Gay-Straight Alliances: Understanding Their Impact on the Academic and Social Experiences of Lesbian, Gay, Bisexual, Transgender, and Questioning High School Students

LGBTQ Student Experiences in the Iowa City Community School District

“…48,49,50,51,52 Such students also exhibit lower rates of depression and suicidality, fewer suicide attempts, fewer substance abuse issues, and better overall psychological well-being 53,54,55,56 Academic attendance is higher for these students, as well as feelings of accountability and likelihood of attending college. 56,57,58,59 Finally, LGBTQ students whose schools have GSAs are more likely to have positive relationships with teachers, experience more positive school climate, and have a greater sense of belonging to and connectedness with their school. 60,61,62,63 In addition to these outcomes, the benefits of a GSA extends beyond LGBTQ students in K-12.…”

“…56,57,58,59 Finally, LGBTQ students whose schools have GSAs are more likely to have positive relationships with teachers, experience more positive school climate, and have a greater sense of belonging to and connectedness with their school. 60,61,62,63 In addition to these outcomes, the benefits of a GSA extends beyond LGBTQ students in K-12.…”

Stigmatization and Suicide Vulnerability in LGBT Students: Inquiry and Recommendations

“…The lack of acceptance is a characteristic of a primitive mentality, regardless of the social standing of the individual expressing the displeasure. Although the approval of LGBT communities continues to improve in the modern world, its members are still viewed as deviants with heterosexuality being regarded as the norm (McCormick et al, 2014).…”

GSA members' experiences with a structured program to promote well-being

“…John et al, 2014;Taylor et al, 2011). Although GSAs and youth members' experiences in them are not monolithic (Poteat, Scheer, Marx, Calzo, & Yoshikawa, 2015;Poteat, Yoshikawa, Calzo, Russell, & Horn, 2017), research has found that club participation positively influences youth's comfort with their sexuality (Lee, 2002) and gender expression (Walls, Wisneski, & Kane, 2013), promotes positive connections among friends and family (Lee, 2002), and helps students end unhealthy relationships (McCormick, Schmidt, & Clifton, 2015). Youth who attend schools with a GSA are "…much more likely to be open with some or all of their peers about their sexual orientation and/or gender identity…" (Taylor et al, 2011, p. 19).…”

“…Youth who attend schools with a GSA are "…much more likely to be open with some or all of their peers about their sexual orientation and/or gender identity…" (Taylor et al, 2011, p. 19). Similarly, clubspecific involvement has assisted some youth develop the confidence and courage to come out to their families (McCormick et al, 2015). Overall, GSA participation is a "… specific coping strateg[y] that [is] particularly meaningful for LGB adolescents" (Toomey et al, 2017, p. 12), especially since group settings can provide opportunities for LGBT2QC youth to increase their connectedness with others who experience similar minority stress (Craig, 2013).…”