https://orcid.org/0000-0002-6475-3656
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Abstract
A need exists to examine the strengths and limitations of literature on LGBTQ + student mental health since higher education and helping professionals use it to support LGBTQ + college students. A summative content analysis of LGBTQ + student mental health research from 2009 to 2019 yielded three themes: (1) how authors frame research, including decisions on methodology, frameworks, and samples; (2) mental health issues explored as involving descriptions and attributions of mental distress, together with the (lack of) systemic analysis; (3) implications provided to enhance LGBTQ + student well-being, such as more resources, structural changes, and training. Implications for practice and research are provided.
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.