ReviewJournal of mental health (Abingdon, England)2024
Reducing LGBTQ+ adolescent mental health inequalities: a realist review of school-based interventions.
Review in Journal of mental health (Abingdon, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed.
- Intersectional Minority Stress and Suicidal Thoughts and Behaviors among Black Sexual and Gender Minority Youth.AIDS and behavior · 2026Article
- An Evaluation of the Chicago Public Schools Gender Inclusivity Professional Learning Community for K-12 Teachers.The Urban review · 2026Article
- Linking inclusive school practices and mental health in sexual and gender minority youth in Europe.European child & adolescent psychiatry · 2025Article
- Mental Health and Substance Use Disparities by Sexual Orientation and Gender Identity Among Delaware Youth.Delaware journal of public health · 2025Article
- Sexual and gender minority youth in Canada: An investigation of disparities in positive mental health.Canadian journal of public health = Revue canadienne de sante publique · 2025Article
- Mental Health and Victimization Among LGBTQ+ Youth: Future Directions for Support in Schools.The Journal of school health · 2024Article
- Article
- Understanding How School-Based Interventions Can Tackle LGBTQ+ Youth Mental Health Inequality: A Realist Approach.International journal of environmental research and public health · 2023Article
- Positive mental health for all serving the under-served.Industrial psychiatry journalReview
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.