Family, School, and Peer Support Are Associated With Rates of Violence Victimization and Self-Harm Among Gender Minority and Cisgender Youth

Ross‐Reed, Danielle E.; Reno, Jessica; Penaloza, L; Green, Dan; Fitzgerald, C. P.

doi:10.1016/j.jadohealth.2019.07.013

Cited by 48 publications

(26 citation statements)

References 30 publications

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“…In their developmental model of minority stress among sexual‐minority youth, Goldbach and Gibbs (2017) explain that minority stress occurs within several key developmental contexts (e.g., schools, families). Research is clear that trans youth experience many distal minority stressors across contexts (e.g., family, school, peers; Figure 1, box C), and that stress is encountered differently within and across these contexts (e.g., peers vs. family; Ross‐Reed, Reno, Peñaloza, Green, & FitzGerald, 2019). Limited research also documents that trans youth (ages 15–24) experience numerous proximal minority stressors and that these experiences are associated with disparate health outcomes (e.g., internalized transphobia; Chavanduka et al, 2020; Figure 1, box D).…”

Section: An Adapted Model Of Gender Minority Stress For Trans Youthmentioning

confidence: 99%

Advancing Research on Minority Stress and Resilience in Trans Children and Adolescents in the 21st Century

Toomey

2021

Child Dev Perspectives

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Transgender and nonbinary children and adolescents bear a disproportionate level of poor health, and adverse developmental and academic outcomes compared to their cisgender peers. In this article, I review evidence from recent research on minority stress and resilience among trans youth and advocate for two additional domains to be included when studying the experiences of trans youth from a minority stress perspective. I describe the variability across sexual‐minority and gender‐minority youth in experiences of minority stress across and within contexts. I advocate for explicit attention in minority stress models with gender‐minority youth to the domains of (a) intrapersonal and interpersonal gender dysphoria, and (b) access and use of affirmative and comprehensive health care.

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Section: An Adapted Model Of Gender Minority Stress For Trans Youthmentioning

confidence: 99%

Advancing Research on Minority Stress and Resilience in Trans Children and Adolescents in the 21st Century

Toomey

2021

Child Dev Perspectives

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“…On the other hand, it can provide individuals with the ability to manage and cope with stressful situations (Cohen, 2004). Among those commonly observed, such as the support provided by the family (Claes et al, 2015;Hershberger & D'Augelli, 1995;Jiang et al, 2016), school-based sources of support, such as teachers and classmates, have received increasing attention (Kidger et al, 2015;Madjar et al, 2017;Ross-Reed et al, 2019). When peer victimization occurs in the school context, indeed, teachers and classmates are among the first people who can provide support and assistance to the victims.…”

Section: Teachers and Classmates Support As Protective Factorsmentioning

confidence: 99%

Bullying Victimization: Investigating the Unique Contribution of Homophobic Bias on Adolescent Non-suicidal Self-injury and the Buffering Role of School Support

Esposito

Affuso

Amodeo

et al. 2021

School Mental Health

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Research on bullying victimization has expanded to specific forms of harassment based on discriminatory bias, which involve aggressive behavior targeting an individual's identity characteristics, such as sexual orientation and/or gender expression. Recent studies have documented elevated health risks associated with victimization based on homophobic bias, above and beyond general victimization. The aim of the current study was to test the unique contribution of homophobic victimization on adolescent non-suicidal self-injury (NSSI) and to analyze the buffering role of teachers and classmates support. Participants were 770 adolescents (55.5% females; Mage = 15.35, SD = 1.62) enrolled in Italian public schools in grade nine (N = 483) and 12 (N = 287). All measures were collected during Spring 2016 using self-reported questionnaires. Zero-inflated Poisson regression analyses suggested that homophobic victimization had a unique contribution on NSSI frequency of engagement once initiated, but not on the probability of engaging in NSSI at least once. High classmates support was negatively associated with adolescents’ engagement in NSSI. Furthermore, higher levels of classmates support were associated with a lower NSSI frequency only for youth who reported low levels of homophobic victimization. In contrast, the association between classmates support and NSSI frequency was nonsignificant when youth reported high levels of homophobic victimization. No significant effects were found for teachers support. Overall, our findings underscore the need to address the serious concern of homophobic victimization within schools and the importance of promoting healthy and positive identity development in adolescence.

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“…TNB youth are at higher risk of engaging in harmful behaviours such as cigarette, alcohol, and cannabis use [ 2 ]. Additionally, they are more likely to disclose suicidal ideation and attempts and non-suicidal self-injuries than their cis-identifying peers [ 2 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…TNB students experiencing higher levels of victimization are less likely to feel supported by an adult at school [ 22 ]. In addition, TNB youths report receiving less support from peers and staff members at school than other students [ 2 , 4 ] and they perceive teachers to be less open to gender diversity [ 23 ]. As a result, TNB youth are at higher risks of absenteeism and dropping out of school [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

School Factors Strongly Impact Transgender and Non-Binary Youths’ Well-Being

et al. 2022

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Background: School plays an important role in transgender and non-binary (TNB) youths’ life and well-being. The aim of this study was to gain a better understanding of how the lived experiences, gender affirmation and challenges encountered by TNB youths in the school setting affect their well-being. Method: Our study was a qualitative secondary data analysis, based on the interviews of 12 Canadian TNB youths aged 15–17 years old. Results: We found that TNB students’ well-being was closely related to the acknowledgment of gender identity at school. Several factors, including school socio-cultural environment, teachers’ and peers’ attitudes and behaviours, school physical environments and the respect of confidentiality of gender identity were all found to impact TNB students’ well-being. To face adversity related to some of these factors, TNB youths used several contextually driven strategies such as compromising, educating, and sensitizing others about gender diversity and avoiding certain people or situations. Conclusion: Our results highlight the important influence of school climate and culture, as well as teachers’, school personnel’s and peers’ behaviours and attitudes on TNB youths’ well-being. Our findings can guide future interventions to help schools become more inclusive and supportive of gender diversity.

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Family, School, and Peer Support Are Associated With Rates of Violence Victimization and Self-Harm Among Gender Minority and Cisgender Youth

Cited by 48 publications

References 30 publications

Advancing Research on Minority Stress and Resilience in Trans Children and Adolescents in the 21st Century

Advancing Research on Minority Stress and Resilience in Trans Children and Adolescents in the 21st Century

Bullying Victimization: Investigating the Unique Contribution of Homophobic Bias on Adolescent Non-suicidal Self-injury and the Buffering Role of School Support

School Factors Strongly Impact Transgender and Non-Binary Youths’ Well-Being

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