The extant literature on suicide-related thoughts and behaviors (STB) has highlighted increased patterns of risk among specific minoritized populations, including lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth. Compared to their heterosexual and cisgender peers, LGBTQ+ youth are at increased risk for having STB. Identity-specific stressors such as homonegativity and anti-queerness are among the unique factors posited to contribute to this risk and inhibit factors that protect against suicide. The school setting has been a focal point for suicide prevention and intervention and may also play a key role in linking students to care; however, schools also hold the potential to provide supports and experiences that may buffer against risk factors for STB in LGBTQ+ students. This systematic literature review presents findings from 44 studies examining school-related correlates of STB in LGBTQ+ students, informing an ecological approach to suicide prevention for school settings. Findings underscore the importance of school context for preventing STB in LGBTQ+ youth. Approaches that prioritize safety and acceptance of LGBTQ+ youth should span multiple layers of a student's ecology, including district and state level policies and school programs and interventions, such as Gender and Sexuality Alliances and universal bullying prevention programs. Beyond their role as a primary access point for behavioral health services, schools offer a unique opportunity to support suicide prevention by combating minority stressors through promoting positive social relationships and a safe community for LGBTQ+ students.

现有关于自杀相关思想和行为 (STB) 的文献强调了特定少数群体的风险模式增加，包括女同性恋、男同性恋、双性恋、跨性别者、质疑者、双性者、双性恋和酷儿 (LGBTQ+) 青少年。与异性恋和顺性别同龄人相比，LGBTQ+ 青少年患 STB 的风险更高。特定身份的压力源，如同性消极和反酷儿，被认为是导致这种风险的独特因素，也是防止自杀的抑制因素。学校环境一直是自杀预防和干预的焦点，也可能在将学生与护理联系起来方面发挥关键作用；然而，学校也有可能提供支持和经验，以缓冲 LGBTQ+ 学生中 STB 的风险因素。这篇系统文献综述介绍了 44 项研究的结果，这些研究考察了 LGBTQ+ 学生中 STB 与学校相关的相关性，为学校环境中预防自杀的生态方法提供了信息。研究结果强调了学校环境对于预防 LGBTQ+ 青少年性传播疾病的重要性。优先考虑 LGBTQ+ 青少年的安全和接受度的方法应涵盖学生生态的多个层面，包括地区和州一级的政策以及学校计划和干预措施，例如性别和性联盟以及普遍的欺凌预防计划。除了作为行为健康服务的主要接入点之外，学校还提供了独特的机会，通过促进积极的社会关系和为 LGBTQ+ 学生营造一个安全的社区来对抗少数族裔压力源，从而支持自杀预防。