Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have?

Homophobic teasing is often long-term, systematic, and perpetrated by groups of students (Rivers, 2001); it places targets at risk for greater suicidal ideation, depression, and isolation (Elliot & Kilpatrick, 1994). This study fills a gap in the literature by examining buffering influences of positive parental relations and positive school climate on mental health outcomes for high school students who are questioning their sexual orientation. Participants were 13,921 high school students from a Midwestern U.S. public school district. Students completed a survey consisting of a wide range of questions related to their school experiences (bullying, homophobia, school climate), parental support, mood, and drug–alcohol use. Students were categorized into three groups: (a) youth who identified as heterosexual, (b) youth who questioned their sexual orientation, and (c) youth who identified as lesbian, gay, or bisexual (LGB). As hypothesized, sexual minority youth were more likely to report high levels of depression– suicide feelings and alcohol–marijuana use; students who were questioning their sexual orientation reported more teasing, greater drug use, and more feelings of depression and suicide than either heterosexual or LGB students. Sexually questioning students who experienced homophobic teasing were also more likely than LGB students to use drugs–alcohol and rate their school climate as negative. Finally, positive school climate and parental support protected LGB and questioning students against depression and drug use. To lead a productive, psychologically healthy life, all individuals must master particular developmental tasks during their adolescent years (Brown, 2002; Radkowsky & Siegel, 1997). According to Radkowsky and Siegel (1997), these tasks include “adjusting to the physical and emotional changes of puberty, establishing effective social and working relationships with peers, achieving independence from primary caretakers, preparing for a vocation, and moving toward a sense of values and definable identity” (p. 191). The development of a secure identity, a positive sense of self, and the capability to merge with Correspondence regarding this article should be addressed to Dorothy L. Espelage, Department of Educational Psychology, University of Illinois, Urbana—Champaign, 220A Education Building, 1310 South 6th Street, Champaign, IL 61820; E-mail: [email protected] Copyright 2008 by the National Association of School Psychologists, ISSN 0279-6015 School Psychology Review, 2008, Volume 37, No. 2, pp. 202–216