RT Journal Article
T1 Linking inclusive school practices and mental health in sexual and gender minority youth in Europe
A1 Ioverno, Salvatore
A1 Sherwood, Steven Henry
A1 Costa, Sara
A1 Van Houtte, Mieke
A1 Dewaele, Alexis
A1 O’Higgins Norman, James
A1 Gato, Jorge
A1 Mazzone, Angela
A1 Pezzella, Alfonso
A1 Huic, Aleksandra
A1 Šolinc, Miran
A1 Richard, Gabrielle
A1 Papathanasiou, Nancy
A1 Aparicio García, Marta Evelia
A1 Wilhelm, Wolfgang
A1 Russell, Stephen T.
AB 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.
PB Springer Nature
SN 1018-8827
SN 1435-165X
YR 2025
FD 2025-05-02
LK https://hdl.handle.net/20.500.14352/123339
UL https://hdl.handle.net/20.500.14352/123339
LA eng
NO Ioverno, S., Sherwood, S.H., Costa, S. et al. Linking inclusive school practices and mental health in sexual and gender minority youth in Europe. Eur Child Adolesc Psychiatry (2025). https://doi.org/10.1007/s00787-025-02733-6
DS Docta Complutense
RD 18 dic 2025