Emotional Distress Disparities Across Multiple Intersecting Social Positions: The Role of Bias-Based Bullying.

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    • Subject Terms:
      BULLYING & psychology; TRANSPHOBIA; MENTAL health; HOMOPHOBIA; GENDER-nonconforming people; GENDER identity; INTERSECTIONALITY; SOCIAL status; SEX discrimination; MENTAL depression; DESCRIPTIVE statistics; LGBTQ+ people; RESEARCH funding; HEALTH equity; ANXIETY; PSYCHOLOGICAL distress
    • Abstract:
      OBJECTIVES: To apply an intersectional lens to disparities in emotional distress among youth, including multiple social positions and experiences with bias-based bullying. METHODS: Data are from the 2019 Minnesota Student Survey (n 5 80 456). Social positions (race and ethnicity, sexual orientation, gender) and 2 forms of bias-based bullying (racist, homophobic or transphobic) were entered into decision tree models for depression, anxiety, self-injury, suicidal ideation, and suicide attempts. Groups with the highest prevalence are described. Rates of emotional distress among youth with matching social positions but no bias-based bullying are described for comparison. RESULTS: LGBQ identities (90%) and transgender, gender diverse, and questioning identities (54%) were common among the highest-prevalence groups for emotional distress, often concurrently; racial and ethnic identities rarely emerged. Bias-based bullying characterized 82% of the highest-prevalence groups. In comparable groups without bias-based bullying, emotional distress rates were 20% to 60% lower (average 38.8%). CONCLUSIONS: Findings highlight bias-based bullying as an important point for the intervention and mitigation of mental health disparities, particularly among lesbian, gay, bisexual, transgender, gender-diverse, queer, and questioning adolescents. Results point to the importance of addressing bias-based bullying in schools and supporting lesbian, gay, bisexual, transgender, gender-diverse, queer, and questioning students at the systemic level as a way of preventing emotional distress. [ABSTRACT FROM AUTHOR]
    • Abstract:
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