Saskia Aerts

Sense of Belonging in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders

This study focuses on differences in sense of belonging between lesbian, gay, and bisexual (LGB) and heterosexual students. Data from 1,745 secondary school students were collected with an online survey. Step-wise multiple regression analyses was used to investigate the relationship between sexual orientation and sense of school belonging. The results show that sexual orientation has an impact on sense of belonging for girls, but not for boys. Perceived discrimination and LGB friendliness of the school appeared to be important indicators of sense of belonging for all the respondents, irrespective of their sexual orientation.

BackUp : development and evaluation of a smart-phone application for coping with suicidal crises

Background Suicide is a major public health issue and has large impact on the lives of many people. Innovative technologies such as smartphones could create new possibilities for suicide prevention, such as helping to overcome the barriers and stigma on help seeking in case of suicidal ideation. Due to their omnipresence, smartphone apps can offer suicide prevention tools very fast, they are easily-accessible, low-threshold and can help overcome some of the help-seeking barriers suicidal people experience. This article describes the development, testing and implementation of a mobile application for coping with suicidal crisis: BackUp. Methods Based on the analysis of literature and existing suicide prevention apps several tools were identified as relevant to include in a suicide prevention app. The selected tools (a safety planning tool, a hope box, a coping cards module, and a module to reach out) are evidence based in a face to face context, and could be easily transferred into a mobile app. The testing of existing apps and the literature also revealed important guidelines for the technical development of the application. Results BackUp was developed and tested by an expert panel (n = 9) and a panel of end users (n = 21). Both groups rated BackUp as valuable for suicide prevention. Suicidal ideation of the end user group was measured using the Beck Scale for Suicidal Ideation before and after testing BackUp, and showed a small but non-significant decrease. The majority of the testers used BackUp several times. All tools were evaluated as rather or very useable in times of suicidal crisis. Conclusion BackUp was positively evaluated and indicates that self-help tools can have a positive impact on suicidal ideation. Apps in particular create opportunities in approaching people that are not reached by traditional interventions; on the other hand they can contribute to suicide prevention in addition to regular care. However, more research is needed on the impact and effect of suicide prevention apps.

School Motivation in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders.

This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and more discrimination. In addition, the authors investigate minority-specific factors that could influence the school motivation of LGB students. Hierarchical multiple regression analyses are performed on data from 1,745 secondary school students. The impact of minority stressors on the school motivation of LGB students is examined with hierarchical multiple regression analyses on data from 162 LGB students. Both analyses show that lesbian girls are less motivated to perform in school, but sense of belonging, perceived discrimination, and minority stressors do not explain this finding. Alternative explanations for these results and implications for further research are discussed.

Homonegativity in the technical and vocational track: a survey of secondary school students in Flanders

Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students. The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks.