Empirically Supported Practices for LGBTQ+ Students: Implications for School Psychologists
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.
Authors
- Amy R. Cannava
- Scott B. Greenspan (ORCID: https://orcid.org/0000-0001-9493-6851)
- Kathryn L. Zeanah (ORCID: https://orcid.org/0000-0002-4515-3866)
- Jack Komer (ORCID: https://orcid.org/0000-0003-4918-9409)
- Emily S. Fisher (ORCID: https://orcid.org/0000-0002-3496-3919)
Institutions
- Tufts University (US)
- Washington Department of Natural Resources (US)
- Loyola Marymount University (US)
- Indiana University Bloomington (US)
- University of Virginia (US)
Publication Details
- Journal
- Contemporary School Psychology
- Published
- 2025-11-25
- DOI
- https://doi.org/10.1007/s40688-025-00573-4
- Primary Topic
- LGBTQ Health, Identity, and Policy
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Hunting Retriever Club Foundation