@article{ref1,
title="Emotional distress disparities across multiple intersecting social positions: the role of bias-based bullying",
journal="Pediatrics",
year="2024",
author="Eisenberg, Marla E. and Lawrence, Samantha E. and Eadeh, Hana-May and Suresh, Malavika and Rider, G. Nic and Gower, Amy L.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVES: To apply an intersectional lens to disparities in emotional distress among youth, including multiple social positions and experiences with bias-based bullying. <br><br>METHODS: Data are from the 2019 Minnesota Student Survey (n = 80 456). Social positions (race and ethnicity, sexual orientation, gender) and 2 forms of bias-based bullying (racist, homophobic or transphobic) were entered into decision tree models for depression, anxiety, self-injury, suicidal ideation, and suicide attempts. Groups with the highest prevalence are described. Rates of emotional distress among youth with matching social positions but no bias-based bullying are described for comparison. <br><br>RESULTS: LGBQ identities (90%) and transgender, gender diverse, and questioning identities (54%) were common among the highest-prevalence groups for emotional distress, often concurrently; racial and ethnic identities rarely emerged. Bias-based bullying characterized 82% of the highest-prevalence groups. In comparable groups without bias-based bullying, emotional distress rates were 20% to 60% lower (average 38.8%). <br><br>CONCLUSIONS: Findings highlight bias-based bullying as an important point for the intervention and mitigation of mental health disparities, particularly among lesbian, gay, bisexual, transgender, gender-diverse, queer, and questioning adolescents. <br><br>RESULTS point to the importance of addressing bias-based bullying in schools and supporting lesbian, gay, bisexual, transgender, gender-diverse, queer, and questioning students at the systemic level as a way of preventing emotional distress.<p /> <p>Language: en</p>",
language="en",
issn="0031-4005",
doi="10.1542/peds.2023-061647",
url="http://dx.doi.org/10.1542/peds.2023-061647"
}