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IN ENGLISH: This chapter presents research which explores if high-school students, who have felt same-sex attraction and those who have not, differ in their experiences of violence in schools and in perceived support from their teachers. It also encourages new perspectives on how schools can transform into safe spaces for LGBTQ+ students to support their positive school experiences. Research about same-sex sexual attraction, perceived teacher support and experiences of relational and physical violence was conducted using a questionnaire. The sample comprised 1819 high-school students from western Croatia. The results showed that students, and especially boys, who felt same-sex attraction very often, experienced both physical and relational violence more than students who never, rarely or often experienced same-sex attraction. In addition, both boys and girls who experienced same-sex attractions very often reported to have received less teachers' support than other students. These findings point out that same-sex attracted students, who need teachers' support due to violence experienced in schools, are the ones who receive it less. Implementation of comprehensive school bullying prevention policies addressing LGBT issues are recommended in order to ensure that schools in Croatia and throughout Europe provide a safe and supportive environment for all their students. --- IN CROATIAN: U ovom poglavlju predstavljeno je istraživanje koje ispituje razlikuju li se učenici koji su doživjeli privlačnost prema osobi istog spola, i oni koji to nisu doživjeli, u iskustvima doživljenog nasilja u školi i u percipiranoj podršci svojih nastavnika. Ovaj rad također podupire novu perspektivu i pristupe kojima se škole mogu transformirati u mjesta koja su sigurna za LGBTQ+ učenike i koja podržavaju njihova pozitivna školska iskustva. Istraživanje je provedeno na 1819 srednjoškolaca iz zapadne Hrvatske. Upitnikom su ispitani: istospolna privlačnost, doživljeno fizičko i relacijsko nasilje u školi, te percipirana podrška nastavnika. Rezultati su pokazali da su učenici, a posebno mladići, koji su istospolnu privlačnost osjećali vrlo često, doživjeli više fizičkog i relacijskog nasilja od učenika koji su istospolnu privlačnost doživjeli često, rijetko ili nikada. Osim toga, mladići i djevojke koji su istospolnu privlačnost osjećali vrlo često, također su izvijestili da su dobili manje nastavničke podrške u usporedbi s ostalim učenicima. Ovi nalazi ukazuju na činjenicu da učenici koji osjećaju istospolnu privlačnost, te koji trebaju nastavničku podršku zbog doživljenog nasilja u školi, zapravo dobivaju manje takve podrške. Preporučuje se provedba sveobuhvatnih politika prevencije vršnjačkog nasilja u školama s fokusom na LGBT problematiku, kako bi škole u Hrvatskoj i širom Europe bile sigurno i podržavajuće okruženje za sve svoje učenike.

IN ENGLISH: The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue. --- IN CROATIAN: Uključivanje socio-emocionalnih i interkulturalnih kompetencija u obrazovni kontekst podržavaju međunarodne organizacije poput Europske unije, Ujedinjenih naroda i OECD-a. Međutim, još je uvijek malo dostupnih informacija o mjerenju navedenih kompetencija. U ovom radu izloženi su nalazi pregleda literature koji je rezultirao inventarom postojećih instrumenata za ispitivanje socijalnih, emocionalnih i interkulturalnih kompetencija učenika i školskog osoblja. Ovo je prvi rad u kojemu se provodi pregled mjernih instrumenata za ove tri kompetencije istovremeno. Interdisciplinarni međunarodni istraživački tim proveo je sustavni pregled literature u bazama podataka ERIC, PsycInfo, PSYNDEX, Scopus i Web of Science. Sto četrdeset i devet mjernih instrumenata je izdvojeno i pregledano na temelju pretrage 13.963 radova. Osim analize mjernih instrumenata i detaljnog opisa procedure, ovaj rad opisuje i temeljne teorijske koncepte, kao i ograničenja ovakvog pregleda literature. Nalazi ukazuju na sljedeće spoznaje: 1) većina pronađenih instrumenata oslanja se na podatke iz anketa i inventara temeljenih na samoiskazu ispitanika, 2) od navedene tri kompetencije, za interkulturalnu kompetenciju postoji najmanje relevantnih instrumenata i 3) vrlo je malo instrumenata koji su osmišljeni kako bi ispitivali sve tri kompetencije zajedno. Temeljem ove pretrage literature, može se zaključiti da bi trebalo razviti širi spektar mjernih instrumenata (uz upitnike temeljene na samoiskazu) i sveobuhvatnije mjerne instrumente (npr. kvalitativnu analizu vinjeta) za ispitivanje socijalno-emocionalnih i interkulturalnih kompetencija, kako bi se odgovorilo na zahtjeve međunarodnih istraživanja. Rezultati ovog pregleda literature također su dostupni u obliku kataloga mjernih instrumenata.