Date of Award

Summer 6-12-2026

Document Type

Thesis (Master's)

Degree Name

Master of Public Health (MPH)

First Advisor

Dominique Lee

Abstract

School-based policy functions as a critical lever for reducing health disparities among LGBTQ+ youth, who face elevated risks of suicidality, bullying, unsafe school environments, and housing instability. An extensive body of research identifies inclusive school practices—such as affirming curricula, supportive staff, and student organizations—as key protective factors that foster belonging and improve mental health outcomes. However, recent political and legal developments threaten the implementation and consistency of these protections.

Using a structured literature review and comparative policy analysis of federal, state, and district responses, this project integrates public health evidence with legal interpretation to assess how emerging parental opt-out frameworks influence school climate and student well-being. Focusing on Mahmoud v. Taylor, this analysis examines how variation in state and district policy implementation shapes access to inclusive practices within the highly decentralized U.S. public education system. Findings indicate that inclusive educational environments are associated with measurable reductions in bullying and suicide risk; however, access to these protections varies significantly across jurisdictions, resulting in uneven distribution of known protective factors. The expansion of opt-out provisions following Mahmoud v. Taylor introduces new procedural barriers that risks fragmenting students’ exposure to affirming environments. As a result, policy decisions operate as structural determinants of LGBTQ+ youth mental health, with implications for widening geographic disparities.

This project culminates in a policy white paper that translates findings into actionable recommendations focused on strengthening implementation, reducing policy variability, and protecting access to inclusive school environments. These findings position education policy as a key public health intervention and highlight the need for strategies that ensure consistent access to protective school environments across diverse contexts.

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