Lessons Learned from LGBTQ + Youths’ Experience in the COVID-19 Pandemic: A Qualitative Phenomenological Investigation

Editorial: The March 2024 Issue: Insights for School-Associated COVID-19 Recovery

“…Social support from teachers buffered the relation between COVID-19 stress and internalizing symptoms, suggesting that students' access to supportive teachers is an essential developmental asset during a public health crisis. In an example of deep qualitative research, Kiperman et al (2024) found that, during the COVID-19 school closures, LGBTQ + youth reported exacerbated mental health concerns when they lived with disaffirming families and had less access to in-person affirming supports at school. This set of studies underscores the importance of maintaining existing school-based social supports and growing new ones before, during, and after crisis events.…”