Family, school or community, which matters? Social support and mental health of Chinese LGBTQ students

• In Event: Building a global understanding of LGBTQ youth and schools: Asia, Latin America, and Eastern Europe

Abstract

Studies have shown that Chinese Lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth are at high risk of mental health problems such as depression and suicidal ideation. The discrimination and rejection from their family and within the school environment have been found to be important risk factors. In the Chinese cultural context, the fidelity to family and heterosexual marriage shape the core of social expectations. Education institutions continue discriminatory practices, and LGBT communities face extreme challenges in their development. Very few studies have examined the positive role that support from family, school, and the community have for the psychological well-being of Chinese LGBTQ students.

This study examined social support and its association with the mental health of LGBTQ students in Mainland China. From 29 Chinese provinces/municipalities, 732 LGBTQ students completed an online survey based on the Supporting LGBT Lives study, including demographic information, school experiences, mental health and well-being, as well as social support networks.

The findings revealed that 80% of students could not openly discuss their sexual identity with their family members. The majority remained closeted with their parents, siblings, and/or relatives, although most LGBTQ students had come out to someone. With regard to community support, 75% of Chinese LGBTQ students had at least one senior LGBTQ friend who provided guidance in their life or acted as their role model, yet only 5% had one LGBTQ family member who carried this role. Less than 40% of students were living in a city with the presence of an LGBTQ group or organization, and another 40% of them were not sure if there was one. Despite a low involvement in community events, knowing the existence of a community group or organization in their residential city was positively associated with LGBTQ students’ enhanced subjective well-being and self-esteem.

The findings also discovered that most Chinese schools were not inclusive for LGBTQ students. The majority remained closeted with their teachers. Despite the lack of support of very few LGBTQ-specific school policies, teacher training, and curriculum reported by students, the majority of LGBTQ youth felt safe living and learning at school. Furthermore, Chinese LGBTQ students were at great risk for psychological distresses - about 85% of them felt depressed and around 40% had suicidal thoughts. Having a more inclusive school climate and more school resources, especially a positive LGBTQ role model, were significantly associated with the reduction of LGBTQ students’ suicidal ideation.

Given these findings, the authors strongly recommend further research, development, and implementation of robust LGBTQ-specific policy, community development, and counseling to improve the lives of Chinese LGBTQ youth.

Authors

• Chongzheng Wei, University of California - Santa Barbara
  Presenting Author

• Tania Israel, University of California, Santa Barbara
  Non-Presenting Author

• Wenli Liu, Beijing Normal University
  Non-Presenting Author