Children of same-sex couples in the United Kingdom

To further develop an understanding of psychological and social functioning of children raised by lesbian couples, the current investigation compared 18 students ages 12 through 16 raised in families led by female same-sex couples who were identified from a large school-based survey with 18 matched students raised by opposite-sex couples, and the general student sample. Comparisons were made on factors including victimization, social support, and psychological functioning. Results indicated that those students raised by female same-sex couples did not differ significantly from those raised by opposite-sex couples, or the general student sample in terms of reports of victimization, psychological functioning, experience of common adolescent concerns, or prospective use of support outlets provided by family and peers. However, children of same-sex couples reported significantly less likelihood of using school-based support than children of opposite-sex couples, or the general student sample. Findings indicate the need for school administrators, teachers, and psychologists to be knowledgeable of and provide appropriate support and resources for these children. Additional implications for research and application are discussed

Utilizing Speech Language Pathology Praxis to Equip Communications Centers in Supporting Students with Communications Disorders: A Research Study in Progress

College students have many concerns when first arriving at school. Who will be my roommate? How will I make friends? Are my classes going to be harder than they were in high school? For persons who stutter, these questions are often intensified. Persons who stutter may also have to take on a new role of self-advocacy now that they are independent from their family or friends they had in high school. For these students, social situations, presentations, and classroom participation can seem increasingly challenging, especially without the needed support in place. How can communications centers play a role in supporting these students and help them achieve success at their university?

Advances in Research with LGBTQ Youth in Schools

Over the past decade, there has been an increase in scholarship devoted to the topic of sexual and gender minority youth in schools (e.g., lesbian, gay, bisexual, transgender, queer, or questioning; LGBTQ). In this special section, we highlight this group of LGBTQ youth, a group that needs as many allies as possible, a group that lacks the social standing, the financial capital necessary, and the rights afforded to adults to directly influence the political climate in ways that affect their lives. Collectively, these seven data-driven articles are reflective of the innovation that is occurring in our field as we continue to study the experiences of LGBTQ youth in schools. They also highlight how there is room to expand our research efforts to better ensure that the social, educational, and developmental needs of LGBTQ students are met by our schools

Observing bullying at school: The mental health implications of witness status

This study explores the impact of bullying on the mental health of students who witness it. A representative sample of 2,002 students aged 12 to 16 years attending 14 schools in the United Kingdom were surveyed using a questionnaire that included measures of bullying at school, substance abuse, and mental health risk. The results suggest that observing bullying at school predicted risks to mental health over and above that predicted for those students who were directly involved in bullying behavior as either a perpetrator or a victim. Observing others was also found to predict higher risk irrespective of whether students were or were not victims themselves. The results are discussed with reference to past research on bystander and witness behavior