A methodological scoping review of qualitative research on LGBTQ + bullying victimization: Implications for diversity, equity, and inclusion

Newman, Peter A.; Reid, Luke; Lacombe‐Duncan, Ashley; Tepjan, Suchon; Ramsundarsingh, Susan

doi:10.1080/10538720.2022.2044424

Cited by 5 publications

(1 citation statement)

References 112 publications

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“…They perpetuate stereotypes and discrimination through an over-emphasis on mental health problems rather than normative developmental processes or positive youth development [ 14 ]. Moreover, most existing research is quantitative and US-based [ 15 , 16 ] with limited UK evidence about the influence of contextual factors on effectiveness of school-based interventions to reduce mental health inequalities [ 17 ]. This reflects a broader lack of mental health interventions for sexual minority groups which considers their intersecting social identities [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

Intersectionality informed and narrative-shifting whole school approaches for LGBTQ+ secondary school student mental health: A UK qualitative study

Morgan,

Cunningham,

Dyrud

et al. 2024

PLoS ONE

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School is a key site for prevention and early intervention in public mental health, with sexual and gender minority students being a priority group for action. Context is important in understanding how school inclusion of sexual and gender minorities shapes mental health and well-being, with rapidly changing social and political forces necessitating ongoing research. This coproduced UK secondary school-based study aimed to understand (a) key components of mentally, socially and emotionally healthy school environments for LGBTQ+ students considerate of intersecting minoritised identities; (b) staff information, skills and capacity needs and (c) factors influencing uptake and implementation. Online interviews and focus groups were conducted with 63 participants (22 staff, 32 students (aged 13–19 years), and 9 training providers), diverse in relation to gender and sexual identity, ethnicity, religious and social context. Data were analysed thematically. One overarching theme captured the need for an intersectionality-informed, contextually adaptable, whole school approach which ‘shifts the narrative’ away from deficit thinking, challenging prevailing cis/heteronormative and White norms. This underpinned four themes: (1) ‘Feeling safe, seen and celebrated: embedding intersectional signs, signals and symbols’, (2) ‘Everyone’s business: the need for collaboration’, (3) ‘Embedding a culture of change’, and (4) ‘Re-locating the problem: challenging deficit thinking’. Contextually diverse research is needed which critically addresses ways in which social power enacted interpersonally and structurally serves to hinder schools from enacting LGBTQ+ inclusivity. Evidence to inform and develop implementation strategies for institutional changes and to advocate for wider socio-political support is also key to mitigate the potential for widening inequities linked to inequitable school environments.

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