February is LGBTQ+ History Month, an annual month-long observance of lesbian, gay, bisexual and transgender history, and the history of the gay rights and related civil rights movements. In this blog, Liam Spencer, Research Assistant in PHSI, reflects upon his research of LGBTQ+ young people’s mental health and experience of attending Stonewall’s LGBTQ+ Leadership Programme .
As LGBTQ+ History Month unfolds, it offers us an opportunity to reflect on the strides we’ve made, the challenges we still face, and the incredible diversity within our communities. This month holds particular significance for me – a chance to not only honour the struggles of those who came before us, but also to celebrate the progress we’ve achieved and recommit to the work that lies ahead.
With a background in youth and community work practice, my research interests are primarily focused on children and young people’s mental health, particularly early and preventative interventions, and school-based interventions. My journey as a member of the LGBTQ+ community and as a researcher has been intertwined with a deep sense of purpose – to shed light on the unique mental health challenges faced by LGBTQ+ individuals. This is a mission born out of personal experience, and a desire to contribute meaningfully to the wellbeing of this community. I have recently been involved in several projects funded by the National Institute for Health and Care Research (NIHR) School for Public Health Research (SPHR) Public Mental Health programme, and I’ve had the privilege of being able to delve into the complex dynamics of LGBTQ+ mental health, particularly in school environments. One of these projects, led by Professor Liz McDermott, aimed to investigate the impact of school-based interventions on LGBTQ+ young people’s mental health.
In the first phase of our study, we undertook a realist review (a theory-driven approach) of published evidence and identified positive interventions that supported LGBTQ+ mental health in school environments, however the focus tended to be upon outcomes, and studies rarely detailed underlying mechanistic processes. The second phase of our study aimed to develop a programme theory that explained how, why, for whom, and in what context school-based interventions prevent or reduce mental health problems in LGBTQ+ young people, through participation with key stakeholders.
Interviews were conducted in the UK with LGBTQ+ young people aged between 13 to 18 years attending secondary schools; intervention practitioners; and school staff. A realist retroductive data analysis strategy was employed to identify causal pathways across different interventions that improved mental health outcomes. The programme theory we produced explains how school-based interventions that directly tackle dominant cisgender and heterosexual norms can improve LGBTQ+ pupils’ mental health. Specifically, our theory posits three causal pathways that may improve these outcomes:
- Interventions that promote LGBTQ+ visibility and facilitate usualising, school belonging, and recognition.
- Interventions for talking and support that develop safety and coping.
- Interventions that address institutional school culture (staff training and inclusion polices) that foster school belonging, empowerment, recognition, and safety.
Ultimately, our research underscores the importance of providing a school environment that affirms and normalises LGBTQ+ identities, promotes school safety and belonging, and addresses systemic issues within educational institutions. By implementing evidence-based interventions informed by our programme theory, we can pave the way for improved mental health outcomes for LGBTQ+ pupils.
In August 2023, I won a place on Newcastle University’s ‘Inclusive Futures’ programme – a positive action scheme for under-represented colleagues with protected characteristics to build their skills and knowledge for current and future leadership careers. The scheme is focused on three key areas:
- It supports individuals to develop their leadership understanding, skills and networks and encourages participants to consider their career aspirations and goals.
- It supports participants’ managers to develop their understanding and skills in being an effective ally and challenges them to reflect on their role to remove barriers and facilitate change.
- It creates the opportunity for organisational learning and change by providing spaces for sharing experiences and insights between participants, managers, senior leaders, and decision-makers.
As part of my place on this programme, I also received funding to enrol in an external programme. Recognising the immense value of inclusive leadership in driving positive change, I applied for a place on Stonewall’s LGBTQ+ Leadership Programme, which provides participants with six months of specialist development and support, and I was fortunate enough to secure a spot. In November 2023, I embarked on this transformative journey, by attending a three-day retreat in Buckinghamshire, where I was able to connect with a diverse and impressive array of individuals, and hone my skills as an advocate and future leader.
This month serves as a powerful reminder of our collective resilience, our shared struggles, and our unwavering commitment to justice and equality. Let us continue to push boundaries, challenge norms, and advocate for a world where difference is celebrated and all are embraced for who they are – within academia, our personal lives, and beyond.