Peer Victimization and Dating Violence Among LGBTQ Youth

Abstract

This study examined the moderating role of school violence and peer victimization on the association between sexual orientation and mental health. The sample consisted of 11,794 high school students (M age ¼ 16, SD ¼ 1.23; female assigned at birth ¼ 51%; 1.8% identified as transgender) across 23 schools. Participants completed a self-report survey that assessed sexual orientation, ethnicity, gender identity, victimization experiences (e.g., peer and dating), perceptions of school violence and crime, as well as anxiety and suicidality. Multilevel analyses indicated that lesbian, gay, bisexual, questioning, and transgender (LGBTQ) individuals with lower rates of victimization had significantly lower rates of suicidality compared to LGBTQ individuals with higher rates of victimization. LGBTQ individuals in schools with high student perceptions of school violence and crime had higher suicidality than their non-LGBTQ counterparts. LGBTQ youth in schools with lower school violence and crime levels had lower rates of suicidality than their non-LGBTQ counterparts. Interventions need to consider multiple forms of victimization and school environment as potential risk and protective factors for LGBTQ youth.

Suicidal behaviour among sexual-minority youth: a review of the role of acceptance and support

“…36 Peer and dating victimization were found to be significantly related to suicidality among LGBT individuals, as were perceptions of school violence and crime, which in those cases indicated non-supportive school climates for LGBT youth. 37 Victimization at school was also found to be a stronger predictor of suicidal behaviour compared to negative reactions from parents. 36 These findings demonstrate the relevance of fighting against negative reactions, bullying and victimization, towards sexual orientation, and providing support that buffers the negative impact of these experiences within the school systems.…”

“The Worst Part Was Coming Back Home and Feeling Like Crying”: Experiences of Lesbian, Gay, Bisexual and Trans Students in Portuguese Schools

“…As one participant wrote, "The worst part was coming back home and feeling like crying" (Male,19,gay,cisgender). This is an expected result, as stigmatization is associated with distress (Meyer, 2003) putting youngsters at risk for poorer general well-being and mental health (Savin-Williams, 1998;Marshal et al, 2011;Rosario and Schrimshaw, 2013;Olson-Kennedy, 2016;Espelage et al, 2018;Hatchel et al, 2018).…”

“…In fact, in Portugal schools where the issues of sexual orientation and gender identity are addressed seem to be the exception and not the rule (Lgbtqi Inclusive Education Report, 2018). Although victimization is associated with a greater incidence of depression, self-harm and suicidal ideation (Almeida et al, 2009;Shields et al, 2012;UNESCO, 2012;Perez-Brumer et al, 2017;Day et al, 2018;Espelage et al, 2018;Hatchel et al, 2018), the subcategory Suicidal ideation was only mentioned once.…”

“…Given that higher levels of social stigmatization are associated with psychological distress (Meyer, 2003), sexual and gender minority youth are at risk for a variety of poor health and well-being related outcomes (Marshal et al, 2011;Rosario and Schrimshaw, 2013;Olson-Kennedy, 2016;Espelage et al, 2018;Hatchel et al, 2018). More specifically, discrimination and victimization in schools are associated with higher levels of depression, self-harm, and suicidal ideation in this population (Almeida et al, 2009;Shields et al, 2012;UNESCO, 2012;Perez-Brumer et al, 2017;Day et al, 2018;Espelage et al, 2018).…”

Study protocol for a randomized controlled trial to evaluate a web-based comprehensive sexual health and media literacy education program for high school students

“…The sexual health programming that is taught in secondary education seldom includes information beyond abstinence, contraception, and HIV/STIs [5]. Topics such as healthy relationships, consent, dating violence, and gender role stereotypes all play a role in shaping adolescent sexual health and should be included in comprehensive sexual education programming [7][8][9][10][11][12][13][14][15][16][17]. Adolescents who do not learn about healthy relationships or consent may be at increased risk for dating violence, sexual assault, and sexual abuse [18,19]; gender role expectations can influence youth decision-making to engage in risky sexual behavior and put gender minority youth at a greater risk for poor health outcomes [9,20].…”