Courtesy New York University
Joseph Robinson-Cimpian, Professor of Economics and Education Policy, New York University.
The alarming national rise in suicidal thoughts and behaviors among teenage girls has made headlines recently. Experts point to social media, cyberbullying and COVID-19 as potential new sources of stress for teenagers.
However, a well-known source of stress that now affects more teenagers compared with a decade ago has been overlooked in explanations for this increase – stress related to sexual identity.
As scholars focused on education policy, we conducted research showing that the increase in suicidal thoughts and behaviors corresponds with a dramatic rise in the number of female high school students who identify as LGBQ – lesbian, gay, bisexual or questioning.
A double bind for LGBQ teens
Courtesy University of Wisconsin-Madison
Mollie McQuillan, assistant professor, Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison.
While some LGBQ youth are growing up in supportive environments, our findings suggest that an increasing number may be experiencing a double bind – a communication dilemma in which a person receives two or more mutually conflicting messages.
Many LGBQ youth may believe it’s safe to “come out” due to greater access to information and the increased visibility of LGBQ people in U.S. society. But coming out earlier in life could expose them to discrimination and social stress in their schools, families and communities.
This stress related to sexual orientation can contribute to a greater prevalence of mental health concerns, including suicide.
The research findings
We analyzed national data from over 44,000 U.S. high school students who took the Youth Risk Behavior Survey in 2015, 2017, 2019 and 2021. We did this to understand these parallel national trends of rising suicide risk and rising LGBQ identification among teens.
Between 2015 and 2021:
- The percentage of high school girls identifying as LGBQ jumped from 15% to 34%.
- All females who reported they thought about suicide increased from 23% to 29%.
- All females creating a plan to commit suicide rose from 19% to 23%.
But looking at the data more closely reveals something crucial: Girls who identified as LGBQ consistently reported much higher rates of thinking about, planning and attempting suicide.
In 2021, about 48% of LGBQ females considered suicide, compared with roughly 20% of heterosexual females. When we accounted for this difference statistically, we found the overall rise in female suicidal thoughts and behaviors were explained by more students identifying as LGBQ.
Meanwhile, the percentage of male students identifying as LGBQ increased only slightly, from 6% in 2015 to 9% in 2021, with similar smaller changes in suicidal thoughts and behaviors.
Why more students may be identifying as LGBQ
The increase in LGBQ identification among more female students in the past decade likely indicates greater access to information and social acceptance. It may also reflect the greater visibility of LGBQ people, including in popular media and leadership roles, which may help young people better understand and label their own identity.
Today’s teenagers, regardless of sexual orientation, have more language and representation to help them make sense of their experiences than previous generations did. Some teens have supportive parents and attend schools that are supportive of their sexual orientation.
Risks for teens identifying as LGBT
However, identifying as LGBQ may still come with significant challenges for many youth.
Ground Picture/Shutterstock
While more young people feel able to openly identify as LGBQ, many still face substantial challenges that can affect their mental health.
Research has consistently shown that LGBQ youth face unique stressors. They include discrimination, rejection by family members and friends and bullying and harassment.
[Related: 2024 U.S. national survey on the mental health of LGBTQ+ young people]
Studies incorporating several generations of LGBQ people over the past 50 years find that, despite more societal acceptance, LGBTQ+ people born in the 1990s reported stressors at least as high as older generations born in the 1950s-80s. And younger generations reported the highest rate of suicide attempts.
[Related: 2024 Black LGBTQ+ youth report]
Our findings highlight a critical point. The rising rates of suicidal thoughts and behaviors among all teenage girls cannot be understood in isolation from their social context and identities. While more young people feel able to openly identify as LGBQ, many still face substantial challenges that can affect their mental health.
We believe this understanding has important implications for how we address the crisis. Simply implementing general suicide prevention programs may not be enough. Experts may need to craft targeted support that addresses the specific challenges and pressures faced by LGBQ youth.
Supportive school environments are disappearing
Schools play a crucial role in supporting student well-being.
However, the Trump Administration has started to roll back earlier federal efforts to protect LGBQ and trans students and recently deleted the Youth Risk Behavior Survey data from the Centers for Disease Control and Prevention’s website.
[Related: The Department of Education told employees to end support for transgender students]
Meanwhile, states such as Indiana, Florida and Iowa have recently restricted resources and support for LGBQ and trans students.
Since 2021, legislators in at least 24 states have attempted to pass similar laws.
Other states, such as Montana, Tennessee and Arizona, don’t outright ban this curriculum. But they severely restrict how educators can discuss sexual orientation and gender identity by adding additional burdens on educators, including parental notification requirements.
Our research suggests this approach could be dangerous.
If we want to address rising suicidal thoughts and behaviors among teenage girls, we need to understand and support LGBQ youth better.
Rather than reducing support, schools, parents and youth advocates could maintain and expand their resources to support LGBQ youth. This includes efforts to create safe and affirming school environments, and training staff and teachers to support LGBQ students effectively.
[Related Grant Opportunity: Grants to improve services for youth with serious emotional disturbance]
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Joseph Cimpian, is a Professor of Economics and Education Policy, at New York University.His research focuses on understanding the patterns and causes of social and educational inequities — including the roles of social, institutional, and psychological factors influencing the development of gender gaps in STEM — and then identifying policy and practice solutions for removing barriers and promoting equity. Dr. Cimpian’s peer-reviewed research has been published in Science, JAMA Pediatrics, Child Development, the American Journal of Public Health, Educational Researcher, and the Journal of Policy Analysis and Management, among many other journals. His work has also been featured in numerous outlets, including the New York Times, the Washington Post, NPR, PBS Newshour, and Brookings. Dr. Cimpian has presented his policy research at a U.S. Congressional briefing, at an annual meeting of the Council of Chief State School Officers, and to the Federal Committee on Statistical Methodology.
Mollie T. McQuillan is an assistant professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. Dr. McQuillan’s research examines the intersections between gender, sexuality, educational policies, leadership, school climate, and health, especially for LGBTQ+ people in PreK-12 schools. Dr. McQuillan’s work has been published in the American Educational Research Journal, JAMA-Pediatrics, Educational Researcher, and Educational Administration Quarterly. Prior to entering academia, Dr. McQuillan worked in public elementary and secondary schools as a teacher and athletic coach for over a decade.
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Disclosure: Joseph Cimpian receives funding from the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Dr. McQuillan has been hired by the ACLU to provide expert testimony in court cases. Dr. McQuillan has also received funding from the Spencer Foundation, Institute of Education Sciences, and the Wisconsin Partnership Project.
