Recent research has increasingly focused on positive factors and supports for LGBTQ youth. This scoping review explores existing social support for LGBTQ youth in schools through the ecological systems approach to respond to the following four objectives: 1) define social support systems in schools, 2) identify current research on outcomes for LGBTQ youth, 3) identify barriers to support LGBTQ youth in schools, and 4) identify areas for future research for LGBTQ youth and social support in schools. A systematic search (Arksey & O’Malley, 2005) between 2007 through 2021 resulted in 94 articles. This review gave rise to an organizational framework to consolidate various systems of social support for LGBTQ youth in schools. Social support consisted of seven social support systems (family, curriculum, family, peers, school policies, GSAs and programs, and school climate) that are positively associated with the promotion of positive socioemotional, behavioural, and educational outcomes for LGBTQ youth. Though the literature has been clear surrounding the risks associated with LGBTQ youth, this scoping review provides a positive outlook on LGBTQ youth’s school experiences and how these systems of social support allow for LGBTQ youth to act as active participants to foster a positive school climate and sense of safety.

Recent research has increasingly focused on positive factors and supports for LGBTQ youth. This scoping review explores existing social support for LGBTQ youth in schools through the Ecological Systems Theory to respond to the following four objectives: (1) define social support systems in schools, (2) identify current research on outcomes for LGBTQ youth, (3) identify barriers to support LGBTQ youth in schools, and (4) identify areas for future research for LGBTQ youth and social support in schools. A systematic search (Arksey and O’Malley in Int J Soc Res Methodol 8(1):19–32, 2005) between 2007 through 2021 resulted in 94 articles. This review gave rise to an organizational framework to consolidate various systems of social support for LGBTQ youth in schools. Social support consisted of seven social support systems (family, curriculum, family, peers, school policies, GSAs and programs, and school climate) that are positively associated with the promotion of positive socioemotional, behavioural, and educational outcomes for LGBTQ youth. Though the literature has been clear surrounding the risks associated with LGBTQ youth, this scoping review provides a positive outlook on LGBTQ youth’s school experiences and how these systems of social support allow for LGBTQ youth to act as active participants to foster a positive school climate and sense of safety.

Evidence from a meta-analysis suggested that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth experience elevated levels of victimization in schools as compared to their heterosexual peers, and that victimization was shown to be persistent and lasting, indicating that school environments are hostile. These findings point to the need to better understand youths' own efforts in becoming more aware and engaged in impacting systemic inequities. Photovoice and mobile interviewing, two relatively novel qualitative methodologies in the field of LGBTQ research, are methodologies that involve the participants by 1) taking photos of interest as a means of critical discussion, and 2) moving alongside the researcher in a participant-chosen area and have critical discussions highlighted by the visual cues. The goal of this paper is to highlight ways of listening to opinions of LGBTQ youth that are contextualized in the environments in which they are victimized.

Racism can exert negative effects on the self-concepts, health and well-being, and life trajectories of both nondominant racial-ethnic (NDRE) youth and youth-serving providers. In the face of growing nationalism, ethnocentrism, xenophobia, and overt expressions of racism, the Society for Adolescent Health and Medicine recognizes the critically important need to address the issue of racism and its impact on both NDRE youth and youth-serving providers. Organizations involved in clinical care delivery and health professions training and education must recognize the deleterious effects of racism on health and well-being, take strong positions against discriminatory policies, practices, and events, and take action to promote safe and affirming environments. The positions presented in this paper provide a comprehensive set of recommendations to promote routine clinical assessment of youth experiences of racism and its potential impact on self-concept, health and well-being, and for effective interventions when affected youth are identified. The positions also reflect the concerns of NDRE providers, trainees, and students potentially impacted by racism, chronic minority stress, and vicarious trauma and the imperative to create safe and affirming work and learning environments across all levels of practice, training, and education in the health professions. In this position paper, Society for Adolescent Health and Medicine affirms its commitment to foundational moral and ethical principles of justice, equity, and respect for humanity; acknowledges racism in its myriad forms; defines strategies to best promote resiliency and support the health and well-being of NDRE youth, providers, trainees, and students; and provides recommendations on the ways to best effect systemic change.

We consider 4d field theories obtained by reducing the 6d (1,0) SCFT of N M5-branes probing a C 2 /Z k singularity on a Riemann surface with fluxes. We follow two different routes. On the one hand, we consider the integration of the anomaly polynomial of the parent 6d SCFT on the Riemann surface. On the other hand, we perform an anomaly inflow analysis directly from eleven dimensions, from a setup with M5-branes probing a resolved C 2 /Z k singularity fibered over the Riemann surface. By comparing the 4d anomaly polynomials, we provide a characterization of a class of modes that decouple along the RG flow from six to four dimensions, for generic N , k, and genus. These modes are identified with the flip fields encountered in the Lagrangian descriptions of these 4d models, when they are available. We show that such fields couple to operators originating from M2-branes wrapping the resolution cycles. This provides a geometric origin of flip fields. They interpolate between the 6d theory in the UV, where the M2-brane operators are projected out, and the 4d theory in the IR, where these M2-brane operators are part of the spectrum.