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Young people with minoritized sexual and gender identities (LGBTQ+) face significant challenges in school, within family, and within their communities. Responses to adversity are both diverse and complex, especially when entering adulthood. The aim of this study was to qualitatively explore the narratives of LGBTQ+ emerging adults who, during their adolescence, displayed different psychological adjustment profiles when facing school-related adversity. Through semi-structured in-depth interviews, various key areas were addressed, including challenging aspects at school, the role of personal characteristics and social environment in their adjustment, current experiences, positive aspects of being an LGBTQ+ person, and life goals. The sample comprised 20 self-identified LGBTQ+ emerging adults, aged 18 to 23 years, living in Portugal, belonging to four previously identified psychological adjustment profiles (unchallenged, n = 2; distressed, n = 5; resilient, n = 5; and, at-risk, n = 8). Using thematic analysis, five main themes were identified: Stressors, Social support and internal resources, Transition to adulthood, and Looking into the future. The findings revealed a diversity of experiences, exploration of identity possibilities, but also agentic use of external and internal resources to overcome adversity. Implications for research, practice, and policy are discussed.
Fernandes et al. (Mon,) studied this question.