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'Intersectionality' describes the converging effects of ethnicity, gender, sexuality, disability, and other social group characteristics that influence life experiences. We draw on a representative study of year 9-13 students in Tai Tokerau, Tamaki Makaurau, and Waikato (Youth19) to explore differences in mental health and wellbeing outcomes for young people from a selection of intersectional identities (Maori, Pasifika, Rainbow, and young people with a Disabling Condition). We found a pervasive pattern of inequity for young people who have intersectional identities compared to those from the majority groups (i.e. Pakeha, non-disabled, cis-heterosexual youth). Intersectional youth had higher levels of inequity and faced a greater array of inequities. There was evidence of an additive effect for some indicators. Thematic analysis of open-text survey responses found the need for positive inclusive environments, and support for all young people, including those at the intersections of identity. Drawing on the findings, we offered several systems-level policy recommendations, including strategies to improve inclusiveness and reduce discrimination. Keywords: Intersectionality, Inequity, Maori, Pacific, Rangatahi, Rainbow, Takatapui, Disability, Youth, Wellb eing, Mental health, Di scrimination, INTRODUCTION Aotearoa New Zealand has an ethno-culturally diverse population of young people, foregrounded by a foundation of biculturalism, in the context of Te Tiriti o Waitangi (Came et al., 2021). [...]

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to 'relationships and sexuality education' and strengthening guidance for both primary (Years 1-8) and secondary (Years 9-13) schools. The resulting guides detail how schools might take a 'whole school approach' to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

This article explores an apparent contradiction in LGBTTIQA+ students' narratives around how safe they feel on campus. While declaring they feel 'safe' and supported by other students and staff, participants' narratives contain a myriad of examples indicating they feel 'unsafe'. These incidents emerge during photo-elicitation interviews where participants discuss photos they have taken of being LGBTTIQA+ on campus. This talk reveals episodes of name-calling, fear of coming out, lack of gender-neutral toilets and inclusive practices for pursuing discrimination. Instead of dismissing the discrepancy between these examples of discrimination and participants' declaration that they feel 'safe' as illusionary, we seek to understand what this might reveal about the nuances of queerphobia's operation on campus. We argue that participants' state of feeling simultaneously 'safe and unsafe' is reflective of inconsistencies in their institutional treatment. While the university they attend actively supports LGBTTIQA+ students with a 'Zero tolerance for discrimination' policy, this campaign is not underpinned by structures and processes that are truly inclusive. The way participants feel represents an embodied materialisation of discrepancies in this institutional approach. The study reveals the complex way queerphobia operates, enabling institutional actions to be responsive, and yet, still discriminatory.

In 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks. The article begins by integrating key concepts from the bullying research literature with pedagogical theory to offer a theoretical framework to support the 'evidenced-based' approach it advocates. Next, with reference to a case-study, the guidelines are reconceptualised and appended to form an eight-step process to guide resource design and production. The article concludes by noting the central importance of robust consultation and collaboration alongside a strong pedagogical theoretical framework as key foundations for successful classroom resource interventions.

Rainbow research tends to prioritise gender and sexuality experiences over the racialised experiences of Asian rainbow young people. Informed by an intersectional lens, we employed a hope-based ecological framework to examine how multiple overlapping axes of oppression (e.g. cisgenderism, heterosexism and racism) shape the aspirations of these youth. We drew on the voices of Asian participants from the 2021 Aotearoa New Zealand Identify Survey, who had responded to an open-text question on their hopes for rainbow young people (n = 217; age range = 14 to 26). The content analysis identified seven prominent categories of hope across three ecological levels (macro exo and meso). These categories were societies: 1) break away from cisheterosexist expectations; 2) confront racism and intersection with cisheterosexism; 3) promote rainbow-inclusive education; 4) ban sexual orientation and gender identity change efforts; 5) improve access to culturally safe health care; 6) dismantle white-dominated rainbow spaces; and 7) provide more rainbow-inclusive family support. These hopes were constructed amidst the desire to challenge unacceptance and exclusion by the wider society for not adhering to white cisheterosexist expectations. The study provides critical insights for community organisations, education settings, and government to consider in addressing the diverse needs of Asian rainbow young people. [ABSTRACT FROM AUTHOR]

Background: The Aggressive Student Culture Scale (ASCS) is a survey designed to measure the extent to which New Zealand (NZ) students experience aggressive behaviours within the school environment. The aim of this study is to assess the psychometric properties of the ASCS in the multidisciplinary Growing Up in NZ longitudinal study. Methods: We used data from 4938 children from the Growing Up in NZ study to examine the psychometric properties of ASCS for 8-year-old children. Confirmatory factor analysis was conducted, and measurement invariance was tested across sex, ethnicity, and deprivation levels. Results: The ASCS tool comprises a single latent factor: aggressive student behaviour. The ASCS provides an adequate and satisfactory measure for student aggression experiences. Full measurement invariance was supported for child's sex, but only configural invariance was confirmed across ethnicity and area-level deprivation. Males reported higher levels of aggressive experiences than females. Conclusions: The one-factor model structure offers an excellent fit to our data with good internal consistency. Comparisons across sex are valid; however, direct comparisons across ethnicity and deprivation levels should be approached with caution. We recommend replication studies and encourage further research involving participants from different age groups to better understand the factor structure across diverse demographic variables. [ABSTRACT FROM AUTHOR]

Electronic harassment is a pervasive phenomenon among young people, however relatively little is known about actions that targets of harassment may undertake to manage such abuse, and whether particular actions and personal characteristics are associated with successful resolution of such harassment. This mixed methods research identified whether particular actions or characteristics are associated with the resolution of distressing electronic harassment situations. Study one used focus groups interviews with 36 New Zealand (NZ) students (aged 13-15) to explore strategies used to manage electronic harassment. Study two drew on these findings, in conjunction with literature reviews, to construct a questionnaire delivered to 1673 students (aged 12-19). Over half of participants used more than one strategy to try and resolve the abuse. Ignoring abuse was the most popular strategy, followed by confronting and fighting strategies. However, multivariate logistic regression showed ignoring did not predict resolution, and nor did received adult or family support. However a sense of efficacy in approaching adults did predict resolution. The quality of intervention, rather than the type of intervention per se, seems to be critical in the successful resolution harassment. Reflecting on both studies we suggest the need to increase young people's confidence in actively dealing with harassment as well as supporting adults and peers to provide effective support. (Contains 6 tables.)

Aim: To report the prevalence of self‐reported chronic pain and severity among young people in New Zealand and explore the relationships between pain and mental health, substance use, socialisation and school engagement. Methods: Prevalence of self‐reported chronic pain frequency and severity are reported from an anonymous, representative cross‐sectional self‐administered health and well‐being questionnaire by students aged 12–18 years in New Zealand. Multivariable models exploring chronic pain and mental health, substance use, socialisation and school engagement are reported controlling for age, sex, ethnicity, socio‐economic status, disability and history of sexual abuse. Results: Overall, 22.8% (95% confidence interval (CI) 21.2–24.5) of young people reported chronic pain for 6 months or more, with 3.2% (95% CI 3.1–4.5) reporting severe pain weekly or more often. Females and rural adolescents were more likely to report chronic and severe pain. Asian youth reported less pain than other ethnic groups. Increased severity of pain was associated more with poorer daily functioning and socialising than with frequency of pain. Severe pain occurring weekly or more often was more common among students who had a disability (2.3% 95% CI 1.8–2.7 vs. 9.8%, 95% CI 7.2–12.5) or a history of sexual abuse (2.4% 95% 1.9–2.9 vs. 8.5%, 95% CI 6.3–10.5). Those reporting chronic pain had higher proportions of self‐reported significant depressive symptoms, lower well‐being, lower school engagement and lower access to health care, particularly for those reporting higher levels of intensity and frequency of pain. Conclusions: Chronic pain is common in adolescent populations, and has a significant association with decreased daily functioning, socialising, school engagement and mental well‐being. Adolescents with chronic pain report significant unmet health‐care needs. [ABSTRACT FROM AUTHOR]

Until recently, sexual coercion among gay men has been regarded as virtually oxymoronic. Discourses of male sexuality as ever-present and driven, and discourses of masculinity that portray men as in control and invulnerable, converge to almost disavow the possibilities that sex could be unwanted by men, or that men could be vulnerable to being pressured into sex against their will. This article reports on interviews with 19 gay and bisexual men about their experiences of forced, coerced, or unwanted sex. We identified four general patterns in these accounts: (1) incidents involving physical force; (2) experiences in which a man's ability to refuse sex was compromised by intoxication; (3) dynamics where young and inexperienced men were coerced or pressured into unwanted sex; and (4) situations in which men felt obligated to engage in unwanted sex. Specific issues included barriers to reporting sexual assault, power dynamics in intergenerational sex, and the difficulty of refusing unwanted sex. Importantly, many of the factors identified as driving sexual coercion relate not to gay sexuality per se, but rather to masculine sexuality. Conversely, some of the factors relating to men's vulnerability to coercion were exacerbated by some features of gale sexual culture; in particular those aspects associated with existing in a marginalized territory within a wider heteronormative context. KEYWORDS gay men, bisexual men, sexual coercion, sexual assault, rape, unwanted sex, masculinity, male sexual drive discourse, HIV

Some LGBTTIQA+ students maintain campus is a safe space despite also detailing significant discriminatory practices they have witnessed or experienced there. This article explores this paradox drawing insights from new materialism and geographical research. Predominantly theoretical in orientation, it takes the notion of 'dwelling with' from Noora Pyyry's posthuman work in geography and thinks with it, in relation to participants' experiences of being LGBTTIQA+ on campus. These moments offer openings for undertaking a reconceptualization of campus space as neither inherently safe, nor unsafe. Thinking with new materialism enables an understanding of campus space as relational, ongoing and actively engaged in how students experience it. From this perspective, campus safety is not simply secured by the actions of individuals and presence of institutional equity policy. We argue shifting constellations of bodies, objects, and their entanglements create campus space as paradoxically safe-un-safe, potentially engendering a new politics of campus safety. This new politics recognises the issue of campus safety as more expansive than a problem of individuals or structural discrimination. Encompassing a new materialist understanding of space, campus safety is reconceptualised as contingent upon intra-active human-non-human entanglements. [ABSTRACT FROM AUTHOR]

Growing Up in New Zealand is this country's largest contemporary longitudinal study of child development. The study has been designed to provide insight into the lives of children and young people growing up in the context of twenty-first century New Zealand. The Growing Up in New Zealand cohort recruited 6853 children representative of the current ethnic and socioeconomic diversity of births in Aotearoa, New Zealand in 2009 and 2010. The developmental wellbeing of the children has been tracked in detail over their first thousand days of life and every two to three years since. While the majority of the cohort are growing up healthy and happy, a significant proportion of children are growing up in families who have been persistently burdened with multiple stressors associated with economic, material and social hardship. This has created a disproportionate burden of poorer overall wellbeing outcomes and limited life course opportunities for these children from an early age. This paper will explore some of the evidence collected from the diverse cohort of New Zealand children and their families and whānau from before birth to middle childhood, highlighting the key findings and the utility of the evidence to improve wellbeing. [ABSTRACT FROM AUTHOR]

Longitudinal research provides unique opportunities for ethnic identification research and for understanding ethnic identity development. However, ethnic identification is subjective, fluid, multi-dimensional, and context-specific. This study draws on Growing Up in New Zealand longitudinal data to explore: how children identify their ethnicity/culture; and how these descriptions compare with ethnic identification patterns described by their parent. At eight years of age children described their ethnicity/culture as Pākehā/New Zealand European (52%); Māori (22%); Samoan (8%); Tongan (5%); Cook Islands (4%); Chinese (4%); Indian (5%); Niuean (2%); Australian (4%); and 14% said they don't think about their ethnicity. Across time, approximately 60% of the cohort have always been identified as or identified themselves as European, Māori and Asian respectively and 72% had always been identified as (or identified themselves) as Pacific. These findings show that emerging ethnic identification is complex, and differs according to who is responding and when, as well as according to ethnic identification itself. Measuring and interpreting ethnicity is an important opportunity for longitudinal studies. However, given the fluidity and contingency of this data, researchers face ongoing challenges in: maintaining kaitiakitanga (stewardship); providing robust evidence to guide policies that enhance wellbeing equity; and upholding Treaty of Waitangi obligations. [ABSTRACT FROM AUTHOR]

While considerable research has highlighted the factors that increase gay youth suicide risk, there has been much less emphasis on protective factors. Using grounded theory methodology, we explored the suicide resiliency in eight young gay men in Aotearoa/New Zealand. Common themes emerged, including positive social norms and conditions, high levels of support, identification with role models and high self-esteem. These were integrated with 'known' risk factors to form the Seesaw Model of Gay Male Suicide. This model demonstrates that the balance between risk and resiliency may be the key to gay suicide. Depending on the balance of these factors, youth might either be resilient, attempt suicide, or teeter somewhere in between. The current findings indicate that gay youth suicide prevention requires efforts to increase resiliency factors for this group. KEYWORDS. Suicide, resiliency, protective factors, gay men, gay youth, suicide prevention, risk factors, qualitative

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to 'relationships and sexuality education' and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a 'whole school approach' to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes. [ABSTRACT FROM AUTHOR]

This article explores an apparent contradiction in LGBTTIQA+ students' narratives around how safe they feel on campus. While declaring they feel 'safe' and supported by other students and staff, participants' narratives contain a myriad of examples indicating they feel 'unsafe'. These incidents emerge during photo-elicitation interviews where participants discuss photos they have taken of being LGBTTIQA+ on campus. This talk reveals episodes of name-calling, fear of coming out, lack of gender-neutral toilets and inclusive practices for pursuing discrimination. Instead of dismissing the discrepancy between these examples of discrimination and participants' declaration that they feel 'safe' as illusionary, we seek to understand what this might reveal about the nuances of queerphobia's operation on campus. We argue that participants' state of feeling simultaneously 'safe and unsafe' is reflective of inconsistencies in their institutional treatment. While the university they attend actively supports LGBTTIQA+ students with a 'Zero tolerance for discrimination' policy, this campaign is not underpinned by structures and processes that are truly inclusive. The way participants feel represents an embodied materialisation of discrepancies in this institutional approach. The study reveals the complex way queerphobia operates, enabling institutional actions to be responsive, and yet, still discriminatory. [ABSTRACT FROM AUTHOR]

In 2016, UNESCO developed recommendations to address homophobic and transphobic violence and bullying, including guidance for the development of classroom resources. According to UNESCO, the effectiveness of interventions depends on inclusive, if not affirming, representations of sexual and gender diversity in learning materials, as well as age-appropriate, culturally sensitive, evidenced-based resources. UNESCO advocates that such resources be produced in partnerships with key stakeholders, including civil society and youth and student organisations. The high-level scope of the document however limits detail on how these elements may practically be realised. The purpose of this article is to critique and build on this guidance to extend its scope and offer further recommendations to achieve the changes it seeks. The article begins by integrating key concepts from the bullying research literature with pedagogical theory to offer a theoretical framework to support the 'evidenced-based' approach it advocates. Next, with reference to a case-study, the guidelines are reconceptualised and appended to form an eight-step process to guide resource design and production. The article concludes by noting the central importance of robust consultation and collaboration alongside a strong pedagogical theoretical framework as key foundations for successful classroom resource interventions. [ABSTRACT FROM AUTHOR]

Objective: To describe the body size and weight, and the nutrition and activity behaviours of sexual and gender minority (SGM) students and compare them with those of exclusively opposite-sex-attracted cisgender students. Male and female SGM students were also compared.Design: Data were from a nationally representative health survey.Setting: Secondary schools in New Zealand, 2012.Participants: A total of 7769 students, 9 % were SGM individuals.Results: Overall, weight-control behaviours, poor nutrition and inactivity were common and, in many cases, more so for SGM students. Specifically, male SGM students (adjusted OR; 95 % CI) were significantly more likely to have tried to lose weight (1·95; 1·47, 2·59), engage in unhealthy weight control (2·17; 1·48, 3·19), consume fast food/takeaways (2·89; 2·01, 4·15) and be physically inactive (2·54; 1·65, 3·92), and were less likely to participate in a school sports team (0·57; 0·44, 0·75), compared with other males. Female SGM students (adjusted OR; 95 % CI) were significantly more likely to engage in unhealthy weight control (1·58; 1·20, 2·08), be overweight or obese (1·24; 1·01, 1·53) and consume fast food/takeaways (2·19; 1·59, 3·03), and were less likely to participate in a school sports team (0·62; 0·50, 0·76), compared with other females. Generally, female SGM students were more negatively affected than comparable males, except they were less likely to consume fast food/takeaways frequently (adjusted OR; 95 % CI: 0·62; 0·40, 0·96).Conclusions: SGM students reported increased weight-control behaviours, poor nutrition and inactivity. Professionals, including public health nutritionists, must recognize and help to address the challenges facing sexual and gender minorities. [ABSTRACT FROM AUTHOR]

Sexual and/or gender minority young people who are also members of an ethnic minority can experience unique challenges. Limited research draws directly on the mental health experiences of these 'double minority' youth. This study focused on Chinese sexual/gender minority youth in New Zealand. It sought to explore features they found challenging for, or supportive of, their mental health and wellbeing. Semi-structured interviews were conducted with 11 Chinese sexual/gender minority participants aged between 19 and 29 years old and residing in Auckland, New Zealand. An inductive approach to qualitative data analysis was used. Two major domains of findings emerged. Firstly, participants described mental health challenges linked to racism, sexism, cis-heteronormativity and challenges in relation to intersecting identities. Secondly, Chinese culture and community connections, family and peer support and role models seemed to facilitate resiliency. However, the fear of 'losing face', unwillingness to disclose distress when unwell and mental health service providers' lack of cultural and linguistic competency were described as barriers to effective mental health support. In conclusion, Chinese and sexual/gender minority identities were integral parts of participants' sense of self, and this was associated with their mental health and wellbeing. Further research is required to explore ways to reduce barriers and promote resiliency. [ABSTRACT FROM AUTHOR]

The article discusses the trends in adolescent risk-taking behaviours among high school students in New Zealand, as of 2018. Topics include possible reasons for trends in risk-taking behaviours, policies and programmes targeting specific risk behaviours, and societal influences on multiple risk behaviours.

Individual and focus group interviews with a total of 40 gay and bisexual men, as well as with 23 community and/or professional key informants, highlighted that sexual coercion is an important, yet under-recognized, barrier to the practice of safer sex among men who have sex with men. In this article we discuss how the dynamics of sexual coercion, including subtle forms, can operate to compromise men's ability to practise safer sex, leading men to have sex that is both unsafe and unwanted. [ABSTRACT FROM AUTHOR]

A range of electronic resources, including video-based instruction, are used to promote cybersafety to young people at school. This evaluation analyzed seven distinct programs that use electronic media in Internet safety initiatives in schools. The findings highlight emerging evidence on successful approaches to engage children in assessing risky cybersafety situations, developing appropriate management techniques, and practicing responsible decision making online. Based on the prevention effectiveness literature and the tenets of behavior decision theory, a rubric was developed to evaluate the effectiveness of online instructional materials in teaching ethical behavior in digital environments. The rubric demonstrates that high quality cybersafety resources are based on a coherent theoretical framework, integrate multiple program components, and allow for skill rehearsal. [ABSTRACT FROM AUTHOR]