Exploring the Relationship between Social Support, Academic Performance, and Measures of Well-Being of LGBTQIA2S+ College Students at a Midwestern University

Abstract

LGBTQIA2S+ college students are a group at risk for a variety of mental health problems as a result of hostile environmental factors (Woodford et al. Journal of American College Health, 60, 429-434, 2012). The climate of college campuses has an important impact on the experiences of students with an LGBTQIA2S+ identity (e.g., Blumenfeld et al., 2016; Rankin, Journal of Gay & Lesbian Issues in Education, 3, 111–117, 2006). The present research explored experiences of well-being in LGBTQIA2S+ college students enrolled at a Midwestern university in the United States. This correlational procedure indicated that LGBTQIA2S+ students reported lower psychological flexibility, student well-being, self-compassion, perceived social support, and GPA when compared to non-LGBTQIA2S+ students. As expected, participants with an LGBTQIA2S+ identity also reported significantly higher reports of discrimination, harassment, and emotional distress in the context of sexuality. Finally, participant suggestions were used to create a noncomprehensive list of action items universities may consider as a start to better supporting marginalized groups of students. This research highlights a significant need for more initiatives involving support and inclusion for LGBTQIA2S+ individuals involving efforts at all levels of high-impact systems such as universities.