The concept of heteronormativity describes patterns of perception, thoughts and actions based on the assumption of a binary gender system (Degele, 2005). In this context, the two biologically and socially compatible sexes (male and female) relate their sexuality and attraction to each other (Pöge et al., 2020). This assumption of heterosexual gender dichotomy permeates and creates hierarchical relationships in many social and cultural spheres and determines the everyday life of individuals: those who do not conform to heteronormativity are marginalized and discriminated against (Hartmann et al., 2017). Thus, many LGBTIQ+ individuals still experience that their non-heteronormative ways of life are positioned in the socially deviant (Oldemeier, 2017). The acronym LGBTIQ+ stands for lesbian, gay, bisexual, trans, intersex, queer, and other self-designations beyond the heterosexual and two-gendered norm. According to research, approximately 5-15% of the population is LGBTIQ+ (Dalia Reseach, 2016).

For LGBTIQ+ youth, in addition to age-typical challenges, deviation from heteronormativity poses further challenges (Gaupp & Krell, 2020). This includes becoming aware of their own sexual orientation and/or gender identity, coming out, and dealing with homo-, bi- and transnegativity in school (Gaupp & Krell, 2020; Krell & Oldemeier, 2015). LGBTIQ+ youth at school report experiences of victimization, a lack of supportive school staff and LGBTIQ+ inclusive teaching as well as LGBTIQ+ exclusive infrastructure (Krell & Oldemeier, 2015).

These research findings can be located within the multidimensional construct of school climate under the dimensions of (1) perceived safety, (2) teaching and learning, (3) social relationships, and (4) the institutional environment (Thapa et al., 2013). These four dimensions encompass the characteristics of the school environment that influence students behavioral, cognitive, and psychological development (Thapa et al., 2013).

Negative school experiences, in relation to the National School Climate Council's concept of school climate (National School Climate Council, 2007), can inhibit the psychological well-being of LGBTIQ+ students. For example, qualitative research indicates that LGBTIQ+ students attribute their psychological distress to perceived discrimination and exclusion at school (Watzlawik et al., 2017). Further research from Anglo-Saxon countries indicates a higher prevalence of suicidality, depression, and anxiety disorders compared to non-LGBTIQ+ youth (Russell & Fish, 2016).

In addition, it could be suggested that LGBTIQ+ students have lower levels of student well-being than non-LGBTIQ+ students (Krell & Oldemeier, 2015). Student well-being is defined by Hascher (2004) as the prevalence of positive emotions and cognitions toward school, school members, and the school environment. Experiences of victimization and exclusion on the part of classmates and teachers, as well as structural discrimination based on LGBTIQ+ identity, could thus reinforce negative emotions and cognitions toward school.

To date, the authors are not aware of any study linking school climate to psychological distress and student well-being. A theoretical foundation for this relationship can be provided by an adapted version of Meyer's (2003) minority stress model. The model conceptualizes the influence of external and internal minority stress factors such as LGBTIQ+ specific harassment or internalized stigma on the well-being of LGBTIQ+ individuals with resilience factors moderating and mediating this relationship.

Accordingly, this study aims to answer the following questions:

• How do LGBTIQ+ students in Switzerland perceive their student well-being and psychological distress?
• How do LGBTIQ+ students in Switzerland perceive their school climate?
• After accounting for control variables, how are LGBTIQ+ specific school climate factors related to participants' student well-being and psychological distress?

The study included participants between 14 and 19 years old who identified themselves as part of the LGBTIQ+ community and lived in the German-speaking part of Switzerland. Ethics approval was obtained through the university of Bern before recruiting participants. First, 2 participatory workshops with 6 LGBTIQ+ adolescents were conducted. The goal of the first session was to collect topics important to LGBTIQ+ youth in the school setting. During the second workshop, the participants were able to provide feedback on the draft version of the online survey. 374 participants from 18 of the 20 German-speaking cantons completed the online survey and met the inclusion criteria (average age 17.6 years (SD=1.5)). 264 participants identified as a sexual minority, 110 as members of a gender minority. The anonymous online survey was disseminated from September to October 2022 and was advertised through emails sent to organizations working with LGBTIQ+ youth, social media posts and flyers at LGBTIQ+ events. Participants were self-selected and were not compensated. The perceived LGBTIQ+ specific school climate was assessed through a questionnaire of the LGBTQ+ National School Climate Survey (Kosciw et al., 2020). The questionnaire was adapted to the Swiss context and consisted of 25 questions with subscales for (1) safety at school, (2) biased language, (3) reporting harassment, (4) teaching, (5) policies and practices, (6) academic experiences and (7) resources. The student well-being questionnaire (Hascher, 2004) with the subscales (1) positive attitudes, (2) joy at school, (3) worries about school, (4) physical discomfort, (5) social problems at school and (6) student self-esteem was used to measure student wellbeing. In addition, the survey included validated measures of anxiety (BSI-18) depression (BSI-18) and suicidality (SBQ-R). The internal minority stress factors were assessed through inventories measuring internalized stigma (sexual minorities: Herek et al., 2015; gender minorities: Testa et al., 2015). Finally, 2 questions assessed the grade of coming out to school staff and classmates.

The purpose of the study was to better understand the perceived school climate of LGBTIQ+ students at school and the correlation with student well-being as well as mental health. Preliminary findings seem to confirm the results of studies conducted in the European Union and the Anglo-Saxon countries that LGBTIQ+ students are significantly exposed to harassment and discrimination because of their sexual orientation and/or gender identity (e.g., Kosciw et al., 2020) . 44.5% of the LGBTIQ+ students heard “gay” used in a negative way often or frequently (National School Climate Survey (Kosciw et al., 2020): 75.6%) and reported that only 9.7% of the teachers overhearing these remarks intervened most of the time or always (Kosciw et al., 2020: 13.7%). 45.3% reported experiencing verbal harassment at least sometimes in the last school year because of their sexual orientation or their gender identity (Kosciw et al., 2020: 80.8%). Further results of the school climate questionnaire will be discussed and compared with findings from European and Anglo-Saxon countries, particularly regarding the experiences of trans and non-binary students. Answers to open text questions indicate support for the minority stress model as a theoretical framework to better understand the relationship between school climate, student well-being and mental health. It is expected that negative school climate correlates positively with psychological distress and negatively with student well-being. The preliminary results of this study provide first indications that schools in the German-speaking part of Switzerland are often unsafe spaces for LGBTIQ+ students to learn and thrive. The findings will be discussed in terms of their implications for prevention and intervention programs that address hostile school climate factors for this vulnerable population.

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