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One uniquely marginalizing school environment for sexual and gender diverse (SGD) youth is school based sex education (SBSE). While research has documented the negative sexual and mental health impacts these marginalizing environments can have for SGD youth, we know less about the developmental competencies that this population of youth exercises to survive in and cope with these environments. In this paper, we aim to answer the following question: What are the developmental competencies that SGD youth exercise in sex education spaces? We conducted focus groups with SGD youth (n = 17) in a Midwestern metropolitan region. Our study documents youth exercising six adaptive competencies to persevere through oppressive SBSE. Our data holds several scholarly and practical implications. In our discussion section, we present recommendations for creating inclusive and affirming school environments and nurturing these competencies in youth. Practitioner points: Sexual and gender diverse (SGD) youth endure oppression and marginalization in school‐based sex education (SBSE).SGD youth exercise adaptive competencies (knowledges and/or skills) to navigate through SBSE.Practitioners who work with youth are in unique positions to nurture these adaptive competencies in SGD youth, and to advocate for more equitable educational environments. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school‐based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety. [ABSTRACT FROM AUTHOR]

Many researchers have focused on parents' responses to their child's sexual identity. Although this type of research has been conducted over the past 2 decades on the impact of coming out, there is not a consistently implemented theoretical orientation used across lesbian, gay, and bisexual (LGB) literature for describing and understanding the implications of coming out. However, interpersonal acceptance-rejection theory (IPARTheory) can be used as a framework to describe the experiences of acceptance-rejection LGB people face after disclosure. Many of the constructs outlined in IPARTheory are present throughout the literature on LGB coming-out experiences, but a more thorough understanding of the implications of LGB parental acceptance-rejection across the life span is needed, especially as it affects psychological well-being and adult relationship development. Several aspects of IPARTheory that need to be developed further to encompass the ways LGB people experience parental acceptance-rejection are discussed. Further, suggestions are made to better measure the specific types of acceptance-rejection faced by LGB people when they come out. [ABSTRACT FROM AUTHOR]