School Climate &amp; Sexual and Gender Minority Adolescent Mental Health

Colvin, Sharon; Egan, James E.; Coulter, Robert W. S.

doi:10.1007/s10964-019-01108-w

Cited by 66 publications

(80 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Findings point to a range of factors that can influence transphobic violence, as well as its intensity and consequences due to sociocultural factors [37,[51][52][53][54][55][56][57][58][59]. This subsection is divided into two given the pertinence of these factors: internal factors, such as felt gender identity, sexuality, and self-perception, and external factors, such as circumstances and judgments.…”

Section: Risk Factorsmentioning

confidence: 99%

“…What can be truly transformative in this complex situation is the power of reporting and being heard by school personnel and relatives when transphobic violence takes place. Higher intentions to seek help for suicidal thoughts are associated with lower chances of suffering distress in different forms, which can be highly preventive for suffering diverse forms of distress and suicidal thoughts, plans, and attempts [54].…”

Section: Felt Identity Sexuality and Self-perceptionmentioning

confidence: 99%

“…Some of the research articles showed other factors regarding the educational centers and a familiar context as important markers of this kind of violence [53,54,58,59]. Emotional neglect and unsupportive family and caregivers have a significant weight, as they can add more distress to victims to such an extent that it can contribute to higher odds of lifetime suicidal attempts [53].…”

Section: External Circumstances and Judgmentsmentioning

confidence: 99%

See 2 more Smart Citations

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

et al. 2021

View full text Add to dashboard Cite

School violence and bullying re worrying problems due to their growing prevalence and severe consequences for adolescent and youth health and wellbeing. Sociocultural factors can contribute to, complicate, and increase the cases of violence in classrooms and spaces related to educational centers. Transphobic violence in this article is defined as the type of violence suffered by transgender and nonbinary adolescents and youth as a manifestation of the problem of discrimination and hate against gender and sexual diversity. This work intends to study the complex sociocultural dynamics of violence detected in educational contexts affecting transgender and nonbinary adolescents and youth identified by recent high- impact studies. At the same time, we aim to fill the gap in the scientific literature on transphobic violence and articulate successful strategies to prevent and combat it. In this review, transphobic violence is defined as the violence affecting transgender adolescents and youth, continuous in time, influenced by peers, and taking place in spaces or realities related to educational centers. The reviewed studies point at the complexity of this kind of violence due to the combination of socio-personal factors and its variety in manifestations. Furthermore, we study the consequences of transphobic violence for the wellbeing and health of transgender and nonbinary adolescents and youth to deepen the knowledge of their mental health repercussions. We end by providing suggestions for how this problem can be prevented in educational environments, grounded on scientific evidence in the materialization of a transformative approach.

show abstract

Section: Risk Factorsmentioning

confidence: 99%

Section: Felt Identity Sexuality and Self-perceptionmentioning

confidence: 99%

Section: External Circumstances and Judgmentsmentioning

confidence: 99%

See 1 more Smart Citation

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Regardless of whether or not they individually engage in the GSAs, LGBTQ+ students in schools with GSAs record positive perceptions about their school experiences and better mental health in the long term [80,81,82]. One study surveyed 240 sexual and gender minority high school students nationwide, where 53% of the respondents had GSAs in their schools, asking questions about their school environments [83]. The results from the survey revealed that supportive staff and overall school environment are crucial for positively impacting sexual and gender minority students' mental health [83].…”

Section: Spaces and Groupsmentioning

confidence: 99%

“…One study surveyed 240 sexual and gender minority high school students nationwide, where 53% of the respondents had GSAs in their schools, asking questions about their school environments [83]. The results from the survey revealed that supportive staff and overall school environment are crucial for positively impacting sexual and gender minority students' mental health [83]. LGB students were less suicidal and had a lower likelihood of discrimination in schools where GSAs and relevant policies had been in place for at least three years, and the effect of duration was particularly strong for GSAs [45].…”

Section: Spaces and Groupsmentioning

confidence: 99%

Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

Madireddy¹,

Madireddy²

2020

EDUCATION

View full text Add to dashboard Cite

As key centers for adolescent development, schools present sites for intervention ensuring the wellbeing of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Given mounting evidence on the association between LGBTQ+ identities, negative school climates, and disparities in mental health and suicidality, schools must maintain inclusive environments. This review focuses on strategies for schools to emerge as gateways to improved mental health and resilience among LGBTQ+ students. This study provides clear recommendations, including supporting anti-bullying policies, LGBTQ+-inclusive curricula, and safe spaces, for counselors, educators, school policy makers, and other stakeholders in school ecosystems to intervene professionally on behalf of LGBTQ+ students. The implications of this study help school counselors to be catalysts moving schools to better serve LGBTQ+ students.

show abstract

Sexual and gender minority (SGM) adolescents' disordered eating: Exploring general and SGM‐specific factors

Roberts

Maheux

Watson

et al. 2022

Intl J Eating Disorders

View full text Add to dashboard Cite

Objective: Sexual and gender minority (SGM) adolescents disproportionately report disordered eating, yet have primarily been considered under a larger SGM umbrella. The current study 1) compared disordered eating between sexual minority (SM) and gender minority (GM) adolescents; 2) examined how general psychological factors (self-esteem, depression, and stress) and SGM-specific factors (e.g., feelings about SGM identity, access to SGM resources) were associated with disordered eating; and 3) examined whether associations between these factors differed for SM versus GM adolescents.Method: SGM adolescents in the U.S. (N = 8814; 35.0% GM; 43.7% cisgender girls; 66.9% White; M age = 15.6) reported their disordered eating, depressive symptoms, stress, self-esteem, and SGM-related experiences on an anonymous, cross-sectional online survey.Results: GM adolescents exhibited a higher prevalence of clinical threshold disordered eating than SM adolescents. Self-esteem was associated with lower odds of caloric restriction, purging, and binge eating. Depression was associated with higher odds of caloric restriction, diet pill use, purging, laxatives, and binge eating. Stress was associated with higher odds of purging. Associations were stronger for GM adolescents' caloric restriction. Positive feelings about SGM identity were associated with lower odds of caloric restriction, purging, and binge eating, whereas greater stress of "coming out" was associated with higher odds of caloric restriction, purging, and binge eating.Discussion: These results suggest that SGM adolescents' disordered eating is associated with both general psychological factors and unique SGM experiences. Results highlight the importance of considering how the unique experiences of SGM youth may leave them vulnerable to disordered eating behaviors.Public Significance Statement: Sexual and gender minority (SGM) youth are disproportionately affected by disordered eating. The current study found that higher depression and stress, and lower self-esteem, were associated with SGM adolescents' disordered eating. Furthermore, unique SGM experiences, such as stress about coming out, were also associated with eating pathology. Results highlight the importance of considering SGM adolescents' perceptions of their identity and social support.

show abstract

School Climate & Sexual and Gender Minority Adolescent Mental Health

Cited by 66 publications

References 66 publications

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

Sexual and gender minority (SGM) adolescents' disordered eating: Exploring general and SGM‐specific factors

Contact Info

Product

Resources

About