A multicultural, gender, and sexually diverse affirming school‐based consultation framework

Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disrega...

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Bibliographic Details
Published in:Psychology in the schools 2022-01, Vol.59 (1), p.14-33
Main Authors: Brown, Jeffrey M., Naser, Shereen C., Brown Griffin, Charity, Grapin, Sally L., Proctor, Sherrie L.
Format: Article
Language:English
Subjects:
Adjustment
Cisgender
Consultants
Consultation Programs
Cultural competence
Cultural factors
Cultural Influences
Cultural Relevance
Educational Environment
Ethnicity
Gender
Health behavior
Health status
Heterosexism
Intersectionality
LGBTQ People
LGBTQ youth
Mental Health
Minority Group Students
Minority groups
minority stress
Multiculturalism & pluralism
Psychologists
Racial Bias
Racial identity
Role
school consultation
School Psychologists
School Safety
Social Bias
social justice
Student Diversity
Student Needs
Students
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Summary:Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high‐quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22593