Recent research has increasingly focused on positive factors and supports for LGBTQ youth. This scoping review explores existing social support for LGBTQ youth in schools through the ecological systems approach to respond to the following four objectives: 1) define social support systems in schools, 2) identify current research on outcomes for LGBTQ youth, 3) identify barriers to support LGBTQ youth in schools, and 4) identify areas for future research for LGBTQ youth and social support in schools. A systematic search (Arksey & O’Malley, 2005) between 2007 through 2021 resulted in 94 articles. This review gave rise to an organizational framework to consolidate various systems of social support for LGBTQ youth in schools. Social support consisted of seven social support systems (family, curriculum, family, peers, school policies, GSAs and programs, and school climate) that are positively associated with the promotion of positive socioemotional, behavioural, and educational outcomes for LGBTQ youth. Though the literature has been clear surrounding the risks associated with LGBTQ youth, this scoping review provides a positive outlook on LGBTQ youth’s school experiences and how these systems of social support allow for LGBTQ youth to act as active participants to foster a positive school climate and sense of safety.

The barriers to cyclopentadienyl ring rotation in the solid phase have been measured by spin-lattice relaxation time methods for the organometallic complexes CpMn(CO)3 (7.24 kJ mol−1), CpRe(CO)3 (7.15 kJ mol−1), and CpV(CO)4 (7.07 kJ mol−1), where Cp = η5-C5H5. Nonbonded atom–atom potential calculations of the barriers in these complexes and in BzCr(CO)3 (Bz = η6-C6H6) show that the molecular conformation of the Mn and Re compounds is determined by crystal packing forces and that concerted ring motions are possible for the cyclopentadienyl complexes, but not for the benzene chromium tricarbonyl.

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