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Eisenberg, M.E., Gower, A. L., McMorris, B. J., Rider, N., Shea, G., & Coleman, E. (2017). Risk and protective factors in the lives of transgender/gender non-conforming adolescents. Journal of Adolescent Health, 61(4), 521-526.

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Article

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

1353 Tanaka Drive, San Jose, CA 95131, USA


American Journal of Educational Research. 2020, Vol. 8 No. 9, 659-667
DOI: 10.12691/education-8-9-7
Copyright © 2020 Science and Education Publishing

Cite this paper:
Samskruthi Madireddy, Sahithi Madireddy. Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students. American Journal of Educational Research. 2020; 8(9):659-667. doi: 10.12691/education-8-9-7.

Correspondence to: Samskruthi  Madireddy, 353 Tanaka Drive, San Jose, CA 95131, USA. Email: samskruthi.madireddy@gmail.com

Abstract

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.

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