Please read an article published in PLoS One titled ‘Intersectionality informed and narrative-shifting whole school approaches for LGBTQ+ secondary school student mental health: A UK qualitative study’.
This study explores how UK secondary schools can better support the mental health of LGBTQ+ students through inclusive, whole-school approaches. Researchers interviewed students, teachers, and school staff to understand the challenges LGBTQ+ students face and what schools can do to foster a more supportive environment. The study found that discrimination, lack of representation, and unsupportive school policies negatively impact LGBTQ+ students’ mental health. Participants emphasised the need for intersectional approaches that recognise how different aspects of identity (e.g., race, disability, and socioeconomic status) shape experiences of discrimination. The findings suggest that schools should adopt policies and practices that promote inclusivity, challenge discrimination, and provide better mental health support for LGBTQ+ students.
The article is authored by Amy Morgan et al. as part of the STEP Study and can be accessed here.
