There is limited intersectionality-informed, contextually diverse qualitative research on school experiences of LGBTQ+ students and links to mental health. Focusing on racialized, ethnic minority and religious/faith groups, this coproduced UK study examines how: 1) sexual and/or gender diverse students with intersecting minoritized identities experience school
2) school environments could better support their mental health
and 3) what shapes school inclusion initiatives. In-depth interviews and focus groups were conducted with 22 staff members, 32 students (13-19 years), and nine LGBTQ+ school inclusion training providers. The sample was diverse across gender and sexual identity, race/ethnicity, religion and context. Data were analysed using reflexive thematic analysis, identifying three themes (and subthemes): 1) "What's important is putting the young person first" ('Minority stress: it's more stressful for me', 'We're in this together but who's in charge?', 'Prioritising students' needs and lived reality'), 2) "Move beyond viewing religious beliefs and culture versus LGBTQ+ inclusion as a zero-sum game" ('Faith clashes?', 'Fears about going there maintain distance'), and 3) "We need to talk: engaging with parents and school communities" ('Credible messengers', 'Finding ways into the conversation'). Findings emphasize the importance of intersectional perspectives. Also, a need to acknowledge historic and current oppressions shaping current perspectives on gender and sexual diversity
reflexivity and intersubjectivity in communication with parents, students and communities
greater intersectional representation
and raised awareness and disruption of inequity-creating norms. This requires policy-level support, guidance and resourcing to avoid widening inequities on socio-economic grounds and to prepare students to live within a mutually tolerant society.