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Cross-level moderating effect of GSA organizational structure (Level 2) on the association between support/socializing received in the GSA (Level 1) and youth’s sense of agency. Low and high levels of GSA structure are represented by the lower and upper quartiles of the scale scores
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Gay–Straight Alliances (GSAs) may promote wellbeing for sexual minority youth (e.g., lesbian, gay, bisexual, or questioning youth) and heterosexual youth. We considered this potential benefit of GSAs in the current study by examining whether three GSA functions—support/socializing, information/resource provision, and advocacy—contributed to sense o...
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Citations
... This may be associated with risk factors that can hinder post-traumatic-growth for sexual minorities (Counselman-Carpenter and Redcay 2018) such as the fear of discrimination (McNair and Bush 2016) and internalized sexual stigma ) that may lead to not sharing adverse experiences and not seeking psychological support (Crockett et al. 2022). Moreover, the lack of social support can hinder the development of resilience, which is considered one of the most important factors in PTG development (Abraham et al. 2018;Poteat et al. 2016). ...
Background: Research has shown that Adverse Childhood Experiences (ACEs) are prevalent and are associated with psychological distress. Some studies indicate facing these adversities can lead to post-traumatic growth. This study aims to assess the impact of ACEs on psychological distress and post-traumatic growth and to determine the mediating effect of post-traumatic growth between ACEs and psychological distress, in a sample of adults. Methods: In this study, there were 521 participants (mean = 31.32, SD = 12.28), who answered the following surveys online: a sociodemographic questionnaire, the Family ACE Questionnaire, the Kessler Psychological Distress Scale (K10) and the Post-Traumatic Growth Inventory (PTGI). Results: ACEs were positive and significant predictors of psychological distress, and the "Change in the perception of the self and life in general" factor of post-traumatic growth was the strongest predictor of lower perceived psychological distress. Post-traumatic growth did not mediate the relationship between ACEs and psychological distress. Conclusions: These findings contribute to the improvement of clinical practice and health policies and highlight the need for a more in-depth understanding of the impact of ACEs on mental health.
... Indeed, in line with hope theory, which suggests that the capacity for hope is learned mainly through a supportive and empathic relationship with an adult (Snyder, 1994), our assumption regarding the role of mentors in the lives of LGBTQ youth was affirmed. A possible explanation for the mediating role of mentoring relates to the critical role of social support in promoting agency among sexual minority youth (Poteat et al., 2016), which may reduce the damage caused by discrimination and marginalization. It seems that for LGBTQ youth in particular, affirmative framings of gender and sexual identity trajectories can be key sources of resilience, as they are useful for managing stigma, prejudice, and discrimination (Bruce et al., 2015). ...
... Yet, available support from family (Watson et al., 2016), friends (Shilo & Savaya, 2012), and teachers (Murdock & Bolch, 2005) are known to help LGBTQ+ youth overcome negative experiences of discrimination and contribute positively to identity development. Similarly, having a sense of connection and belonging to other LGBTQ+ youths and communities (McInroy et al., 2019;Toomey et al., 2018), or to Gay-Straight Alliances (Poteat et al., 2016) is known to promote better psychological outcomes. ...
... I decide it alone" (18, female, bisexual). This account gives strength to the argument that identity support provided by adults could be a key factor in promoting agency and a positive identity (Poteat et al., 2016), which could increase the young person's resilience against the burdens of marginalization. ...
LGBTQ + youth strengthen their resilience resources through the development of meaningful relationships that provide them with unique tools to combat the stress derived from experiences of discrimination and violence targeting their marginalized identities. However, more research is needed to understand how this group benefits from the social support provided by child welfare professionals and how these relational processes may strengthen their resilience. The focus of this study was to understand youths’ processes of resilience-development through relationships with care professionals in the child welfare system. In this study, we held 15 narrative interviews with LGBTQ + youth who were living in residential care in Spain. The results show that LGBTQ + youth in care experience feelings of safety through supportive relationships with professionals that are enhanced by availability, trust, and honesty. Safe spaces in care are facilitated by professionals who normalize LGBTQ + issues and make LGBTQ + youth feel they can be themselves in their residential homes. Functions of social support such as personal attachment, belonging, and acceptance were evident in the youths’ experiences. Young people expressed gratitude for professionals who provided identity support and who encouraged youths to authentically express themselves fully. Professionals who scaffold agency in youths’ identity development process, as well as emotional and practical support promoted resilience. This knowledge is a building block to advance our understanding of how social support for LGBTQ + youth in child welfare systems can counteract the negative impacts of non-affirming families and institutions by augmenting resilience.
... One way to build the empowerment of LGBTQIA+ youth is to provide them with opportunities to bolster their formal and informal support networks, both in and outside the child welfare system. Social support is tied to resilience for LGBTQIA+ -identified youth through its ability to lower reactivity to prejudice and contribute to identity development and emotional wellbeing (Kwon, 2013;Poteat et al, 2016). Specifically, studies document that support distinct to sexual orientation and gender identity reduces levels of emotional distress, acts as a protective factor against the harmful effects of stigma and discrimination-related stress on psychological wellbeing, and is closely connected to outcomes related to positive adjustment (for example, life situation, LGBTQIA+ self-esteem) (Doty et al, 2010;Snapp et al, 2015). ...
... One way to build the empowerment of LGBTQIA+ youth is to provide them with opportunities to bolster their formal and informal support networks, both in and outside the child welfare system. Social support is tied to resilience for LGBTQIA+ -identified youth through its ability to lower reactivity to prejudice and contribute to identity development and emotional wellbeing (Kwon, 2013;Poteat et al, 2016). Specifically, studies document that support distinct to sexual orientation and gender identity reduces levels of emotional distress, acts as a protective factor against the harmful effects of stigma and discrimination-related stress on psychological wellbeing, and is closely connected to outcomes related to positive adjustment (for example, life situation, LGBTQIA+ self-esteem) (Doty et al, 2010;Snapp et al, 2015). ...
... Another identified theme was personal agency [35][36][37]77,83] or the capacity to proactively own one's identity and somehow use it to contribute to social and cultural change towards acceptance of sexual and gender diversity in the school context [41,74]. In some research, agency is expressed through acts of advocacy, including standing up for one's rights [59] and activism, which are associated with well-being and positive experiences for these students [28,36,37,49,76,83]. ...
... Another identified theme was personal agency [35][36][37]77,83] or the capacity to proactively own one's identity and somehow use it to contribute to social and cultural change towards acceptance of sexual and gender diversity in the school context [41,74]. In some research, agency is expressed through acts of advocacy, including standing up for one's rights [59] and activism, which are associated with well-being and positive experiences for these students [28,36,37,49,76,83]. ...
... According to Bandura [17,109], personal agency depends on the belief in personal efficacy, in self-enhancing or self-debilitating ways, but it can also be inspired by collective aspirations and thus be framed under a collective agency perspective. For example, research has revealed that LGBTQ+ inclusive school clubs (such as GSAs) are spaces where participation, advocacy, and activism are nurtured and contribute to youth's capacity and agency [83,95]. ...
A negative school climate resulting from homophobic and transphobic bias and discrimination is associated with poor well-being and mental health among LGBTQ+ youth. However, protective factors and mechanisms may buffer against the impact of stigmatization. Drawing on the socio-ecological model, minority stress theory, and positive youth development and agency perspectives, we carried out a systematic review of research focusing on factors that can promote the well-being of LGBTQ+ students in educational settings, outlining the primary outcomes from studies published between 2012 and 2022. The PRISMA protocol was used for this review, and 64 articles were scrutinized. The results of the thematic analysis revealed that both external factors (school-inclusive policies and extracurricular activities; social support from school, family, and the community; and school connectedness) and internal factors (psychosocial characteristics and personal agency) promote positive school experiences, such as the exploration of sexual and gender identities in a safe environment. The present findings highlight the need for inclusive school policies and strategies and individual-level interventions that target the well-being and positive mental health outcomes of sexual and gender minority students.
... The construction of resilience is of paramount importance for LGBTQ+ individuals to counteract the damaging influences of various adverse experiences, such as discrimination (Scourfield et al., 2008). Researchers have suggested that perceived social support can significantly contribute to resilience and promote positive identity development among sexual minority youth (Poteat et al., 2016). Consistently, researchers have found that gender and sexual minorities can build resilience through a wide range of sources, including social support from LGBTQ+ peers, community support groups, positive representations of LGBTQ+ identities in media, and LGBTQ+-affirming policies (Hatzenbuehler, 2011;Heck et al., 2013;McConnell et al., 2015;Pullen, 2014). ...
... Study results also reflect a large portion of PTG and resilience literature, which cite social support as an important, if not the most critical, factor in PTG development (Abraham et al., 2018;Kroo & Nagy, 2011;Poteat et al., 2016;Shand et al., 2014) and construction of resilience (Sippel et al., 2015). Participants in this study specifically highlighted chosen families, consisting of allies and members of the LGBTQ+ community, again reflecting conclusions drawn in extant research (Hatzenbuehler, 2011;Heck et al., 2013;McConnell et al., 2015;Pullen, 2014). ...
LGBTQ+ asylum seekers face persecution and discrimination leading to escape from their home countries to places where LGBTQ+ identity and HIV status are grounds for asylum. Although researchers have documented this population’s experiences of pre-, during, and postmigration trauma, there remains a gap in exploring factors that contribute to posttraumatic growth (PTG) and resilience. Researchers in this study used a phenomenological approach to examine the experiences of PTG and resilience of participants living in the United States, but originally from seven different countries. Four main themes were identified: survival mechanisms of pre-migration trauma, external resources and supports, PTG skills, and complex characteristics of resilience. Implications for counseling research and clinical practice are discussed.
... School based LGBTQ+ support groups, such as gay-straight alliances (GSAs), have been shown to promote resilience for LGBTQ+ (and heterosexual) youth and improve mental health [28]. Research suggests that peer support is a critical component of school-based LGBTQ+ support groups because it can encourage members to develop a sense of community, advocacy, and provide support and friendship [29], which can enable members to validate and affirm their identities and expressions [30], develop greater self-confidence, self-esteem, and coping strategies [25,30,31], and lead to the reporting of lower levels of victimisation and suicide attempts [19]. A pilot study of a minority stress-informed mental health promotion program within the context of a GSA, found that those who attended the sessions reported them to be enjoyable, informative, relevant to their lives, and potentially helpful for other LGBTQ students [32]. ...
Globally, research indicates that LGBTQ+ young people have elevated rates of poor mental health in comparison with their cisgender heterosexual peers. The school environment is a major risk factor and is consistently associated with negative mental health outcomes for LGBTQ+ young people. The aim of this UK study was to develop a programme theory that explained how, why, for whom, and in what context school-based interventions prevent or reduce mental health problems in LGBTQ+ young people, through participation with key stakeholders. Online realist interviews were conducted in the UK with (1) LGBTQ+ young people aged between 13–18 years attending secondary schools (N = 10); (2) intervention practitioners (N = 9); and (3) school staff (N = 3). A realist retroductive data analysis strategy was employed to identify causal pathways across different interventions that improved mental health outcomes. The programme theory we produced explains how school-based interventions that directly tackle dominant cisgender and heterosexual norms can improve LGBTQ+ pupils’ mental health. We found that context factors such as a ‘whole-school approach’ and ‘collaborative leadership’ were crucial to the delivery of successful interventions. Our theory posits three causal pathways that might improve mental health: (1) interventions that promote LGBTQ+ visibility and facilitate usualising, school belonging, and recognition; (2) interventions for talking and support that develop safety and coping; and (3) interventions that address institutional school culture (staff training and inclusion polices) that foster school belonging, empowerment, recognition, and safety. Our theoretical model suggests that providing a school environment that affirms and usualises LGBTQ+ identities and promotes school safety and belonging can improve mental health outcomes for LGBTQ+ pupils.
... Research has found that GSAs are largely led and attended by white people (Poteat, Scheer, 2016) and can be exclusionary to people of color (McCready, 2004). Additionally, the benefits of GSAs, such as better school performance and mental health outcomes, are not as pronounced for students of color as they are for white students (Poteat et al., 2015), and GSA advisors may be ill prepared to serve queer and trans students of color (Poteat, Calzo, 2016). Similarly, professional development trainings on LGBTQ inclusion or implicit bias lack robust evidence of success, with participant outcomes more likely to be attitudinal (e.g., awareness that racism exists) than behavioral (e.g., taking action to interrupt racism; Staats et al., 2017). ...
Although educational research and policymaking in the United States has generally framed LGBTQ youth and youth of color as mutually exclusive groups, LGBTQ youth of color are increasingly included in discourses surrounding school safety. These discourses tend to position youth as vulnerable, at-risk subjects who are passive victims of interpersonal homophobia. Using the theoretical frameworks queer of color critique and queer necropolitics, and a situational analysis mapping strategy, we analyzed GLSEN’s 2019 National School Climate Survey report, breakout reports on LGBTQ youth of color, and related advocacy efforts. These frameworks helped us consider how school climate research and policymaking relies on carceral logics that center and uphold whiteness. The GLSEN reports function as a form of embedded science that mobilizes individual understandings of violence and queer investments in punishment. We offer queer of color critique as a strategy for researchers and policymakers to get unstuck on school safety.
... The development and configuration of these school groups led by a tutor have opened a new line of research between the scientific society on their benefits for students and the school climate [62]. The presence of GSA has shown benefits in the well-being of students belonging to an SGM and the promotion of a positive school climate for this type of student [63,64]. It also positively influences the empowerment of young people belonging to an SGM and their participation in social justice issues [65,66]. ...
... Furthermore, it has been shown that sexual and gender identities can fluctuate throughout life [69]. In line with the above, several investigations affirm that allocating resources and allowing safe spaces for SGMs within educational centers has great, positive repercussions on the personal development of students [63,71]. ...
Students belonging to a sexual and gender minority go through experiences of injustice in their educational centers and are victims of school bullying. This research analyzes the relationship between these experiences and their influence on the development of the Belief in a Just World, as well as the impact of their experiences on the development of their narratives. Participants are students who have suffered from bullying due to sexual and gender diversity issues during their primary and secondary education stages (ages 15–40 years). Starting from a constructivist qualitative methodological approach, a semi-structured interview was developed as an instrument for collecting data on these aspects. The information extracted was contrasted with the results of the Personal and General Belief in a Just Word Scales. The results of the first interviews provide us with prior information on current identities and narratives and their representations of justice.
