Abstract
Introduction
One way to support mental health among LGBTQI+ adolescents is by bystander intervention during bias-based bullying. We use an adolescent-focused socio-ecological framework to identify what characterizes an active bystander in bias-based bullying toward LGBTQI+ individuals.
Method
Using PRIMSA guidelines, seven databases yielded 6777 papers which were refined to 23 overall—11 on adolescent peer defending behavior, and 12 on school professional’s (SP) defending behavior.
Results
For adolescents, friendship with victims and peers, social norms, intrapersonal attitudes, and school professional’s self-efficacy were associated with active bystanding.
Conclusion
There is a shared responsibility in school environments to defend LGBTQI+ adolescents in bullying incidents to improve long-term mental and physical health trajectories for this community.
Ethics statement
Ethical approval was not required for this review.
Disclosure statement
No potential conflict of interest was reported by the authors.
Data availability statement
As this is a systematic review, the authors do not hold access to individual study’s data beyond what is publicly available in the published article.