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Social-Emotional Learning for Improving Mental Health Outcomes in Lesbian, Gay, and Bisexual Individuals

Enoch Leung, author Gabriela Kassel-Gomez, Samantha Sullivan, Flavio Murahara, and Tara Flanagan

Social-Emotional Learning for Improving Mental Health Outcomes in Lesbian, Gay, and Bisexual Individuals

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Enoch Leung, author Gabriela Kassel-Gomez, Samantha Sullivan, Flavio Murahara, and Tara Flanagan

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Social-Emotional Learning for Improving Mental Health Outcomes in Lesbian, Gay, and Bisexual Individuals

McGill University

Enoch Leung, author Gabriela Kassel-Gomez, Samantha Sullivan, Flavio Murahara, and Tara Flanagan

Preschool

K-3

3 - 6

Middle School

High School

Adult

A national survey of LGBTQ youth found that 67% heard homophobic comments in schools, 58% felt unsafe due to their sexual orientation, and 43% felt unsafe due to their gender identity, with only 12% reporting teacher intervention. Despite the known benefits of supporting LGBTQ youth through seven key systems (family, curriculum, school professionals and teachers, peers, school policies, programs, and school climate), positive outcomes are inconsistent. This inconsistency is attributed to insufficient training and support for school staff to enforce inclusive policies and curriculum, and broader sociopolitical barriers to LGBTQ activism and support in schools.

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Social-Emotional Learning for Improving Mental Health Outcomes in Lesbian, Gay, and Bisexual Individuals

Enoch Leung, author Gabriela Kassel-Gomez, Samantha Sullivan, Flavio Murahara, and Tara Flanagan

McGill University

Website

Article

Podcast

Book

Research

Video

Preschool

K-3

3 - 6

Middle School

High School

Adult

A national survey of LGBTQ youth found that 67% heard homophobic comments in schools, 58% felt unsafe due to their sexual orientation, and 43% felt unsafe due to their gender identity, with only 12% reporting teacher intervention. Despite the known benefits of supporting LGBTQ youth through seven key systems (family, curriculum, school professionals and teachers, peers, school policies, programs, and school climate), positive outcomes are inconsistent. This inconsistency is attributed to insufficient training and support for school staff to enforce inclusive policies and curriculum, and broader sociopolitical barriers to LGBTQ activism and support in schools.

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