LGBT Mental Health and Education
School counselors are advocates for all students and have the responsibility to break down barriers to student growth and promote educational change for academic success of all students based on The ASCA National Model (American School Counselor Association, 2003). Counselors have a responsibility to bring awareness to underrepresented students and promote a school environment that emphasizes safety, acceptance, and validity among students. Lesbian, Gay, Bisexual, and Transgender (LGBT) are amongst these underrepresented youths that have a higher risk of a compromised mental health (Russell & Fish, 2016). Students who identify as LGBT, use these labels as a form of sexual and gender identity that is complex, but allows self-expression (Russell & Fish, 2016). The “gay rights” movement of 1970, and HIV/AIDS in the 1980s brought a need for research on the LGBT community (Russell & Fish, 2016). Research shows a correlation between LGBT youth and suicide (Russell & Fish, 2016). LGBT as a topic, is controversial, and research has emerged to support the necessity of inclusion, programs, and better practice to support LGBT youth’s mental well-being (Russell & Fish, 2016). Counselors not only advocate, but are proactive members that strive for inclusion, education, and institutional change for LGBT youth.
History of LGBT acceptance has risen from a 43% acceptance in 1977 to 66% acceptance in 2013 (Russell & Fish, 2016). An increase of LGBT acceptance also increased youth’s “coming-out” age from the median age of 21 in 1979 to 14 in 2010 (Russell & Fish, 2016). LGBT youth because of the “gay-rights” movement feel safer being who they are and exploring their sexuality. This a success, but in the school setting, not all LGBT youth feel safe in the school-system. 82% of LGBT youth reported verbal harassment and 38% reported physical violence during school hours, and property damage, as well as “cyberbullying” (Mims, Hoff, Dinsmore & Wielechowski, 2016). Early adolescent is marked by self-and peer regulation of gender and sexuality norms, adolescence, homophobic behaviors begin, young adolescent LGBT youth is more likely to be excluded socially (Russell & Fish, 2016). This can lead to victimization, social- exclusion, and psychological scarring unless programs and guidance is provided during this time (Russell & Fish, 2016). Adolescence as a developmental period, mental health becomes more apparent and LGBT through research compared to their heterosexual counterparts have higher rates of emotional distress, anxiety, self-mutilation, and suicidal thoughts/ behaviors (Russell & Fish, 2016). In one study, “more than 40 percent of lesbian, gay, and bisexual students surveyed had seriously considered suicide in the previous year, and nearly 30 percent had attempted it (Sadowski, 2016).” Suicide in its bare essence is an escape from life, and counselors need to program, and provide resources to aid these students to functionally interact, thrive, and accept themselves within their environment. Besides suicides, LGBT youth have a high-risk of abusing drugs, and becoming dependents to cope, and escape their realities (Russell & Fish, 2016).
Risk factor for poor mental health for all youth includes family conflict, abuse, and stigma and discrimination (Russell & Fish, 2016). LGBT are prone to family conflicts due to homosexuality clashing within their parental, familial, and community culture, religious believes, social-class, etc. This can lead to mental health diminishing when LGBT youth is bullied, rejected by family, and lack institutional protection (Russell & Fish, 2016).
School districts that establish policies on ant bullying that include LGBT specifications and language have fewer cases of bullying and victimization occur than those without bullying polices that include LGBT youth (Russell & Fish, 2016). This can also be correlated to community’s LGBT live in, those with a high-acceptance rate experience a lower-assault rate to LGBT youth vs those LGBT youths that live in a non-supportive environment (Russell & Fish, 2016). Opportunities in the school setting to reduce LGBT discrimination and bullying will improve LGBT mental health, as well as familial relationships. 40% of homeless youth are LGBT (Russell & Fish, 2016).
Strategies that counselors can use to aid the LGBT community in the school setting include: Gay Straight Alliance student based-clubs in schools are student ran organizations provide a safe place for LGBT youth to develop and unite with LGBT and other allies (Russell & Fish, 2016). These students ran organizations are also beneficial for school culture, awareness, and education (Russell & Fish, 2016). GSA clubs addressing the harassment, discrimination, and prejudice experienced by these students (Mims et al., 2016). These clubs help in that these students based on research were not as likely to be threatened in school, have suicidal behavior, or fail to attend school for feeling unsafe (CDC, 2017). Research shows gay-straight alliance clubs incorporated with school policies prohibiting anti-gay slurs reduce suicidal behaviors, if established for at least three years (CDC, 2017) Research has also shown that LGBT inclusive curriculum that includes LGBT history into general educational learning educates student bodies, reduces discrimination, and gives LGBT student’s acceptance via curriculum (Russell & Fish, 2016). Besides including LGBT history, also incorporating LGB health curriculum on HIV, STDs relevant to LGB youth using terms that relate to LGB youth to feel incorporated (CDC, 2017). It is also important to provide LGBT youth resources to health services, “including HIV/STD testing and counseling, social, and psychological services (CDC, 2017)”. Teacher, and staff training in LGBT students and how to empathize with them, also helps when dealing when LGBT victimization occurs (Russell & Fish, 2016). LGBT who are empowered through allies and curriculum will intervene when anti-LGBT comments are made (Russell & Fish, 2016).
Socially, LGBT who have supportive parents, and friends who support the LGBT label have better mental health than those whose families reject and those who lose friends when coming out (Russell & Fish, 2016). LGBT and romantic relationships in adolescent also increased mental health atrophy, as LGBT partners are limited in a school setting, public displays of affection are limited in school settings, and this leads to depression, anxiety, or the use of substances as a way of coping (Russell & Fish, 2016). School settings should have rules, procedures that apply to all students that treat LGBT students like heterosexual couple when displaying affecting in a school setting and having the same consequences. Anti-LGBT remarks such as “dyke,” “fag,” or “queer” are discriminatory, as much as racial comments and under school policy should be reprimanded as so (Blackman, 2017). Administration and school policy can help LGBT students be safe by establishing anti-bullying policies, harassment, or threats/violence towards all students (CDC, 2017).
“Coming out” also is a barrier in high school with familial and friendship, but “coming out” in high school also shows a beneficial mental health in young adulthood (Russell & Fish, 2016). In California, “Mental Health Services for At-Risk Youth” bill allows California youth 12-17 to receive mental health treatment without parental consent designed specifically for LGBT youth while other states like Tennessee legislature tried to pass a “Don’t say Gay” bill to prohibit teachers from discussing homosexuality with students (Russell & Fish, 2016). Support for coming out for youth should be focused on one to two friends, family or adult that they can trust, and build a foundation of support that can be there to support while they experience coming out to others and rejection (Russell & Fish, 2016). Educating staff on LGBT developmental stages, coming-out, as well as the experiences these students deal with daily will help staff better understand students (Mims et al., 2016).