Identified protective factors to support psychological well-being among gender diverse autistic youth

Abstract

Literature has discussed the intersectionality between autism and transgender and gender diverse (TGD) identities. Research has also identified the importance of protective factors, which are experiences that enhance positive outcomes in the face of potentially negative experiences. This exploratory quantitative survey study seeks to identify school and community-based protective factors that relate to psychological well-being and life satisfaction among 31 TGD Autistic youths between the ages of 13 to 17. The authors utilized adapted and full-forms of validated measures including the KID-SCREEN 27, Brief Multidimensional Students’ Life Satisfaction Survey Peabody Treatment Progress Battery, Adolescent Resilience Questionnaire, Perceived Coronavirus Threat Questionnaire, and Autism-Spectrum Quotient. Results suggest that community connectedness, school support, family availability, and self-identification of sexual orientation as queer were identified as protective factors. Implications for research and practice are discussed.

Keywords:

• Youth
• autism
• gender diversity
• protective factors
• school
• community health
• family studies

Disclosure statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Data availability statement

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available

Additional information

Notes on contributors

Scott B. Greenspan

Scott Greenspan is a Licensed Psychologist and a Nationally Certified School Psychologist. He is a core faculty member in the School Psychology graduate program at Tufts University. Dr. Greenspan’s research interests focus on the provision of affirming school-based supports for LGBTQIA + youth, multi-tiered approaches to mental health interventions, and physical activity.

Samuel Carr

Samuel Carr graduated from the University of Massachusetts Amherst with a B.S. in Psychology. Sam’s interest lies in studying health promotion, amplifying youth voice, and advocating for diverse populations through increasing educational and healthcare equity. Sam is pursuing a doctoral degree in School Psychology at Northeastern University.

Ashley C. Woodman

Ashley Woodman is the director of the Developmental Disabilities and Human Services undergraduate letter of specialization in the Psychological and Brain Sciences Department at the University of Massachusetts Amherst. Dr. Woodman’s research interests focus on outcomes for people with disabilities and their families across the lifespan.

Amy Cannava

Amy Cannava is a veteran school psychologist specializing in LGBTQIA + youth. Amy is a nationally-recognized speaker and the Chair of NASP’s LGBTQI2-S Committee which works with HRC, GLSEN, The Trevor Project, Gender Spectrum, and other nonprofit organizations to help better the world for queer and transgender youth. After recognizing the increased incidence of gender and neuro diversity, Amy became passionate about the intersectionality and ensuring that transgender youth on the spectrum receive the same validation and affirmation that their neurotypical peers do.

Yena Li

Yena Li graduated from Smith College with a B.S. in Psychology, and is now pursuing a doctoral degree in School Psychology at Fordham University. Yena’s interest lie in studying the risk and protective factors in the environment for children of different age groups and cultures. Yena is also interested in suicide prevention, as well as promoting resiliency in children and adolescents.