doi.org/10.1177/2158244020963576.
Bleckmann, Clara, Birgit Leyendecker, and Julian Busch. “Sexual and Gender Minorities Facing the Coronavirus Pandemic: A Systematic Review of the Distinctive Psychosocial and Health-Related Impact.” Journal of Homosexuality, May 16, 2022, 1–22. https://doi.org/10.1080/00918369.2022.2074335.
Booth, Tony. “The Name of the Rose: Inclusive Values into Action in Teacher Education.” PROSPECTS 41, no. 3 (September 22, 2011): 303–18. https://doi.org/10.1007/s11125-011-9200-z.
Booth, Tony, and Mel Ainscow. “Index for Inclusion: Developing Learning and Participation in Schools. .” United Kingdom: Centre for Studies in Inclusive Education, 2000.
———. “Index for Inclusion Developing Learning and Participation in Schools ,” 2002. https://www.eenet.org.uk/resources/docs/Index English.pdf.
Dewsbury, Bryan M. “On Faculty Development of STEM Inclusive Teaching Practices.” FEMS Microbiology Letters 364, no. 18 (October 2, 2017). https://doi.org/10.1093/femsle/fnx179.
Doxbeck, Courtney, and Tiffany Karalis Noel. “Equity in the Academy? Examining Cyberbullying Victimization and Conflict Resolution Across Sexual and Gender Identity During COVID-19.” Frontiers in Education Technology 4, no. 2 (March 12, 2021): p1. https://doi.org/10.22158/fet.v4n2p1.
Duby, Zoe, Kim Jonas, Brittany Bunce, Kate Bergh, Kealeboga Maruping, Chantal Fowler, Tarylee Reddy, Darshini Govindasamy, and Catherine Mathews. “Navigating Education in the Context of COVID-19 Lockdowns and School Closures: Challenges and Resilience Among Adolescent Girls and Young Women in South Africa.” Frontiers in Education 7 (March 7, 2022). https://doi.org/10.3389/feduc.2022.856610.
Ellis, Sonja J., and Ryan M. Bentham. “Inclusion of LGBTIQ Perspectives in School-Based Sexuality Education in Aotearoa/New Zealand: An Exploratory Study.” Sex Education 21, no. 6 (November 2, 2021): 708–22. https://doi.org/10.1080/14681811.2020.1863776.
Englander, Elizabeth. “Bullying, Cyberbullying, Anxiety, and Depression in a Sample of Youth during the Coronavirus Pandemic.” Pediatric Reports 13, no. 3 (September 14, 2021): 546–51. https://doi.org/10.3390/pediatric13030064.
Fields, Xavier, and Christine Min Wotipka. “Effect of LGBT Anti-Discrimination Laws on School Climate and Outcomes for Lesbian, Gay, and Bisexual High School Students.” Journal of LGBT Youth 19, no. 3 (July 3, 2022): 307–29. https://doi.org/10.1080/19361653.2020.1821276.
Francis, Dennis A. “What Does the Teaching and Learning of Sexuality Education in South African Schools Reveal about Counter-Normative Sexualities?” Sex Education 19, no. 4 (July 4, 2019): 406–21. https://doi.org/10.1080/14681811.2018.1563535.
Jagessar, Valenshia, and Thabo Msibi. “‘It’s Not That Bad’: Homophobia in the Residences of a University in KwaZulu-Natal, Durban, South Africa.” Agenda 29, no. 1 (January 2, 2015): 63–73. https://doi.org/10.1080/10130950.2015.1022984.
Khairi, Ainur Khairina, Wanyi Li, Shi Hui Yeo, Yung Shin Tong, Mohd Nazri Bin Abdul Rahman, and Saeid Motevalli. “The Importance of Emotional Competence in Preventing Cyberbullying: The Role of Family as Moderator.” International Journal of Academic Research in Business and Social Sciences 12, no. 4 (April 7, 2022). https://doi.org/10.6007/IJARBSS/v12-i4/13062.
Klapproth, Florian, Lisa Federkeil, Franziska Heinschke, and Tanja Jungmann. “Teachers’ Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching.” Journal of Pedagogical Research 4, no. 4 (2020): 444–52. https://doi.org/10.33902/JPR.2020062805.
Lassoued, Zohra, Mohammed Alhendawi, and Raed Bashitialshaaer. “An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic.” Education Sciences 10, no. 9 (September 3, 2020): 232. https://doi.org/10.3390/educsci10090232.
Lawrie, Gwen, Elizabeth Marquis, Eddie Fuller, Tara Newman, Mei Qiu, Milton Nomikoudis, Fritis Roelofs, and Lianne van Dam. “Moving towards Inclusive Learning and Teaching: A Synthesis of Recent Literature.” Teaching and Learning Inquiry 5, no. 1 (March 29, 2017). https://doi.org/10.20343/teachlearninqu.5.1.3.
Levine, Rebecca S., Amy Vatne Bintliff, and Anita Raj. “Gendered Analysis of Cyberbullying Victimization and Its Associations with Suicidality: Findings from the 2019 Youth Risk Behavior Survey.” Adolescents 2, no. 2 (April 26, 2022): 235–51. https://doi.org/10.3390/adolescents2020019.
Magnus, Dr. Cristian D., and Dr. Mattias Lundin. “Challenging Norms: University Students’ Views on Heteronormativity as a Matter of Diversity and Inclusion in Initial Teacher Education.” International Journal of Educational Research 79 (2016): 76–85. https://doi.org/10.1016/j.ijer.2016.06.006.
Matthyse, G. “Heteronormative Higher Education: Challenging This Status Quo through LGBTIQ Awareness-Raising.” South African Journal of Higher Education 31, no. 4 (July 2017). https://doi.org/10.20853/31-4-890.
Mavhandu-Mudzusi, Azwihangwisi Helen. “Impact of Stigma and Discrimination on Sexual Wellbeing of LGBTI Students in a South African Rural University.” South African Journal of Higher Education 31, no. 4 (July 2017): 208–18. https://doi.org/10.20853/31-4-894.
Mavhandu-Mudzusi, Azwihangwisi Helen, Tshimangadzo Selina Mudau, Thulile Pearl Shandu, and Nthomeni Dorah Ndou. “Transgender Student Experiences of Online Education during COVID-19 Pandemic Era in Rural Eastern Cape Area of South Africa: A Descriptive Phenomenological Study.” Research in Social Sciences and Technology 6, no. 2 (September 10, 2021): 110–28. https://doi.org/10.46303/ressat.2021.14.
Mavhandu-Mudzusi, Azwihangwisi Helen, and P.T. Sandy. “Human Rights Violation: Its Impact on the Mental Well-Being of LGBTI Students in a South African Rural-Based University.” South African Journal of Higher Education 31, no. 4 (July 23, 2017): 325–40. https://doi.org/10.20853/31-4-892.
Mkhize, Simangele, and Nirmala Gopal. “Cyberbullying Perpetration: Children and Youth at Risk of Victimization during Covid-19 Lockdown.” International Journal of Criminology and Sociology 10 (April 30, 2021): 525–37. https://doi.org/10.6000/1929-4409.2021.10.61.
Motala, Shireen, and Kirti Menon. “In Search of the ’new Normal’ : Reflections on Teaching and Learning during Covid-19 in a South African University | Southern African Review of Education with Education with Production.” Southern African Review of Education with Education with Production 26, no. 1 (2020): 80–99. https://journals.co.za/doi/10.10520/ejc-sare-v26-n1-a6.
Mpungose, Cedric B. “Emergent Transition from Face-to-Face to Online Learning in a South African University in the Context of the Coronavirus Pandemic.” Humanities and Social Sciences Communications 7, no. 1 (December 2, 2020): 113. https://doi.org/10.1057/s41599-020-00603-x.
Nduna, M., A. Mthombeni, A.H. Mavhandu-Mudzusi, and I. Mogotsi. “Studying Sexuality: LGBTI Experiences in Institutions of Higher Education in Southern Africa.” South African Journal of Higher Education 31, no. 4 (July 2017). https://doi.org/10.20853/31-4-1330.
Netshandama, V.O., A.H. Mavhandu-Mudzusi, and P. Matshideze. “Deconstructing Matula (Taboo), a Multi-Stakeholder Narrative about LGBTI.” South African Journal of Higher Education 31, no. 4 (July 2017). https://doi.org/10.20853/31-4-1328.
Patton, Michael Quinn. “Two Decades of Developments in Qualitative Inquiry.” Qualitative Social Work 1, no. 3 (September 15, 2002): 261–83. https://doi.org/10.1177/1473325002001003636.
Petkovska, Viktorija. “Coping with Marginalized Students Inclusion in EL Teacher Training.” Journal of Education and Practice 6, no. 18 (2015): 216–19. www.iiste.org.
Pit-ten Cate, Ineke M., Mariya Markova, Mireille Krischler, and Sabine Krolak-Schwerdt. “Promoting Inclusive Education: The Role of Teachers’ Competence and Attitudes.” Insights into Learning Disabilities 15, no. 1 (2018): 49–63. www.ldworldwide.org.
Pokhrel, Sumitra, and Roshan Chhetri. “A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning.” Higher Education for the Future 8, no. 1 (January 19, 2021): 133–41. https://doi.org/10.1177/2347631120983481.
Schalkwyk, François van. “Reflections on the Public University Sector and the Covid-19 Pandemic in South Africa.” Studies in Higher Education 46, no. 1 (January 2, 2021): 44–58. https://doi.org/10.1080/03075079.2020.1859682.
Singaram, Veena S, Kimesh L Naidoo, and Shenuka Singh. “Self-Directed Learning During the COVID-19 Pandemic: Perspectives of South African Final-Year Health Professions Students.” Advances in Medical Education and Practice Volume 13 (January 2022): 1–10. https://doi.org/10.2147/AMEP.S339840.
Tyagi, Gunjan. “Role of Teacher in Inclusive Education.” International Journal of Education and Applied Research 6, no. 1 (2016): 115–16.
Varjas, Kris, Joel Meyers, Sarah Kiperman, and Alice Howard. “Technology Hurts? Lesbian, Gay, and Bisexual Youth Perspectives of Technology and Cyberbullying.” Journal of School Violence 12, no. 1 (January 3, 2013): 27–44. https://doi.org/10.1080/15388220.2012.731665.