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<p>The present study investigated school climate and family acceptance as two factors for reducing the minority stress that predicts sexual minority adolescents’ mental health broadly, and specifically in each environment. The current study investigated two analog mediational models examining the pathways of school climate and family acceptance on global life satisfaction (Model 1) and the subdomains of family and school satisfaction (Model 2), through minority stress. Based on reports from a sample of 293 sexual minority adolescents in the United States, results showed minority stress partially mediated the relationship between school climate and family acceptance on global life satisfaction (<i>p</i> &lt; 0.001), sharing a direct effect with school climate (<i>p</i> = 0.006). School climate stood out as the stronger and more consistent predictor of global, family, and school satisfaction. These results suggest that addressing minority stress in schools through various levels of intervention could influence life satisfaction overall, in school, and at home by reducing minority stress. Limitations and potential implications for practice are discussed within a multitiered mental health service delivery framework in schools.</p>

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The Influence of School Climate, Family Acceptance, and Minority Stress on Sexual Minority Adolescents’ Subjective Wellbeing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年1月19日

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  • Sean N. Weeks,
  • Tyler L. Renshaw,
  • G. Tyler Lefevor

摘要

The present study investigated school climate and family acceptance as two factors for reducing the minority stress that predicts sexual minority adolescents’ mental health broadly, and specifically in each environment. The current study investigated two analog mediational models examining the pathways of school climate and family acceptance on global life satisfaction (Model 1) and the subdomains of family and school satisfaction (Model 2), through minority stress. Based on reports from a sample of 293 sexual minority adolescents in the United States, results showed minority stress partially mediated the relationship between school climate and family acceptance on global life satisfaction (p < 0.001), sharing a direct effect with school climate (p = 0.006). School climate stood out as the stronger and more consistent predictor of global, family, and school satisfaction. These results suggest that addressing minority stress in schools through various levels of intervention could influence life satisfaction overall, in school, and at home by reducing minority stress. Limitations and potential implications for practice are discussed within a multitiered mental health service delivery framework in schools.