LGBTQ+ Students’ Peer Victimization and Mental Health before and during the COVID-19 Pandemic

Erin K. Gill () and Mollie T. McQuillan
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Erin K. Gill: Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, Madison, WI 53706, USA
Mollie T. McQuillan: Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, Madison, WI 53706, USA

IJERPH, 2022, vol. 19, issue 18, 1-17

Abstract: Given the well-established health disparities between lesbian, gay, bisexual, transgender, queer, and gender-expansive (LGBTQ+) and cisgender, straight youth, scholars predicted the COVID-19 pandemic would disproportionately impact LGBTQ+ students. Yet, few studies have described changes in LGBTQ+ students’ school experiences and well-being during the pandemic. Using survey data from 40,904 middle and high school students, we examined changes from before (2018) to during (2021) the pandemic in peer victimization, anxiety, and suicide attempts. We conducted bivariate and multivariate regression analyses to assess changes between the two time points among LGBTQ+ and cisgender, straight students. We found LGBTQ+ students experienced more peer victimization, anxiety, and suicide attempts at both points, before and during the pandemic, than cisgender, straight youth. However, LGBTQ+ students reported increased anxiety, decreased peer victimization, and decreased suicide attempts in 2021, during the pandemic, compared to pre-pandemic 2018 reports. These findings suggest pandemic-related school disruptions may have provided LGBTQ+ students some relief from the harmful effects of poor, in-person school climates.

Keywords: COVID-19; LGBTQ+; adolescence; victimization; anxiety; suicide; gender; sexual orientation; school climate (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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