TY - JOUR
T1 - Empirically Supported Practices for LGBTQ+ Students: Implications for School Psychologists
T2 - Contemporary School Psychology
AU - Fisher, Emily S.
AU - Cannava, Amy R.
AU - Greenspan, Scott B.
AU - Komer, Jack
AU - Zeanah, Kathryn L.
PY - 2025
Y1 - 2025
N2 - Abstract School psychologists have a professional and ethical obligation to advocate for and support lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) students. Drawing on a minority stress framework, this article highlights empirically supported school-wide practices and direct student services that enhance outcomes for LGBTQ+ students and promote positive coping and resiliency. Additionally, school psychologists’ role in advocating for and with LGBTQ+ students is emphasized, along with reputable resources that advance the recommended empirically supported practices.
AB - Abstract School psychologists have a professional and ethical obligation to advocate for and support lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) students. Drawing on a minority stress framework, this article highlights empirically supported school-wide practices and direct student services that enhance outcomes for LGBTQ+ students and promote positive coping and resiliency. Additionally, school psychologists’ role in advocating for and with LGBTQ+ students is emphasized, along with reputable resources that advance the recommended empirically supported practices.
U2 - 10.1007/s40688-025-00573-4
DO - 10.1007/s40688-025-00573-4
M3 - Article
SN - 2159-2020
JO - Contemporary School Psychology
JF - Contemporary School Psychology
ER -