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Abstract

Given the current sociopolitical climate surrounding immigration and the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities¹, youth who identify as both immigrant and LGBTQ+ face increased adverse outcomes in society and schools. While mindfulness-based interventions (MBIs) have shown effectiveness in helping youth in schools manage excessive stress, most existing research overlooks social and cultural factors about the two identities and their intersectionality, which may influence the intervention's effectiveness and acceptability when applied with immigrant LGBTQ+ youth. This conceptual paper reviews immigrant LGBTQ+ youth's experiences in the United States, highlights the need for effective school-based interventions (e.g., MBIs), and proposes implementation strategies within a cultural humility framework that addresses the youth's intersecting identities. Implications for international school professionals are discussed, with the intention of celebrating and empowering these students through more inclusive mindfulness practices.

Keywords

Immigrant LGBTQ+mindfulness cultural humility intersectionality social-emotional learning

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Centering intersectional cultural humility in mindfulness-based interventions for immigrant lesbian,gay,bisexual,transgender,and queer youth

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