Ioverno Salvatore, Sherwood Steven Henry, Costa Sara, Van Houtte Mieke, Dewaele Alexis, O'Higgins Norman James, Gato Jorge, Mazzone Angela, Pezzella Alfonso, Huic Aleksandra, Šolinc Miran, Richard Gabrielle, Papathanasiou Nancy, Aparicio-García Marta Evelia, Wilhelm Wolfgang, Russell Stephen T
Università Degli Studi Roma Tre, Rome, Italy.
University of Texas at Austin, Austin, USA.
Eur Child Adolesc Psychiatry. 2025 May 2. doi: 10.1007/s00787-025-02733-6.
Sexual and gender minority (SGM) youth often face stressors such as stigma and discrimination, leading to high rates of depression, anxiety, and suicidal ideation. There is a need to identify effective school practices across different countries to reduce these minority stressors and the resulting mental health disparities. A total of 17,733 SGM high school students (aged 14+) across 13 European countries completed an online survey between September 2020 and January 2022. Participants reported on school inclusivity practices (i.e., inclusive sex education, SGM representation in classroom, and teacher inclusivity), minority stressors (i.e., perceived unsafety at school, experiences of bias-based bullying, and internalized stigma) and mental health (i.e., depression, anxiety, and suicidal ideation). SGM-inclusive sex education and teacher inclusiveness were associated with lower odds of depression, anxiety, and suicidal ideation. A positive representation of SGM issues in classrooms was associated with low odds of depression and suicidal ideation, whereas negative representation was associated with increased odds of depression, anxiety, and suicidal ideation. The associations between such practices and the mental health outcomes were partially mediated by perceived unsafety at school, experiences of bias-based bullying, and internalized stigma. Across European countries, incorporating positive representations of LGBTQI + topics in the classroom, providing inclusive sex education, and fostering inclusive attitudes and behaviors among teachers can create a more supportive and affirming educational environment for SGM youth. By addressing issues of perceived unsafety, bias-based bullying, and internalized stigma, these practices can play a critical role in reducing mental health disparities and promoting well-being among SGM students.
性与性别少数群体（SGM）青少年常常面临诸如污名化和歧视等压力源，导致抑郁症、焦虑症和自杀意念的高发率。有必要在不同国家确定有效的学校措施，以减少这些少数群体压力源以及由此产生的心理健康差异。2020年9月至2022年1月期间，来自13个欧洲国家的总共17733名14岁及以上的SGM高中生完成了一项在线调查。参与者报告了学校的包容做法（即包容性性教育、课堂上的SGM代表以及教师的包容性）、少数群体压力源（即在校感觉不安全、基于偏见的欺凌经历以及内化污名）和心理健康状况（即抑郁症、焦虑症和自杀意念）。包容性性教育和教师的包容性与较低的抑郁症、焦虑症和自杀意念几率相关。课堂上对SGM问题的正面呈现与较低的抑郁症和自杀意念几率相关，而负面呈现则与抑郁症、焦虑症和自杀意念几率的增加相关。这些做法与心理健康结果之间的关联部分是由在校感觉不安全、基于偏见的欺凌经历以及内化污名介导的。在欧洲各国，在课堂上纳入对LGBTQI +主题的正面呈现、提供包容性性教育以及培养教师的包容态度和行为，可以为SGM青少年创造一个更具支持性和肯定性教育环境。通过解决在校感觉不安全、基于偏见的欺凌和内化污名等问题，这些做法可以在减少心理健康差异和促进SGM学生的幸福感方面发挥关键作用。
