(PS6-5) Adverse Childhood Experiences and Suicidality Among SOGD Youth: Findings from the 2023 YRBS

Abstract Text: Suicide is the second leading cause of death among youth aged 10-24 in the United States (Killings et al., 2022). Sexual orientation and gender diverse (SOGD) youth experience disproportionately high rates of suicidal ideation and attempts compared to their cisgender and heterosexual peers (Perez-Brumer et al., 2017). Adverse Childhood Experiences (ACEs), such as emotional abuse, neglect, sexual abuse, and interpersonal violence, are known risk factors for suicidality. Research consistently shows that accumulating ACEs further elevates suicide risk (Thompson et al., 2019). The Minority Stress Model provides a framework for understanding the unique stressors faced by SOGD youth, including stigma, discrimination, and victimization, which contribute to chronic stress and mental health difficulties (Meyer, 2003). Research indicates that the cumulative effect of minority stress is associated with increased suicide attempts (Green et al., 2022). Given the compounding impact of these adversities, identifying the specific ACEs associated with suicidality among SOGD youth is crucial for informing targeted prevention and intervention strategies. Therefore, the current study examines the associations between suicidality and ACES among SOGD youth. We also explore the role of school connectedness as a potential protective factor.

This study utilizes data from the 2023 Youth Risk Behavior Survey (YRBS). A national sample of 17,892 youth ages 13-17 was analyzed. Of this sample, 4,148 identified as SOGD youth (23%). Among SOGD youth who reported suicidal ideation, 2.7% reported zero ACEs, 49% reported 1-3 ACEs, and 48.3% reported four or more ACEs. The most prevalent ACEs experienced by SOGD youth who reported suicidal ideation were emotional abuse by a parent/caregiver (91%), parental/caregiver mental illness (61%), physical abuse by a parent/caregiver (58%), bullying (online or in person, 50%), and racial discrimination (43%).

The study will also provide recommendations for cognitive and behavioral therapy based interventions tailored for SOGD youth who have experienced ACEs, such as LGBTQ-affirmative CBT (Craig et al., 2013) and Trauma-Focused CBT. Given the exploration of the protective role of school connectedness, we will also discuss school-based interventions that integrate CBT principles (De Leyer-Tiarks, 2024), such as training school personnel in trauma-informed strategies, implementing LGBTQ-affirming peer support programs, and integrating inclusive curricula can create environments that buffer against ACE-related distress.