This study aimed to explore the lived experiences of LGBTQ+ criminology students regarding safe spaces, identity expression, and a sense of belonging. Specifically, it sought to determine how physical and social spaces, identity experiences, personal trajectories, and interpersonal interactions influence students’ perceptions of safety and inclusion. A hermeneutic-phenomenological research design was employed to capture the essence of participants’ lived experiences. The study was conducted in a higher education institution in the Province of Bukidnon. The participants consisted of ten purposively selected second- to fourth-year LGBTQ+ criminology students who voluntarily shared their experiences. Data were gathered through in-depth, semi-structured interviews conducted in a private and conducive setting. The data were analyzed using Max van Manen’s hermeneutic phenomenological approach through thematic reflection and interpretation. Findings revealed that inclusive and respectful learning environments, supportive relationships, and institutional practices significantly shaped students’ sense of safety, identity expression, and belonging, while also fostering self-acceptance and resilience. The study concludes that the lived experiences of LGBTQ+ criminology students are deeply influenced by the interplay of social interactions and institutional culture within academic environments. It is recommended that educational institutions strengthen inclusive policies, promote gender-sensitive practices, and foster supportive learning environments to enhance students’ well-being and academic engagement.
criminology education, identity expression, inclusive learning environment, lgbtq+ students, safe spaces.
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