“We're not one-box issue people”: Intersectional perspectives on LGBTQ+ mental health in schools: A UK qualitative study with students, staff and training providers

{"title":"“We're not one-box issue people”: Intersectional perspectives on LGBTQ+ mental health in schools: A UK qualitative study with students, staff and training providers","authors":"Charlotte Woodhead ,&nbsp;Amy Morgan ,&nbsp;Ibrahim Sabra ,&nbsp;Sara Sabra ,&nbsp;Lukasz Konieczka ,&nbsp;Gemma Knowles ,&nbsp;Emily Cunningham ,&nbsp;Juliet Dyrud ,&nbsp;Liberty Elliott ,&nbsp;Lauren Ige ,&nbsp;Angela Mascolo ,&nbsp;E. Singh ,&nbsp;Katharine.A. Rimes","doi":"10.1016/j.actpsy.2025.104783","DOIUrl":null,"url":null,"abstract":"<div><div>Abstract</div><div>There is limited intersectionality-informed, contextually diverse qualitative research on school experiences of LGBTQ+ students and links to mental health. Focusing on racialized, ethnic minority and religious/faith groups, this coproduced UK study examines how: 1) sexual and/or gender diverse students with intersecting minoritized identities experience school; 2) school environments could better support their mental health; and 3) what shapes school inclusion initiatives. In-depth interviews and focus groups were conducted with 22 staff members, 32 students (13–19 years), and nine LGBTQ+ school inclusion training providers.</div><div>The sample was diverse across gender and sexual identity, race/ethnicity, religion and context. Data were analysed using reflexive thematic analysis, identifying three themes (and subthemes): 1) “What's important is putting the young person first” (‘Minority stress: it's more stressful for me’, ‘We're in this together but who's in charge?’, ‘Prioritising students’ needs and lived reality’), 2) “Move beyond viewing religious beliefs and culture versus LGBTQ+ inclusion as a zero-sum game” (‘Faith clashes?’, ‘Fears about going there maintain distance’), and 3) “We need to talk: engaging with parents and school communities” (‘Credible messengers', ‘Finding ways into the conversation’).</div><div>Findings emphasize the importance of intersectional perspectives. Also, a need to acknowledge historic and current oppressions shaping current perspectives on gender and sexual diversity; reflexivity and intersubjectivity in communication with parents, students and communities; greater intersectional representation; and raised awareness and disruption of inequity-creating norms. This requires policy-level support, guidance and resourcing to avoid widening inequities on socio-economic grounds and to prepare students to live within a mutually tolerant society.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"254 ","pages":"Article 104783"},"PeriodicalIF":2.1000,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Psychologica","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0001691825000964","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}