Prof. Hahm’s Research Suggests Caring Teachers May Decrease Early Sexual Initiation in Black LGBTQ Youth Exposed to Violence
Exposure to peer and neighborhood violence can cause early sexual initiation among young people, which puts them at higher risk of harassment, assault, trafficking, exposure to sexually transmitted infections (STIs), and unintended pregnancy. A recent study co-authored by Prof. Hyeouk Chris Hahm from BU School of Social Work suggests that teachers may mitigate the risk of early sexual initiation among some youth.
“Teachers can play a critical role in protecting adolescents against victimization because they are some of the few professionals who have the opportunity to observe adolescents within the context of peers and other social settings,” the authors explain. This study shows that Black LGBTQ+ youth who experienced peer violence were the most likely to be positively influenced by caring teachers, decreasing the likelihood of premature sexual experiences. The results lead to recommendations for policy makers and educators to help this at-risk group.
Sexual Orientation, Exposure to Violence, & Early Sexual Initiation
The sexual orientation of the study’s participants was a key indicator of early sexual initiation, its causes, and the impact of caring educators. “This study was one of the first to demonstrate that non-heterosexual African-American inner-city adolescents experience greater exposure to violence and few perceptions of caring teachers compared to heterosexual youth,” the authors explain.
Sexual preference also determined what type of violence led to early sex. Straight youth who experienced neighborhood violence were more likely to have sex prematurely, while peer violence affected LGBTQ+ youth more. Fortunately, when the latter group had caring teachers in their lives, they were far less likely to experience early sexual initiation.
Educators & Policy Makers Affect Queer Youth Experiencing High Levels of Peer Violence
“Supportive educators represent a protective factor for non-heterosexual youth to access an otherwise non-affirmative or queer-phobic environment,” the authors explain. While the presence or absence of caring teachers did not affect straight youths’ sexual initiation, they did affect queer youth who had experienced peer violence. A support system at school could be the key to preventing early sexual initiation for youth in this specific group.
This trend points to an opportunity for policy makers and educators to improve the lives of LGBTQ+ youth living in these environments. “A mindset of primary prevention—the initiation of school-based sexual health services in early adolescence—can delay sexual onset,” the authors say. “While intentional school-wide curriculum or programs that support non-heterosexual youth are recommended, the occurrence of everyday affirmative interactions between vulnerable youth and teachers can go a long way in protecting non-heterosexual youth.”
“Taken together, these findings suggest that future studies need to unpack the type of peer violence that is associated with early sexual initiation,” the authors conclude. “If the peer violence is homophobic in nature, then these adolescents may be engaging in sexual behaviors to counteract this commentary.”
“Would Caring Teachers Buffer the Link Between Violence Victimization and Early Sexual Initiation? Comparing Heterosexual and Non-Heterosexual African American Youth” was co-authored by Prof. Jun Sung Hong from Wayne State University School of Social Work, Profs. Alberto Valido and Dorothy L. Espelage from the University of North Carolina at Chapel Hill, Prof. Cortney R. VanHook from the University of Pittsburgh, and Dexter R. Voisin from Case Western Reserve University