Exploring the role of telling teachers about identity-based harassment in relation to psychological distress among a national sample of sexual and gender diverse youth.

ABSTRACT: Extant research has explored factors that promote adolescents to seek help from school personnel when experiencing victimization. Yet, little is known about how reporting peer harassment to teachers and staff is associated with emotional distress among adolescents with stigmatized sexual and/or gender identities experiencing discriminatory harassment. The present study leveraged a large national sample of sexual and gender diverse youth who had experienced peer harassment in the past year (M_age = 15.44, SD = 1.36) and explored how talking with school personnel about harassment and perceptions of staff responses were associated with psychological distress. Structural equation modeling revealed that, over and above experiences of harassment, sexual and gender diverse

SUBMITTER: McCauley PS 

PROVIDER: S-EPMC12752998 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature