Lesbian, gay, bisexual, queer, and youth with other minority sexual orientations (LGBQ+) who are more out to others about their sexual orientation identity may experience greater victimization at school based on sexual orientation, gender identity or expression, with negative implications for academic performance. Teacher support, however, may buffer these associations. Among a national US sample of cisgender and trans/non-binary LGBQ+ youth (n = 11,268; 66.1% White, 66.8% cisgender, M_age = 15.5 years, SD_age = 1.3), latent moderated-mediation models were tested in which perceived teacher support and affirmation moderated the extent to which sexual orientation identity outness was associated with poorer reported academic performance in part through its association with greater victimization. As hypothesized, greater perceived teacher support and affirmation buffered (a) the association between sexual orientation identity outness and victimization, (b) the association between victimization and reported academic performance, and (c) the indirect association between sexual orientation identity outness and reported academic performance through victimization. These findings underscore the important protective role of supportive teachers for LGBQ+ youth in schools.

女同性恋、男同性恋、双性恋、酷儿和具有其他少数群体性取向 (LGBQ+) 的青年，如果他们对他人的性取向认同更加公开，可能会在学校因性取向、性别认同或表达而遭受更大的伤害，对学业产生负面影响表现。然而，教师的支持可能会缓冲这些关联。在美国全国顺性别和跨性别/非二元 LGBQ+ 青年样本中（n  = 11,268；66.1% 白人，66.8% 顺性别，M_年龄 = 15.5 岁，SD_年龄 = 1.3），潜在的调节中介模型进行了测试，其中感知到的教师支持和肯定调节了性取向认同与较差的学习成绩相关的程度，部分原因是其与更大的受害相关。正如假设的那样，更大的教师支持和肯定会缓冲（a）性取向认同异常与受害之间的关联，（b）受害与报告的学业成绩之间的关联，以及（c）性取向认同异常与报告的学业之间的间接关联通过受害来表现。这些发现强调了支持性教师对学校 LGBQ+ 青少年的重要保护作用。