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Center for Adolescent Health

Center for Adolescent Health Blog

Date: Aug 2020

As data shows that youth who identify as sexual minorities are significantly more likely to report being the victims of in-school or online bullying in national surveys, a new study that includes Johns Hopkins School of Public Health Center for Adolescent Health faculty says this may offer a path toward effective interventions and anti-bullying education.

Using cross-sectional data from 2015 and 2017, the study published in the Journal of Adolescent Health, “Electronic and School Bullying Victimization by Race/Ethnicity and Sexual Minority Status in a Nationally Representative Adolescent Sample,” found that gay, lesbian or bi-sexual youth were much more likely to report both online and in-school bully than their heterosexual peers, with Black and Latinx youth reporting less bullying than white adolescents.

The authors – Lindsey Webb, Laura K. Clary, Renee M. Johnson and Tamar Mendelson – conclude “[t]his may have implications for designing bullying prevention strategies that target sexual minority adolescents to reduce their risk for victimization both online and in school.”

Access the full study here.


Pairing substance use prevention education for middle school students with sexual health education will help educators address risk and prevention factors common to both, according to a new journal article by Johns Hopkins Bloomberg School of Public Health Center for Adolescent Health researchers.

Published in the journal Health Promotion Practice, “Supplementing Substance Abuse Prevention With Sexual Health Education: A Partner-Informed Approach to Intervention Development” lays out the partner-based process used and details the pilot program delivered to seventh- and eighth-grade students.

The authors – Terrinieka W. Powell, Meghan Jo, Anne D. Smith, Beth D. Marshall, Santha Thigpen, Asari Offiong and Sophia R. Geffen – write “[t]his streamlined approach may minimize the inefficiencies of multisession, single-purpose interventions.”

This “partnership approach” can also serve as a model for other educators and researchers working on other evidence-based programs.

Access the full journal article here.