Citation

Perron T, Kartoz C, Himelfarb C. NASN Sch. Nurse 2017; 32(2): 106-115.

Affiliation

Nursing Student, The College of New Jersey, Ewing Township, NJ.

Copyright

(Copyright © 2017, National Association of School Nurses, Publisher SAGE Publishing)

DOI

10.1177/1942602X16689327

PMID

28225661

Abstract

In order to provide holistic care, school nurses must be culturally competent by being sensitive to health disparities experienced by students in at-risk populations. Despite the growing acceptance toward gender and sexual minorities, LGBTQ youth remain an at-risk population in our communities and our schools. School nurses as well as school counselors, social workers, and psychologists can increase their cultural competence in caring for this group of students by increasing their understanding of appropriate terminology and risks associated with this vulnerable group. This article is Part 1 of a two-article series designed to increase school nurses' abilities to advocate and care for LGBTQ youth in school settings. This first article provides information regarding proper terminology and current percentages of youth who identify as LGBTQ and concludes with implications for school nurses, including resources for nurses, school staff, and families.

Language: en

Keywords

LGBTQ youth; bullying; depression; professional issues; school nurse role; suicide