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American Journal of Educational Research. 2020, 8(9), 659-667
DOI: 10.12691/education-8-9-7
Open AccessReview Article

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

Samskruthi Madireddy1, and Sahithi Madireddy1

1353 Tanaka Drive, San Jose, CA 95131, USA

Pub. Date: September 14, 2020
View Full Text Full Text PDF (181 KB) Full Text ePUB(127 KB)

Cite this paper:
Samskruthi Madireddy and 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

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.

Keywords:
LGBT suicide mental health students bullying stigma victimization school counselors

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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