Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has previously examined the intersection of these identities with regard to peer victimization, school connectedness, and suicidality. Using a sample of 11,364 high school students, we examined the relationships among these identities, peer victimization, and school connectedness with suicidal ideation. Compared with their peers without either identity, students identifying with one of these identities reported higher levels of suicidal ideation. School connectedness and peer victimization each moderated the association between identity and suicidal ideation. In addition, students who were victimized more than their peers and who identified both with a disability and as LGBQ ( n = 250) reported the highest levels of suicidal ideation. School-based victimization and suicide prevention programs should consider students’ multiple identities.

Bullying among school-age youth continues to be cause for concern. In a recent U.S. national survey, approximately 28% of 12-to 18-year-old students reported they had been bullied at school during the school year, and victimization was highest among sixth graders (37%) compared to seventh or eighth graders (30% and 31% percent, respectively;Robers, Kemp, & Truman, 2013). It is not surprising that sixth graders reported more bullying, given that this is the year that most students transition to middle school. Gifted youth are at particular risk for being targets of bullying (Peterson & Ray, 2006a, 2006b. Longitudinal data show that victims of bullying have compromised social, emotional, and academic development (Ttofi, Farrington, Lösel, & Loeber, 2011) and even physical health (Copeland et al., 2014). Studies have documented that victims often experience depression, social anxiety, and low self-esteem, which could then contribute to academic and social challenges (Cook, Williams, Guerra, Kim, & Sadek, 2010).From 1970 through 2014, approximately 14 peer-reviewed articles and four dissertations focused on bullying, aggression, or victimization among gifted or exceptional children. Less than five of these studies were conducted outside of the United States. In comparison to numerous studies focusing on students in general education and students with disabilities (Blake, Lund,

These findings provide a more nuanced lens from which to view the co-occurring relations between family and peer ecologies. Prevention and intervention efforts should target peer relations to reduce the effect of family violence on bullying behavior.

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