A mixed methods study of school environment, mental health and academic outcomes among inner city LGBTQ+ secondary school students: an intersectional

内城区 LGBTQ 中学生学校环境、心理健康和学业成绩的混合方法研究：交叉研究

• 批准号: 2889274
• 金额: --
• 依托单位: King's College London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2889274
• 关键词: mixed; methods; study; environment; mental

UK-wide, 6-12% of 14-17 year-olds report same-sex attraction, estimated ~1-3% identify as trans/gender diverse. LGBTQ+ adolescents report 2-6 fold greater odds of anxiety, depression, suicidal behaviours, self-harm, substance use, and eating disorders though data is limited for LGBTQ+ racialised /ethnic minority and faith groups, or to examine change overtime. Being LGBTQ+ is not a risk - not all LGBTQ+ adolescents have poor mental health. However, factors such as hostile/unsupportive school environments are highly influential. Recent data finds 30-70% of UK LGBTQ+ pupils have experienced discrimination, stigma and bullying at school linked to sexual orientation or gender identity. Black LGBTQ+ pupils are least likely to feel safe at school. There is a lower risk of suicidality and depressive symptoms for LGBTQ+ pupils in schools with more LGBTQ+-positive, compared to less positive, environments.In prior research, we found that actions across the whole school which are sensitive to experiences linked to multiple aspects of pupil's identities ('intersectional') (e.g. LGBTQ + and racialised), and which amplify positive experiences of belonging to the LGBTQ + community (e.g. visible represention, facilitating peer support and youth activism), arecritical but often overlooked. Much existing research is US-based, over-represents White, cisgender perspectives, and emphasises adversity over resistance and resilience, perpetuating deficit mindsets.We also found barriers to implementing such actions in schools, such as prioritising academic attainment. Despite rising awareness of the association between pupil well-being and academic attainment, evidence relating this to LGBTQ+ pupil experience is lacking -constraining support for change. This project will address key evidence gaps relevant to education practitioners and policymakers, and increase representativeness of research about LGBTQ+ pupils. In an inner-city area diverse in terms of race/ethnicity, religion, and socio-economic status, it examines over time:1) differences in mental health and academic outcomes by sexual orientation/gender identity2) how experiences of school and peer belonging, perceived safety, and social support influence outcomes3) other aspects of LGBTQ+ pupils' school environments associated with better outcomes,4) approaches to amplify belonging and thriving within/beyond schoolsQu 1-3: the student will examine the REACH (Resilience, Ethnicity and AdolesCent MentalHealth), a school-based study of adolescent mental health based in inner-city London, which has followed representative cohorts of students (initially >4000 students aged 11-14)annually 2016-2022. Most pupils are from racial and ethnic minority groups (>80%) and different faith communities. REACH asks about mental health, help-seeking, social circumstances, and many factors affecting mental health. By linking with education data we will also be able to examine academic outcomes.Qu 2-4): the student will interview LGBTQ+ pupils about the influence of school climate on mental health and academic outcomes, factors which aid thriving, and ways to amplify support, resistance and belonging within and beyond schools.The study will involve young persons throughout and involves collaboration with an LGBTQ + organisation experienced in offering culturally sensitive and safe support. We will actively share findings locally and nationally, targeting schools, staff and education policymakers.

英国范围内的14-17岁年龄段的6-12％的人报告了同性吸引力，估计约有1-3％的人识别为跨性别/性别多样。 LGBTQ+青少年报告了2-6倍的焦虑，抑郁，自杀行为，自我伤害，药物使用和饮食失调的几率，尽管数据限制了LGBTQ+种族化 /民族少数民族和信仰群体，或者以随着时间的推移检查变化。成为LGBTQ+并不是风险 - 并非所有LGBTQ+青少年的心理健康不良。但是，诸如敌对/不支持学校环境之类的因素具有很大的影响力。最近的数据发现，在与性取向或性别认同有关的学校中，30-70％的英国LGBTQ+学生在学校经历了歧视，污名和欺凌。黑色LGBTQ+学生最不可能在学校感到安全。与较不积极的环境相比，LGBTQ+学生的LGBTQ+学生患有自杀性和抑郁症状的风险较低。 LGBTQ +社区（例如可见代表，促进同伴支持和青年行动主义），但经常被忽视。现有的许多研究是总部位于美国的，超级代表的白人，顺格西格的观点，并强调逆境在抵抗和韧性上，使赤字心态永存。我们还发现了在学校中实施此类行动的障碍，例如优先考虑学术成就。尽管对学生福祉与学术成就之间的关联的认识不断提高，但与LGBTQ+学生经验有关的证据仍缺乏对变革的支持。该项目将解决与教育从业人员和政策制定者有关的关键证据差距，并提高有关LGBTQ+学生研究的代表性。在城市内部地区，在种族/族裔，宗教和社会经济地位方面，它会随着时间的流逝进行检查：1）通过性取向/性别认同在心理健康和学术成果方面的差异2）学校和同伴的经验归属，感知到的安全性和社会支持如何与lgbbtq+ pupils的其他方面相关联？归属和繁荣在Schoolsqu 1-3之内：学生将检查基于学校基于学校的基于学校心理健康的研究（恢复能力，种族和青少年心理健康），该研究基于伦敦市中心伦敦，该研究遵循代表的学生（最初> 4000名> 4000名11-14岁的学生11-14岁）2016-2022-2022-2022。大多数学生来自种族和少数民族（> 80％）和不同的信仰社区。 Reach询问心理健康，寻求帮助，社会环境以及影响心理健康的许多因素。通过与教育数据联系，我们还将能够研究学术成果。QU2-4）：学生将面试LGBTQ +学生，了解学校气候对心理健康和学术成果的影响，辅助繁荣的因素以及在学校内部和超越学校的支持，与组织的社交范围互动及其群体和组织的社交活动，并在整个学校中进行了启动和养育范围，并在lgbbbb的范围内进行了启发。我们将积极分享本地和全国范围内的发现，以学校，员工和教育决策者为目标。