Participation in LGBTQ2S+ Student Centres/Groups Matters for the Wellbeing of Sexually and Gender Diverse University Students: Results from the Thriving on Campus Study in Ontario, Canada

Background: LGBTQ2S+ university students often face minority stressors (e.g., blatant and subtle discrimination) on campus, which can interfere with their wellbeing and academic development. Qualitative research suggests that campus-based programs, such as LGBTQ2S+ student centres/groups play an important role in fostering students’ belonging on campus (Pitcher et al., 2018), which can promote students’ wellbeing and academic development. Quantitatively, little is known about the relationship between LGBTQ2S+ student centres/groups and student wellbeing.

Building on a socio-ecological model of academic and wellbeing outcomes of LGBTQ+ students, we 1) examine the relationship between students’ participation in LGBTQ2S+ student centres/groups and their wellbeing, and 2) explore the potential mediating role of sense of belonging in the centre/group-student wellbeing relationship.

Methods: A sample of 3,878 LGBTQ2S+ university students in Ontario, Canada, completed an online survey. They were recruited through posters/flyers on campus, social media posts and outreach to student services and LGBTQ2S+ student groups. The sample consisted of 84% undergraduate students, 23% trans, 48% bisexual, 24% students of color, and 24% living with a disability; average age was 21.9 years. Participants completed internally consistent scales assessing campus climate (incivility, victimization; Matthews & Ritter, 2016), mental distress (Kroenke et al., 2009), positive mental health (Keyes, 2009), and sense of belonging on campus (Dugan et al., 2012). Three author-created questions measured LGBTQ2S+ centre/group participation: participation since the beginning of the school year (yes/no), frequency of participation, and perceptions of support from the group/centre. Mediated multiple regressions were conducted in SPSS using the PROCESS Macro (Hayes, 2013).

Results: 25% of the students reported they had participated in a LGBTQ2S+ centre/group. Each LGBTQ2S+ participation variable was associated with lower mental distress, after controlling for campus climate. These findings were explained by increased levels of belonging associated with centres/groups participation, with significant indirect effects of centres/groups participation variables on mental distress through sense of belonging (indirect effects 95% CIs for the effects of participation [-.19, -.06], frequency of participation [-.11, -.02]; perceived support from participation [-.14, -.03]). Similarly, the three participation variables were associated with greater positive mental health, indirectly through increased sense of belonging (indirect effects 95% CIs for the effects of participation [.49, 1.55]; frequency of participation [.11, .90]; perceived support from participation [.26, 1.09]).

Implications and Conclusion: The results underscore the importance of campuses creating and supporting LGBTQ2S+ student centres/groups. The findings suggest that these centres/groups provide opportunities to develop one’s sense of belonging on campus, which can contribute to students’ wellbeing. However, the low proportion of students participating in LGBTQ2S+ centres/groups indicates the need for further research to explore barriers and facilitators to participation. Prospective research is needed to establish the protective role of participating in LGBTQ2S+ student centres/groups in helping students to cope with minority stressors and other challenges over the course of their education programs.