LGBTQ Bullying: Translating Research to Action in Pediatrics

Abstract

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth experience significant bullying that undermines their mental and physical health. National health organizations have called for the development of innovative strategies to address LGBTQ bullying. Pediatricians and other clinicians, medical and public health students, interdisciplinary researchers, government officials, school leaders, community members, parents, and youth from around the country came together at a national symposium entitled "LGBTQ Bullying: Translating Research to Action to Improve the Health of All Youth" in May 2016 to generate strategies to prevent LGBTQ bullying and meet the needs of LGBTQ youth experiencing bullying. This article describes key scientific findings on bullying, LGBTQ stigma, and LGBTQ bullying interventions that were shared at the symposium and provides recommendations for pediatricians to address LGBTQ bullying via clinical care, research, interventions, and policy. Symposium participants recommended that pediatricians engage in efforts to foster inclusive and affirming health care environments wherein LGBTQ youth feel comfortable discussing their identities and experiences, identify youth experiencing LGBTQ bullying, and prevent the negative health consequences of bullying among youth. Moreover, pediatricians can attend to how multiple identities (eg, sexual orientation, gender identity, race and/or ethnicity, disability, and others) shape youth experiences of bullying and expand intervention efforts to address LGBTQ bullying in health care settings. Pediatricians can further advocate for evidence-based, antibullying policies prohibiting bullying on the basis of sexual orientation and gender identity. Collaboration between pediatricians and diverse stakeholders can contribute to the development and implementation of lasting change in all forms of bullying, including LGBTQ bullying.

LGBQ Youth’s Experiences of General and Bias-Based Bullying Victimization: the Buffering Role of Supportive School and Community Environments

“…Schools can establish GSAs if not already present; these groups often conduct awareness and education events as well as advocate within the school for LGBTQ issues. Further, programs that focus specifically on bias-based bullying may be needed, in addition to general bullying prevention programs, to address stigma present within schools and communities (Earnshaw et al 2017(Earnshaw et al , 2018. Of note, we did not find that LGBTQ-supportive schools or communities protected LGBQ youth from general bullying victimization.…”

“…Of note, we did not find that LGBTQ-supportive schools or communities protected LGBQ youth from general bullying victimization. Research has not yet examined whether general bullying prevention programs that do not address bias reduce bullying victimization among LGBQ youth (Earnshaw et al 2017), but it is likely that changing interpersonal and structural stigma will be difficult (Hatzenbuehler and Pachankis 2016). Programs to cultivate LGBTQ-supportive communities and provide supportive LGBTQ school resources may create climates that reduce bias-based bullying and better support LGBQ youth, particularly girls.…”

MANAGEMENT OF ENDOCRINE DISEASE: Approach to the management of children and adolescents with Gender Dysphoria

“…Currently, the debate is still continuing with the development of the ICD-11 (18). Research is ongoing on the way to facilitate access to care for transgender people, to better meet their needs, but also on educational and informational programs to reduce transphobia and discriminations that are considered to contribute to dysphoria and comorbid conditions in transgender youth (19,20).…”

“…Finally, the mental health professional offers supportive psychotherapy that focuses on exploring gender identity, alleviating distress and helping youth to develop a positive personal selfconcept. To promote an accepting and nurturing response, support by family but also by school, health professionals and in general all the people who surround the child or adolescent is essential(19,65). Indeed, different studies have shown the negative impact of social stigmatization, while family and school support are protective factors(19,66,67,68,69).…”

“…To promote an accepting and nurturing response, support by family but also by school, health professionals and in general all the people who surround the child or adolescent is essential(19,65). Indeed, different studies have shown the negative impact of social stigmatization, while family and school support are protective factors(19,66,67,68,69). Health professionals do not impose any view of gender, especially of what the gender identity of this child or adolescent should be or will be in the future, trying to keep any option open.…”