The role of school-based support and coping skills in the development of anxiety in LGBTQ young adults
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This study examined the relationships between lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) young adults' experiences of disclosure-related acceptance and rejection, perceived helpfulness of LGBTQ-specific school-based support during high school, current coping responses, and current level of generalized and social anxiety. Data were gathered from 184 LGBTQ young adults nationwide via web-based survey. Results indicated that disengaged coping responses predicted trait and social anxiety. Results did not evidence relationships between active coping and trait or social anxiety. Perceived helpfulness of school based supports did not predict coping behavior or anxiety. Implications for practice and future research are discussed.