Common Factors in Higher Education that Lead to LGBTQ+ Students’ Suicidal Ideation

NKenge Hudson, Tennessee State University


The objective of this research was to gather the experiences of six participants from various 2-year and 4-year colleges in the state of Alabama. Participants were solicited using a flyer posted in-house and online to students who are members of the Equality and Advocacy Center (EAC) as well as the Acceptance of Diverse Population Center (ADPC). The purpose of this qualitative study was to understand the challenges LGBTQ+ students face in higher education due to mental health issues (e.g., victimization, rejection from peers and parents, self-belonging, depression, and anxiety) and suicidal ideation. Through the candid stories of LGBTQ+ college students, significant data was collected that shed light on how the adverse treatment from their peers negatively affect LGBTQ+ students. Also, this research study provided an understanding of the perceptions of the LGBTQ+ students regarding their needs to ensure their safety and minimize mental health challenges. This study can add to the body of literature regarding the challenges that lead to suicidal ideation as well as mental health struggles amongst LGBTQ+ students. This study gave a voice to current and future LGBTQ+ students who experience challenges with mental health and suicidal ideations. Finally, the study explored preventative methods that could be used by higher education administrators to address LGBTQ+ students who have suicidal ideations. The findings from this research study can allow college administrators the ability to make sound research-based decisions regarding resources for LGBTQ+ students.

Subject Area

Educational leadership|Higher Education Administration|Mental health|LGBTQ studies

Recommended Citation

NKenge Hudson, "Common Factors in Higher Education that Lead to LGBTQ+ Students’ Suicidal Ideation" (2024). ETD Collection for Tennessee State University. Paper AAI31140818.