PDF(Pubmed)
Abstract：
School is a key site for prevention and early intervention in public mental health, with sexual and gender minority students being a priority group for action. Context is important in understanding how school inclusion of sexual and gender minorities shapes mental health and well-being, with rapidly changing social and political forces necessitating ongoing research. This coproduced UK secondary school-based study aimed to understand (a) key components of mentally, socially and emotionally healthy school environments for LGBTQ+ students considerate of intersecting minoritised identities; (b) staff information, skills and capacity needs and (c) factors influencing uptake and implementation. Online interviews and focus groups were conducted with 63 participants (22 staff, 32 students (aged 13-19 years), and 9 training providers), diverse in relation to gender and sexual identity, ethnicity, religious and social context. Data were analysed thematically. One overarching theme captured the need for an intersectionality-informed, contextually adaptable, whole school approach which \'shifts the narrative\' away from deficit thinking, challenging prevailing cis/heteronormative and White norms. This underpinned four themes: (1) \'Feeling safe, seen and celebrated: embedding intersectional signs, signals and symbols\', (2) \'Everyone\'s business: the need for collaboration\', (3) \'Embedding a culture of change\', and (4) \'Re-locating the problem: challenging deficit thinking\'. Contextually diverse research is needed which critically addresses ways in which social power enacted interpersonally and structurally serves to hinder schools from enacting LGBTQ+ inclusivity. Evidence to inform and develop implementation strategies for institutional changes and to advocate for wider socio-political support is also key to mitigate the potential for widening inequities linked to inequitable school environments.
摘要：
学校是预防和早期干预公共心理健康的重要场所，性和性别少数族裔学生是行动的优先群体。背景对于理解学校性和性别少数群体如何塑造心理健康和福祉很重要，快速变化的社会和政治力量需要持续的研究。这项联合制作的英国中学研究旨在了解（a）心理的关键组成部分，为LGBTQ+学生提供社会和情感健康的学校环境，考虑到交叉的人口统计学身份；(b)员工信息，技能和能力需求，以及(c)影响吸收和实施的因素。对63名参与者进行了在线访谈和焦点小组(22名工作人员，32名学生（13-19岁），和9个培训提供者)，在性别和性认同方面有所不同，种族,宗教和社会背景。数据进行了主题分析。一个总体主题抓住了对交叉性知情的需求，上下文适应性，整个学校的方法，“将叙事从赤字思维中转移出来”，挑战流行的顺式/异形规范和白人规范。这支撑了四个主题：（1）\'感觉安全，看到和庆祝:嵌入交叉标志，信号和符号\'，（2）\'每个人的业务：需要协作\'，(3)“嵌入变革文化”，和(4)“重新定位问题：挑战赤字思维”。需要进行背景多样化的研究，以批判性地解决社会权力在个人和结构上制定的方式，以阻碍学校制定LGBTQ包容性。为体制变革提供信息和制定实施战略以及倡导更广泛的社会政治支持的证据也是减轻与不公平学校环境有关的不平等现象扩大的可能性的关键。
