Layland: Schools provide an environment where LGBTQ+ youth may explore and express their identities even when they feel they cannot do so at home. Gender and Sexuality Alliances (GSA) at schools provide safe social spaces for LGBTQ+ youth to gather, and GSAs are consistently linked to better mental health and academic performance for LGBTQ+ youth. LGBTQ+ youth also frequently identify teachers as a group that has a positive impact on their identity. They often point to teachers who speak and teach inclusively on LGBTQ+ topics, who encourage students to be themselves and who act as authentic LGBTQ+ role models. 

Zakszeski: Schools are adolescents’ primary developmental contexts, where they generally spend their most waking hours. As Eric mentioned, they can provide access to supportive peers and adults and also foster youth’s sense of safety, belonging and well-being through an inclusive climate and affirmative programming. In fact, schools are the most common mental health service delivery setting for youth. Unlike other service delivery settings, schools reach nearly all youth, regardless of their sociodemographic background. For LGBTQ+ youth, among whom rates of anxiety, depression and suicidal ideation are particularly high, schools may be a valuable source of social-emotional support. 

What kinds of school-based interventions are helpful in supporting LGBTQ+ youth? 

Layland: To eliminate health disparities for LGBTQ+ youth, targeted and tailored intervention can be particularly effective. For example, Proud & Empowered is a school-based program with sessions for both LGBTQ+ youth and their peer allies that aims at reducing health disparities by improving skills for coping with prejudice and stress. Additionally, bystander interventions—when a witness or “bystander” interrupts or challenges a harmful interaction—can be effective ways to increase allyship both in teachers and peers to be able to identify LGBTQ-based bullying and step in to prevent harm. Finally, LGBTQ-inclusive curriculum can allow LGBTQ+ youth to see themselves represented in school subjects and contribute to a better overall school climate. 

Zakszeski: Without a positive and supportive school climate, the effects of any tailored intervention are limited. A positive and supportive school climate for LGBTQ+ youth can only be fostered by comprehensive school cultural changes in which system policies and practices are aligned to affirm and protect LGBTQ+ youth. This includes, for example, implementing and consistently enforcing inclusive and anti-discrimination policies, training all school staff to be active allies to LGBTQ+ youth and collecting school climate data and using such data to improve school support systems. 

Resources for UD students

UD’s Office of Student Diversity and Inclusion offers many resources for students and UD community members, including community-building programs, gender-inclusive housing, gender-affirming care resources and LGBTQ+ education workshops. UD’s Student Health Services also ensures that all genders, gender identities and sexual orientations have access to healthcare that meets their individual needs.

In partnership with UD’s Center for Counseling and Student Development, Student Diversity and Inclusion also offers Lavender Chats, a support group that can help LGBTQ+ students navigate challenges, and “QTPOC & Coffee” events for queer, trans+ and people of color. Students may also consider joining the Lavender Programming Board, the Queer and Trans Graduate Student Union or other student organizations.