Substance use among transgender youth: associations with school-based victimization and school protective factors

Abstract

This paper examines the extent to which transgender students’ experiences with school-based victimization and school protective factors contribute to or reduce substance use. We conducted secondary analyses of school-based victimization, school protective factors, and substance use of a subsample of transgender students from the 2013–2015 California Healthy Kids Survey. Results indicate that among transgender students, school-based victimization is a risk factor for substance use. School protective factors, including school connectedness and school adult support, were associated with a decreased likelihood of substance use among transgender students; for instance, higher levels of school connection were associated with a 30% decreased odds of past 30-day cigarette use (AOR = .70; 95% CI = .60–.82), above and beyond the key risk factor of school-based victimization. This study’s findings suggest that school educators, staff, and administration should receive training around transgender-inclusive practices, and schools should implement transgender-affirming education, programming, and services to improve school connection and school adult support for transgender students.

Keywords:

• LGBT youth
• transgender
• substance use
• school climate
• victimization

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Kris Tunac De Pedro

Kris Tunac De Pedro, Ph.D. is an Associate Professor in the Attallah College of Educational Studies at Chapman University. He teaches primarily in the PhD and MA in Leadership Development programs and teaches courses in the Integrated Educational Studies (IES) program. He also coordinates the Leadership Studies emphasis in the PhD program, and advises doctoral students. He earned his Ph.D. in Urban Educational Policy at the Rossier School of Education, University of Southern California (USC). His research focuses on urban educational policy, school reform, and the development of supportive and inclusive school and campus environments. His most recent work is on LGBTQ youth and the children of military-service members. He has published in Teachers College Record, Review of Educational Research, and Educational Researcher. In addition, he has coauthored four guides for teachers, school leaders, pupil service personnel, and parents for Columbia University Teachers College Press. These books provide evidence-based and homegrown strategies that promote positive and healthy schooling experiences for children experiencing the stress of parental deployment and reintegration.

Michael Morgan Gorse

Michael Morgan Gorse, M.Ed. (pronouns: he/him/they/them) is a student in the Ph.D. in Education program in the Attallah College of Educational Studies at Chapman University, focusing on Leadership Studies. Michael also works as a high school math teacher at Esperanza College Prep in East Los Angeles. Michael has published a literature review on the risk and protective factors of LGBTQ + youth suicide in the Child and Adolescent Social Work Journal. Their research interests include LGBTQ + youth health disparities and wellbeing in educational settings, LGBTQ + support services, and the experiences of queer and trans students of color.