(PS9-57) Peer Victimization as a Predictor of Academic and School Engagement Outcomes in LGBTQ+ Youth

Lesbian, gay, bisexual, transgender, queer, and other (LGBTQ+) youth face peer victimization due to their social minority position that is linked to negative academic and school engagement outcomes. Sexual orientation is the second most common reason youth are victimized. Research that identifies the specific types of victimization that predict academic and school engagement outcomes is essential so that clinicians, who may work with LGBTQ+ youth where victimization is the referral concern, can better connect with their clients and thereby enhance engagement in treatment. The current study used a sample of LGBTQ+ youth (N=655, Mage = 13.67 years, SD = .71 years; 83% female) from the most recent (i.e., 5.0) release of the Adolescent Brain Cognitive Development StudySM (ABCD Study®). Youth reports of overt, relational, and reputational victimization were each examined using a sum score from the ABCD Peer Experiences Questionnaire (range 3 to 15). Academic outcomes, which were parent reported, include GPA (categorical; 4.0 scale) and a binary variable denoting whether youth have ever repeated a grade in school. School engagement outcomes measured include parent report on the presence of in school discipline (i.e., detentions or suspension) in the past year (binary), parent report on frequency of unexcused absences (categorical; 0 times, 1-2 times, or 3+ times), and the youth’s perception of their relationship with their teacher (continuous; range 2 to 8).  

To answer these research questions, five regressions were completed with overt, relational, and reputational victimization acting as the independent variables. One linear regression was conducted predicting student teacher relationship quality, and four logistic regressions were conducted predicting GPA, grade repetitions, in school discipline, and unexcused absences. The predictor models account for significant variation in student teacher relationship quality (F(3, 651) = 7.95, p </span>< .001, adj R2 = .031), GPA (X2(3) = 35.25, p < .001, R2N = .055), in school discipline GPA (X2(3) = 11.67, p < .01, R2N = .061), and unexcused absences (X2(3) = 18.1, p < .001, R2N = .038). Overt victimization predicted a decrease in student teacher relationship quality (β = -.167, p</span> < .001) and GPA (β = .257, p < .001), as well as increases in the likelihood of experiencing in school discipline (β = .395, p < .01) and unexcused absences (β = .267, p < .01). Reputational victimization predicted a decrease in GPA (β = .095, p < .05). Unexpectedly, relational victimization predicted a decrease in unexcused absences (β = -.116, p < .05). 

Overall, overt victimization was a significant predictor in more models (4 out of 5) than relational or reputational victimization (both 1 out of 5). Results are aligned with prior literature indicating that LGBTQ+ youth are at increased risk of poor academic and school engagement outcomes and add to the literature by providing information about specific types of victimization (i.e., overt) that predict this risk. Additional analyses and discussion of these findings will be reported on the poster.