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

在英国范围内，14-17岁的青少年中有6-12%的人被同性吸引，估计有1-3%的人认为自己是跨性别者。LGBTQ+青少年报告的焦虑、抑郁、自杀行为、自残、药物使用和饮食失调的几率要高出2-6倍，尽管LGBTQ+种族/少数民族和信仰群体的数据有限，或者对长期变化的研究也很有限。成为LGBTQ+并不是一种风险——并非所有LGBTQ+青少年的心理健康状况都很差。然而，敌对/不支持的学校环境等因素影响很大。最近的数据显示，30-70%的英国LGBTQ+学生在学校经历过与性取向或性别认同有关的歧视、耻辱和欺凌。LGBTQ+黑人学生在学校最不可能感到安全。与不太积极的环境相比，在LGBTQ+阳性的学校中，LGBTQ+学生自杀和抑郁症状的风险更低。在之前的研究中，我们发现整个学校的行动对学生身份的多个方面（“交叉”）（例如LGBTQ +和种族化）的经验很敏感，并且放大了属于LGBTQ +社区的积极经验（例如可见代表，促进同伴支持和青年行动主义），这是至关重要的，但往往被忽视。许多现有的研究都是基于美国的，过度代表白人的、顺性别的观点，强调逆境而不是抵抗和韧性，使缺陷心态长期存在。我们还发现了在学校实施这些行动的障碍，比如优先考虑学业成绩。尽管越来越多的人意识到学生的幸福感和学业成绩之间的关系，但LGBTQ+学生的经历与此相关的证据缺乏，这限制了对改变的支持。该项目将解决与教育从业者和政策制定者相关的关键证据差距，并增加关于LGBTQ+学生的研究的代表性。在一个种族/民族、宗教和社会经济地位不同的市中心地区，随着时间的推移，它研究了：1)性取向/性别认同在心理健康和学业成绩方面的差异；2)学校和同伴归属感、感知安全性和社会支持的经历如何影响结果；3)LGBTQ+学生学校环境的其他方面与更好的结果相关；4)扩大归属感和在校内外茁壮成长的方法。学生将检查REACH（弹性，种族和青少年心理健康），这是一项基于学校的青少年心理健康研究，总部设在伦敦市中心，2016-2022年每年跟踪有代表性的学生群体（最初有4000名11-14岁的学生）。大多数学生来自种族和少数民族群体（约占80%）和不同的信仰团体。REACH询问有关心理健康、求助、社会环境以及影响心理健康的许多因素。通过与教育数据的链接，我们还可以检查学术成果。Qu 2-4)：学生将采访LGBTQ+学生，了解学校氛围对心理健康和学业成绩的影响，帮助他们茁壮成长的因素，以及在学校内外扩大支持、抵制和归属感的方法。这项研究将全程涉及年轻人，并与一个在提供文化敏感和安全支持方面经验丰富的LGBTQ +组织合作。我们将积极在地方和全国范围内分享调查结果，目标是学校、教职员工和教育政策制定者。

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.