Abstract
Extant literature has established an elevated risk for suicidal thoughts and behaviors (STB) among lesbian, gay, bisexual, transgender, and/or queer (LGBTQ) youth when compared to their non-LGBTQ peers. Not yet studied is the impact of institutional betrayal on STB among LGBTQ youth. Institutional betrayals refers to misconduct carried out by an institution upon individuals reliant on the institution. Using retrospective data from 229 LGBTQ adults, we examined: (a) whether institutional betrayal was associated with STB among LGBTQ individuals in grades 5 through 12, (b) whether the association between institutional betrayal and STB was significant after controlling for the covariates, and (c) whether having a Gender/Sexuality Alliance (GSA) or identity-based antibullying policies in schools moderated the relationship between institutional betrayal and STB reported in grades 5 through 12. Results showed that throughout each iteration of the analyses, institutional betrayal was robustly associated with STB. Furthermore, neither having a GSA or identity-based anti-bullying policies in schools moderated the association between institutional betrayal and STB. Findings have important implications for field of education, suicidology, and for future research.
Key Take Away Points
- Institutional betrayal is understudied among LGBTQ youth
- Throughout each iteration of the analyses, institutional betrayal was robustly associated with suicidal thoughts and behaviors
- The association between institutional betrayal and STB was not buffered by GSAs or LGBTQ identity-based anti-bullying policies
- Assessing for institutional betrayal in schools could be a more effective mechanism for change than measures of school climate
Author Biography
Mavis Gallo, Ph.D. is a Research Associate at the University of Oregon. Dr. Gallo has expertise in the field of suicidology, where their scholarship focuses on interpersonal trauma and suicidality among LGBTQ youth. Mark Hammond, Ph.D. is a Research Associate at the University of Oregon. Dr. Hammond has 10 years of experience in community-based research, behavioral health, school-based interventions, and implementation science. Stephanie Luther, M.S. is a doctoral student in Prevention Science at the University of Oregon. Their research interests include school and community-based interventions for the prevention of youth suicide and child abuse. Geovanna Rodriguez, Ph.D. is an Assistant Professor of School Psychology in the Special Education and Clinical Sciences Department. She currently serves as the Early Career Psychologist (ECP) representative for Division 33 (IDD/ASD) of the American Psychological Association. She is bilingual in Spanish and has professional experiences working with children and families in both school and community settings. James Sinclair is a Research Associate in the Center on Human Development, within the Special Education and Clinical Sciences Department at the University of Oregon. James is the Principal Investigator for an Office of Special Education Programs Model Demonstration grant and is a Co-I and coordinator on other awards. Rhonda Nese, PhD is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and a Principal Investigator within Educational and Community Supports. Dr. Nese’s research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student outcomes. Marielena R. McWhirter Boisen, MS, is a doctoral student of Prevention Science at the University of Oregon. Her research experience encompasses state and foreign policy, Oregon adult disability services, and school-based program implementation. Skylar Steffes is a first-year school psychology master’s student at the University of Oregon. Her research interests involve the impact of self-regulation in public health initiatives and culturally responsive pre-intervention programs. Before joining Drexel University, James Muruthi, PhD, was an assistant professor of Family and Human Services at the University of Oregon. Muruthi specializes in family aging, health and wellness. John R. Seeley, Ph.D., is an academic expert in emotional and behavioral disorders, school-based behavioral health intervention, suicide prevention, and substance abuse prevention. He serves as the principal investigator of a multisite study funded by the National Institute of Mental Health to evaluate adaptive treatment strategies for college students with moderate to severe suicidal ideation.
Acknowledgements
Thank you to the Center for Institutional Courage for the opportunity to conduct this work. This manuscript is dedicated to to life and memory of Bianca Gomez.
Recommended Citation
ML Gallo, MA Hammond, S Luther, et al. (2023) "Institutional Betrayal and Suicidal Thoughts and Behaviors: A Retrospective Examination of LGBTQ School Experiences," Journal of Applied Research on Children: Informing Policy for Children at Risk: Vol. 14: Iss. 1, Article 4.DOI: https://doi.org/10.58464/2155-5834.1540
Available at: https://digitalcommons.library.tmc.edu/childrenatrisk/vol14/iss1/4
