High School Policy Changes to Improve the Experiences of Sexual Minorities: An Educational and Psychological Analysis

April 16th, 2009

High school can be a challenging time for students who deviate (or are perceived as deviating) from the heterosexual norm. As with many other culturally marginalized groups, non-heterosexual kids often feel isolated from and rejected by their high school peers, an experience which can have serious implications for their health and success in school (Morrison & L’Heureux, 2001). They are disproportionately likely to experience depressive or suicidal thoughts (Espelage, Aragon, Birkett & Koenig, 2008), and to actually attempt suicide (Morrison & L’Heureux, 2001; Mufioz-Plaza, Quinn & Rounds, 2002; Uribe & Harbeck, 1991). They are at higher risk for drug and alcohol abuse as well as homelessness (Espelage et al., 2008; Mufioz-Plaza et al., 2002). More specific to school outcomes, they are more likely than heterosexual students to exhibit declining school performance over time (Mufioz-Plaza et al., 2002). Educators who are concerned about the health and performance of all students must pay attention to these negative outcomes, their causes, and their possible solutions.