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Anti-Lesbian, Gay, Bisexual, Trans, and/or Queer (LGBTQ+) education laws are defined as laws that prohibit or limit schools from discussing same-sex relationships, broader sexuality, and gender issues in their sexual education curriculum. This study presents a historical context of anti-LGBTQ+ sex education laws, examines the extant literature on the possible impact of these laws, and suggests recommendations for schools and school practitioners. Anti-LGBTQ+ sex education laws may impact school climate and have been associated with poorer well-being for LGBTQ+ students and cisgender heterosexual allies that encompass a range of sexual orientations and gender identities. With an Executive Order from the US president outlining the need to support LGBTQ+ youth in schools and the US Surgeon General's Advisory to highlight the urgent need to address the nation's youths' mental health, it is imperative to support LGBTQ+ students. We offer strategies that may be used to address anti-LGBTQ+ sex education laws by school administrators and practitioners in a call for advocacy to make changes in sex education policy to improve the well-being of students, particularly LGBTQ+ youth.

Purpose: We explored the relationships between positive human traits and positive emotions, engagement, relationships, meaning, and achievement (PERMA) the core elements for Seligman's model of happiness and well-being. Method: Two hundred and five student veterans (147 males and 58 females; 80 with service-related disability) were recruited from several colleges and universities across the United States. Participants completed positive human traits measures on resilience, hope, optimism, attachment, and coping, along with the "PERMA Profiler" that measures the five core elements of the well-being theory. Correlational techniques and canonical correlation analysis were computed to examine the canonical relationship between positive human traits and PERMA variables. Results: Overall, the positive human traits set accounted for 37% of the variance in the PERMA set, whereas the PERMA set accounted for 51% of the variance in the positive human traits set. Conclusions: The research findings suggest that human traits can be conceptualized as building blocks for PERMA, and PERMA are the core elements for happiness and well-being. Importantly, student veterans with disabilities had significantly lower resilience, secure attachment and PERMA scores. Positive psychology interventions to help student veterans, especially students with service-related disabilities, develop character strengths, and PERMA could improve college life adjustment and goal persistence of student veterans.

Anti‐Lesbian, Gay, Bisexual, Trans, and/or Queer (LGBTQ+) education laws are defined as laws that prohibit or limit schools from discussing same‐sex relationships, broader sexuality, and gender issues in their sexual education curriculum. This study presents a historical context of anti‐LGBTQ+ sex education laws, examines the extant literature on the possible impact of these laws, and suggests recommendations for schools and school practitioners. Anti‐LGBTQ+ sex education laws may impact school climate and have been associated with poorer well‐being for LGBTQ+ students and cisgender heterosexual allies that encompass a range of sexual orientations and gender identities. With an Executive Order from the US president outlining the need to support LGBTQ+ youth in schools and the US Surgeon General's Advisory to highlight the urgent need to address the nation's youths' mental health, it is imperative to support LGBTQ+ students. We offer strategies that may be used to address anti‐LGBTQ+ sex education laws by school administrators and practitioners in a call for advocacy to make changes in sex education policy to improve the well‐being of students, particularly LGBTQ+ youth. Practitioner points: Anti‐LGBTQ+ sex education laws affect at least 10 million children nationwide.Sex education is essential for youth's well‐being and physical and mental health, specifically LGBTQ+ youth.Strategies to address anti‐LGBTQ+ sex education laws through advocacy on an individual level, community level, structural level, and research. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this work was to develop a campaign to promote an environment of solidarity and support on college campuses for students with mental illnesses. Method: Data were gathered from 24 members of a Chicago university campus who were selected as representatives of key campus stakeholder groups including students, administrative staff, counseling center staff, residence life staff, and faculty. Participants attended focus groups and key-informant interviews during the fall of 2011. Results: Qualitative analyses using grounded theory methodology revealed themes corresponding to two distinct overarching constructs: potential benefits of the campaign and potential concerns of the campaign. Conclusion: Development of a campaign informed by these results to promote a supportive environment on college campuses for students with mental illnesses may have a positive impact on students' outcomes.

LGBTQ+ individuals experience stigma due to their sexual orientation and/or gender identity which has clear, profound, far-ranging effects on LGBTQ+ health including greater risk of suicidality, depression, anxiety, substance use, and poor physical health. Several stigma change strategies have been used to attempt to mitigate the profound impact of LGBTQ+ related stigma in marginalized sexual and gender minority communities. Contact-based interventions to address LGBTQ+ related stigma rest on contact theory, which posits that intergroup contact between individuals of an in-group (majority group) and individuals of an out-group (minority or marginalized group) aids in the reduction of negative stereotypes, prejudice, and resulting discrimination. The definition of "contact" has progressed to encompass various forms of exposure including in-vivo interpersonal contact, vicarious contact, electronic or e-contact and imagined contact. Guided by the Cochrane Handbook for Systematic Reviews of Interventions, we summarize the literature between 2001 and 2020, examining and synthesizing 20 studies that explore contact-based interventions to reduce LGBTQ+ related stigma, stereotyping, prejudice, and discrimination. Overall, several forms of contact-based interventions have demonstrated positive effects on reducing LGBTQ+ related stigma. Future research should include examining the use of contact-based interventions in reducing the stigma faced by individuals within LGBTQ+ communities with intersecting marginalized identities. [ABSTRACT FROM AUTHOR]

Evidence supports the contribution of various stigma-related constructs to help-seeking. These constructs have yet to be tested in a single model among college students, a group highly affected by mental illness. Using data from 153 college students, this study examines factors contributing to help seeking for mental illness. Using path analysis, the current study evaluated a model of the relationship between level of familiarity, personal stigma, desired social distance, label avoidance, attitudes towards treatment seeking and intentions to seek treatment. Findings support a model of help-seeking describing the relationship between familiarity with mental illness, personal stigma, social distance, label avoidance, attitudes and intentions to seek treatment. Findings suggest label avoidance, attitudes towards treatment seeking and intentions to seek treatment might be augmented through interventions aimed at increasing college students' levels of familiarity, or intimate contact, with individuals with mental illness. Additional implications for practice and further research are addressed. [ABSTRACT FROM AUTHOR]