Work

Empirically Supported Practices for LGBTQ+ Students: Implications for School Psychologists

Year: 2025

Type: article

Abstract: School psychologists have a professional and ethical obligation to advocate for and support lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) students. Drawing on a minority stress framework, this article highlights empirically supported school-wide practices and direct student services that enhance outcomes for LGBTQ+ students and promote positive coping and resiliency. Additionally, school psychologists’ role in advocating for and with LGBTQ+ students is emphasized, along with reputable resources that advance the recommended empirically supported practices.

Source: Contemporary School Psychology

DOI: 10.1007/s40688-025-00573-4

Authors: Emily S. Fisher, Amy R. Cannava, Scott B. Greenspan, Jack Komer, Kathryn L. Zeanah

Institutions: Loyola Marymount University, Tufts University, Indiana University Bloomington, University of Virginia

Language: English

Topic: LGBTQ Health, Identity, and Policy

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,990