Intersectionality informed and narrative-shifting whole school approaches for LGBTQ+ secondary school student mental health: A UK qualitative study

PLoS One. 2024 Jul 11;19(7):e0306864. doi: 10.1371/journal.pone.0306864. eCollection 2024.

Abstract

School is a key site for prevention and early intervention in public mental health, with sexual and gender minority students being a priority group for action. Context is important in understanding how school inclusion of sexual and gender minorities shapes mental health and well-being, with rapidly changing social and political forces necessitating ongoing research. This coproduced UK secondary school-based study aimed to understand (a) key components of mentally, socially and emotionally healthy school environments for LGBTQ+ students considerate of intersecting minoritised identities; (b) staff information, skills and capacity needs and (c) factors influencing uptake and implementation. Online interviews and focus groups were conducted with 63 participants (22 staff, 32 students (aged 13-19 years), and 9 training providers), diverse in relation to gender and sexual identity, ethnicity, religious and social context. Data were analysed thematically. One overarching theme captured the need for an intersectionality-informed, contextually adaptable, whole school approach which 'shifts the narrative' away from deficit thinking, challenging prevailing cis/heteronormative and White norms. This underpinned four themes: (1) 'Feeling safe, seen and celebrated: embedding intersectional signs, signals and symbols', (2) 'Everyone's business: the need for collaboration', (3) 'Embedding a culture of change', and (4) 'Re-locating the problem: challenging deficit thinking'. Contextually diverse research is needed which critically addresses ways in which social power enacted interpersonally and structurally serves to hinder schools from enacting LGBTQ+ inclusivity. Evidence to inform and develop implementation strategies for institutional changes and to advocate for wider socio-political support is also key to mitigate the potential for widening inequities linked to inequitable school environments.

MeSH terms

  • Adolescent
  • Female
  • Focus Groups
  • Humans
  • Male
  • Mental Health*
  • Qualitative Research*
  • Schools*
  • Sexual and Gender Minorities* / psychology
  • Students* / psychology
  • United Kingdom
  • Young Adult

Grants and funding

This work was supported by the TRIUMPH (Transdisciplinary Research for the Improvement of Youth Mental Public Health) Network which is funded by the Cross-Disciplinary Mental Health Network Plus initiative supported by UKRI under grant ES/S004351/1. AM, CW, and GK are part supported by the ESRC Centre for Society and Mental Health at King's College London [ES/S012567/1]. The views expressed are those of the author(s) and not necessarily those of the ESRC or King’s College London. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.