Love, Support, Good Vibes: Unconditional Positive Regard and LGBTQIA+ Youth After-School Stories

Authors

M V. Pease, University of MarylandFollow
Maggie Brooks, Lehigh UniversityFollow
Wilson Lazo-Salmeron, Oklahoma State UniversityFollow
Ayushi Sarkar, Northeastern UniversityFollow
Halle Ho-Yee Shen, University of Wisconsin – MadisonFollow
Sharon Colvin, Kalamazoo CollegeFollow

Abstract

LGBTQIA+ youth face high rates of identity rejection and bullying, creating an urgent need for support and affirmation within oppressive societal structures. School environments can uniquely support LGBTQIA+ youth through after-school programming designed to provide positive community experiences. Using qualitative thematic analysis of personal stories from LGBTQIA+ youth (N=94), we examined what LGBTQIA+ youth envision as ideal support within after-school programming. Our analyses, informed by humanistic psychology principles, revealed eight major themes: good vibes, compassion and empathy, non-judgment and acceptance, multidimensional human connection, safety, proxy for home/family, adults and mentors, and altruism. Results indicate the need for warmth, safety, connection, and acceptance around LGBTQIA+ identities to support development and well-being. Our analysis highlights the potential for after-school programming to provide such spaces. Communities should invest in affirming after-school programming informed by humanistic principles and education and counseling professionals should resist anti-LGBTQIA+ policies that impact students in educational spaces.

Recommended Citation

Pease, M V.; Brooks, Maggie; Lazo-Salmeron, Wilson; Sarkar, Ayushi; Shen, Halle Ho-Yee; and Colvin, Sharon (2026) "Love, Support, Good Vibes: Unconditional Positive Regard and LGBTQIA+ Youth After-School Stories," Journal of Youth Development: Vol. 21: Iss. 1, Article 11.
Available at: https://open.clemson.edu/jyd/vol21/iss1/11