LGBTQ Student Experiences in Schools From 2019–2025: A Systematic Review of Study Characteristics and Recommendations for Prevention and Intervention

Introduction: LGBTQ students continue to experience disproportionately high rates of victimization, discrimination, and mental health concerns within school settings. Although prior scholarship has documented these disparities, less is known about how recent school psychology research has characterized these experiences and informed prevention and intervention efforts. Methods A systematic search was conducted across Google Scholar, Taylor & Francis Online, SAGE Journals, and APA PsycNet following PRISMA guidelines. Eight school psychology journals were included. Studies were eligible if they were peer-reviewed, published between 2019 and 2024 (extended through early 2025 publications identified during screening). Results Across 13 studies (total N = 219,262), research primarily examined school climate, victimization, mental health outcomes, and protective factors such as Gender-Sexuality Alliances (GSAs) and inclusive policies. Transgender students were identified as facing compounded risks, particularly in contexts lacking explicit policy protections. GSAs, inclusive anti-bullying policies, peer-led interventions, and staff training emerged as consistent protective factors. However, few studies addressed implementation fidelity, longitudinal outcomes, intersectionality, bilingual supports, or digital contexts. Conclusions Recent school psychology research continues to document significant disparities in school safety and mental health outcomes for LGBTQ students while identifying school-based supports that promote belonging and resilience. Policy Implications: Findings support the development and enforcement of explicit anti-discrimination policies inclusive of sexual orientation and gender identity, with particular attention to transgender-specific protections. Ongoing professional development for school personnel, structured support for GSAs, peer-led prevention programs, and expanded training for school psychologists including bilingual and culturally responsive competencies are essential.