| Summary: | The focus of this thesis was to explore the role of school-based connectedness in the mental health of LGBT youths. This was achieved in three stages: 1) a systematic literature review to explore the influence of school and teacher connectedness on LGBT youth depression, self-harm, and suicidality, 2) an empirical study to explore the influence of school, teacher, and peer connectedness on self-harm and suicidality of LGBT youths in the UK, and 3) a critical appraisal of the empirical study and the wider literature. The systematic review comprised a narrative data synthesis of 15 relevant studies. Findings of this review indicated that school connectedness is associated with improvements in the mental health of LGBT youths, whilst evidence regarding the influence of teacher connectedness was mixed. The review also highlighted an absence of UK research and a need to explore the influence of separate domains of school-based connectedness. The results of the empirical study indicate that school connectedness is not associated with either self-harm or suicidality of LGBT youths in the UK. Teacher connectedness was associated with a reduced risk of self-harm, suicidal ideation, and suicide plans/attempts, whilst peer connectedness was associated with an increased risk of self-harm and suicidal ideation. This finding has important implications for self-harm and suicide prevention strategies for LGBT youths in the UK, suggesting teacher connectedness and positive peer influence as key areas for intervention. Finally, the critical appraisal contains an extended discussion in relation to the strengths and limitations of both the research paper and the wider literature. Recommendations for future research are made to address current limitations to further contribute toward understanding of the influence of school-based connectedness on the mental health of LGBT youths.
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