TY - JOUR
T1 - The roles of school in supporting LGBTQ+ youth
T2 - A systematic review and ecological framework for understanding risk for suicide-related thoughts and behaviors
AU - Marraccini, Marisa E.
AU - Ingram, Katherine M.
AU - Naser, Shereen C.
AU - Grapin, Sally L.
AU - Toole, Emily N.
AU - O'Neill, J. Conor
AU - Chin, Andrew J.
AU - Martinez, Robert R.
AU - Griffin, Dana
N1 - Funding Information:
Marisa Marraccini's effort was supported by the National Institute of Mental Health (K23MH122775; Marraccini). The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.
Funding Information:
Marisa Marraccini's effort was supported by the National Institute of Mental Health (K23MH122775; Marraccini). The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.
Publisher Copyright:
© 2021 Society for the Study of School Psychology
PY - 2022/4
Y1 - 2022/4
N2 - The extant literature on suicide-related thoughts and behaviors (STB) has highlighted increased patterns of risk among specific minoritized populations, including lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth. Compared to their heterosexual and cisgender peers, LGBTQ+ youth are at increased risk for having STB. Identity-specific stressors such as homonegativity and anti-queerness are among the unique factors posited to contribute to this risk and inhibit factors that protect against suicide. The school setting has been a focal point for suicide prevention and intervention and may also play a key role in linking students to care; however, schools also hold the potential to provide supports and experiences that may buffer against risk factors for STB in LGBTQ+ students. This systematic literature review presents findings from 44 studies examining school-related correlates of STB in LGBTQ+ students, informing an ecological approach to suicide prevention for school settings. Findings underscore the importance of school context for preventing STB in LGBTQ+ youth. Approaches that prioritize safety and acceptance of LGBTQ+ youth should span multiple layers of a student's ecology, including district and state level policies and school programs and interventions, such as Gender and Sexuality Alliances and universal bullying prevention programs. Beyond their role as a primary access point for behavioral health services, schools offer a unique opportunity to support suicide prevention by combating minority stressors through promoting positive social relationships and a safe community for LGBTQ+ students.
AB - The extant literature on suicide-related thoughts and behaviors (STB) has highlighted increased patterns of risk among specific minoritized populations, including lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth. Compared to their heterosexual and cisgender peers, LGBTQ+ youth are at increased risk for having STB. Identity-specific stressors such as homonegativity and anti-queerness are among the unique factors posited to contribute to this risk and inhibit factors that protect against suicide. The school setting has been a focal point for suicide prevention and intervention and may also play a key role in linking students to care; however, schools also hold the potential to provide supports and experiences that may buffer against risk factors for STB in LGBTQ+ students. This systematic literature review presents findings from 44 studies examining school-related correlates of STB in LGBTQ+ students, informing an ecological approach to suicide prevention for school settings. Findings underscore the importance of school context for preventing STB in LGBTQ+ youth. Approaches that prioritize safety and acceptance of LGBTQ+ youth should span multiple layers of a student's ecology, including district and state level policies and school programs and interventions, such as Gender and Sexuality Alliances and universal bullying prevention programs. Beyond their role as a primary access point for behavioral health services, schools offer a unique opportunity to support suicide prevention by combating minority stressors through promoting positive social relationships and a safe community for LGBTQ+ students.
KW - Gender diverse
KW - LGBTQ+
KW - Schools
KW - Sexual gender minoritized
KW - Sexual orientation
KW - Suicide
UR - http://www.scopus.com/inward/record.url?scp=85121927221&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2021.11.006
DO - 10.1016/j.jsp.2021.11.006
M3 - Review article
C2 - 35190078
AN - SCOPUS:85121927221
SN - 0022-4405
VL - 91
SP - 27
EP - 49
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -
