Sexual Minority Adolescents and the COVID-19 Pandemic: Examining School and Coping Factors to Promote Well-being
Bibliographic record
Abstract
PURPOSE: To examine factors associated with well-being among sexual minority adolescents during the COVID-19 pandemic. METHODS: Data from the March 2021 COVID Rapid Response Research Survey of the Adolescent Brain Cognitive Development study were analyzed. Analysis of variance and chi-squared tests assessed sociodemographic differences by sexual identity (e.g., Lesbian gay, bisexual, or questioning). Adjusted linear regression models examined associations between school and coping factors and mental health (positive affect and perceived stress) between sexual minority and heterosexual adolescents, adjusted for confounders. Equality of coefficient tests compared coefficients for sexual minority and heterosexual adolescents. RESULTS: = 13.3 years) were racially and ethnically diverse (39% non-white). Sexual minority adolescents had significant lower positive affect (28.3 vs. 32.4, p < .001) and higher perceived stress scores (7.2 vs. 5.5, p < .001). Among sexual minority participants, in-person schooling, taking breaks from the news, caring for one's body, exercising, engaging in healthy behaviors, and making time to relax were significantly associated with higher positive affect and lower perceived stress scores (all p < .05). In-person schooling was particularly protective for sexual minority adolescents. DISCUSSION: While sexual minority adolescents reported poorer pandemic mental health than heterosexual adolescents, several coping behaviors, and in-person schooling promoted well-being, with in-person schooling offering particular benefits. These findings suggest that supportive school environments can buffer the compounding stressors faced by sexual minority adolescents during crises. Clinicians caring for sexual minority adolescents should consider recommending coping strategies (e.g., breaks from the news, meditation, exercise, sleep) in times of increased stress.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".