At the first school, the teaching strategy unintentionally communicated that “Math is something that you only have to remember everything that you’ve ever learned before. As is shown in Table 4 in Appendix B (Online Supplement), these articles comprise one theoretical paper and 15 ethnographic studies. Two of these studies found that adolescents in prevocational tracks were less likely to explore what vocational goals they deem worth pursuing later on in life than adolescents in pre-academic tracks (Negru-Subtirica et al. 2015; Solomontos-Kountouri and Hurry 2008). The studies also found that adolescents in high status groups seemed to be rather engaged in class (which was considered to be an indication of their domain-specific identities), whereas the opposite applied to adolescents who were denied access to high status groups. Because scholars who adopt a sociological perspective are concerned with how structures are reproduced and with how people (can) use their agency, they generally employ qualitative research methods ranging from classroom observations and student reports, to focus groups and interviews. Like scholars adopting a social psychological perspective, researchers who employ a sociological perspective are concerned with adolescents’ group membership, the evaluation thereof, and the extent to which adolescents identify with these groups.

Likewise, the team met to clarify that studies involving (a) individualized behavioral supports that were not delivered within the SWPBIS framework, (b) only students with unrelated disability labels (e.g. specific learning disability), or (c) settings outside of the K-12 schools (e.g. preschool, home, community) were not eligible. Beyond peers as allies, the act of peer education and intervention where peers take an active role to support their LGBTQ peers in schools led to increased sense of safety and positive classroom experiences for LGBTQ youth. Though GSAs had different functions based on the schools’ needs and context, two of GSAs’ functions were to act as a space for advocacy and education, and acquire coping skills and resources to support their mental health. LGBTQ youth perceptions of greater adult support (i.e., principals, social work professionals, teachers, school administrators) at school was linked to lower levels of victimization, school avoidance, substance use, suicidal behaviour, and other mental health risks (depressive symptoms; 21, 23, 26, 51, 101).

• These differences often intersect, shaping the way individual students experience education and access opportunities.
• While efforts have been made to support LGBTQ youth in schools, literature is diffuse and show mixed results 54, 109.
• We also examine whether some sources of perceived support (father, mother, teachers, and peers) are more prone to enhance students’ sense of school belonging and, consequently, their school engagement.

More specifically, current research expands beyond family acceptance and closeness as family support. Schools with LGBTQ-inclusive policies reported lower levels of victimization, and increased sense of safety and opportunities for LGBTQ youth to act towards an empowering climate. Subsequently, they perceived a safer and accepting classroom environment, increased sense of school belonging, academic success, and wellbeing. When a LGBTQ-inclusive curriculum is introduced in classrooms, LGBTQ youth reported feeling safer, more accepted in their classroom, and lower victimization incidents. The curricular system was constructed to show how influential LGBTQ-inclusive curriculum can be for LGBTQ youth.

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In the United States, schools are sometimes referred to as a de facto mental health system (Burns et al., 1995) Southeast CCBHC Learning Community event given that up to 80% of youths who receive such care do so to some extent in these settings (Lyon et al., 2019). Indeed, mental health and other key services for youths worldwide often occur within the context of educational settings (Margaretha et al., 2023). However, although SWPBIS has the potential to help schools foster inclusion, the research we reviewed demonstrates that students with ESN are not consistently included in all aspects of SWPBIS.

The learning mentor follow-on series – optional training for learning mentors

Researchers from three of the studies examined the availability of advanced tiers for students with ESN. Walker et al. (2018b) examined whether school-wide expectations were accessible for students with ESN as perceived by school personnel. Studies addressing the availability of SWPBIS for students with ESN across tiers focused on whether and how supports at Tiers 1–3 were available and accessible and stakeholder perceptions of such availability.

As her case illustrates, the paths of these youthwere characterized by multiple warning signs, but no prior reportedintervention by schools or families. The majority of these contacts occurred in schools, almostexclusively initiated by school staff (as opposed to youth or theirfamilies). This study used a community-partnered research approach in which threeyouth research assistants (recruited to optimize age, racial/ethnic, andexperiential concordance with the intended sample) contributed to thedevelopment of the interview guide, recruited participants, conductedinterviews, and assisted with data analysis.

Youth pathways through MH services

This qualitative study sought to explore how low-income, racial/ethnicminority youth with a history of school truancy expressed MH symptoms andexperienced school-based MH services. For instance, one 18-year-old girl reportedrejecting school-based counseling services, saying, “It justreally doesn’t work cause like there’s not much you cando about depression#11” and returning to school after she“stopped making excuses.” Similarly,several youth who reported experiencing anger management problems describedcontrolling their behavior after they decided to change their“attitude” or“relax.” Despite taking steps to document their healthproblems with the school district, both reported feeling judged andpenalized by teachers, which led them to further disconnect. In contrast, the effect of contentious relationships with schoolstaff is illustrated by one 17-year-old boy who was frequently absentfollowing a death in his family, but hid the reason from his teachersbecause it was “personal,” instead sayinghe was “just sick” (#8).