Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Reducing LGBTQ+ adolescent mental health inequalities
T2 - a realist review of school-based interventions
AU - McDermott, Elizabeth
AU - Kaley, Alex
AU - Kaner, Eileen
AU - Limmer, Mark
AU - McGovern, Ruth
AU - McNulty, Felix
AU - Nelson, Rosie
AU - Geijer-Simpson, Emma
AU - Spencer, Liam
PY - 2023/8/17
Y1 - 2023/8/17
N2 - BackgroundLGBTQ+ young people have elevated rates of poor mental health in comparison to their cisgender heterosexual peers. School environment is a key risk factor and consistently associated with negative mental health outcomes for LGBTQ+ adolescents.AimsTo examine how, why, for whom and in what context school-based interventions prevent or reduce mental health problems in LGBTQ+ adolescents.MethodsA realist review methodology was utilised and focused on all types of school-based interventions and study designs. A Youth Advisory Group were part of the research team. Multiple search strategies were used to locate relevant evidence. Studies were subject to inclusion criteria and quality appraisal, and included studies were synthesised to produce a programme theory. Seventeen studies were included in the review.ResultsEight intervention components were necessary to address LGBTQ+ pupils mental health: affirmative visual displays; external signposting to LGBTQ+ support; stand-alone input; school-based LGBTQ support groups; curriculum-based delivery; staff training; inclusion policies; trusted adult. Few school-based interventions for this population group were identified.ConclusionsThe programme theory indicates that “to work” school-based interventions must have a “whole-school” approach that addresses specifically the dominant cis-heteronormative school environment and hence the marginalisation, silence, and victimisation that LGBTQ+ pupils can experience.
AB - BackgroundLGBTQ+ young people have elevated rates of poor mental health in comparison to their cisgender heterosexual peers. School environment is a key risk factor and consistently associated with negative mental health outcomes for LGBTQ+ adolescents.AimsTo examine how, why, for whom and in what context school-based interventions prevent or reduce mental health problems in LGBTQ+ adolescents.MethodsA realist review methodology was utilised and focused on all types of school-based interventions and study designs. A Youth Advisory Group were part of the research team. Multiple search strategies were used to locate relevant evidence. Studies were subject to inclusion criteria and quality appraisal, and included studies were synthesised to produce a programme theory. Seventeen studies were included in the review.ResultsEight intervention components were necessary to address LGBTQ+ pupils mental health: affirmative visual displays; external signposting to LGBTQ+ support; stand-alone input; school-based LGBTQ support groups; curriculum-based delivery; staff training; inclusion policies; trusted adult. Few school-based interventions for this population group were identified.ConclusionsThe programme theory indicates that “to work” school-based interventions must have a “whole-school” approach that addresses specifically the dominant cis-heteronormative school environment and hence the marginalisation, silence, and victimisation that LGBTQ+ pupils can experience.
KW - Psychiatry and Mental health
KW - General Medicine
U2 - 10.1080/09638237.2023.2245894
DO - 10.1080/09638237.2023.2245894
M3 - Journal article
JO - Journal of Mental Health
JF - Journal of Mental Health
SN - 0963-8237
ER -