Efficacy of a Multi-level School Intervention for LGBTQ Youth
Purpose
Efficacy of a Multi-level School Intervention for LGBTQ Youth
Conditions
- Depression
- Anxiety
- Post Traumatic Stress Disorder
- Coping Behavior
- Sexual Minority Stress
- Suicidality
- Substance Use
- Bullying
- Harassment
Eligibility
- Eligible Ages
- Between 12 Years and 20 Years
- Eligible Genders
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- LGBTQ student in one of 24 high schools
Exclusion Criteria
- Not meeting inclusion criteria
Study Design
- Phase
- N/A
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel Assignment
- Primary Purpose
- Prevention
- Masking
- None (Open Label)
Arm Groups
| Arm | Description | Assigned Intervention |
|---|---|---|
|
Experimental Intervention schools |
Schools will be assigned to either intervention or control schools. Students in intervention schools will receive the intervention in semester 1. |
|
|
Active Comparator Control schools |
Students in control schools will receive no intervention |
|
Recruiting Locations
More Details
- Status
- Recruiting
- Sponsor
- Washington University School of Medicine
Detailed Description
The goal of this R01 grant is to test the efficacy of a theoretically informed, LGBTQ-affirming intervention (Proud & Empowered; P&E) alongside a school climate intervention (Make Space). Sexual and gender minority adolescents (SGMA) experience victimization in schools at much higher rates than their peers, and although SGMA experience disparities in behavioral health outcomes compared to their heterosexual peers, interventions are scarce. The investigators P&E intervention aims to allow youth participants to discuss their experiences of bullying and victimization, to build coping skills and to plan stress management strategies, while the investigators Make Space intervention is an indirect, environmental strategy aimed at improving overall school climate. The investigators goal will be achieved by completing three specific aims: 1) Determine participant-level efficacy of the intervention in an RCT with 24 schools (6-10 schools each year over 4 years); 2) Determine the school-wide intervention effects on (a) reporting of minority stress and behavioral health outcomes among all SGMA students and (b) perceptions of school climate (norms, attitudes, beliefs, bullying behaviors toward SGM youth, policies) among all students, and; 3) Examine factors that may affect intervention success (e.g., fidelity of implementation, barriers or facilitators to implementation, school or student characteristics) to prepare the intervention for future dissemination. This intervention has been tested in a previous, smaller, Feasibility study with 4 high schools.
