Table 4 Final research priorities for Key Groups

Building positive relationships that support good mental health and well-being

•How can we support LGBTQ+ young people to develop supportive peer networks that are protective of mental health?

•How can we support LGBTQ+ young people to develop positive relationships within families, wider communities, and with social care, healthcare and education professionals?

•What is the role of relationships in LGBTQ+ young people’s resilience to respond to change and adversity?

Whole system approaches to support LGBTQ+ young people’s mental health and well-being

•How can we change culture to reduce stigma relating to LGBTQ+ identities and lives, and support mental health?

•How can we achieve positive and sustainable change in schools and communities that supports mental health among young people of all genders and sexualities?

•How can we increase positive representations of LGBTQ+ identities, relationships and lives in popular and mainstream culture to improve mental health among LGBTQ+ young people?

Supporting LGBTQ+ young people through change

•What are the potentially challenging periods of change in LGBTQ+ young people’s lives and how do these impact mental health (e.g. moving from primary to secondary to tertiary education, leaving home, starting employment, healthcare/service changes)?

•How can we best support LGBTQ+ young people during these periods of change?

Development and training for those who support LGBTQ+ young people

•What are the training needs of adults (e.g. in education, youth work, healthcare, social care) supporting the mental health of LGBTQ+ young people?

•What training outcomes are important to LGBTQ+ young people for adults working to support them?

•How should LGBTQ+ young people be involved in decision-making around training and support?

Care-experienced young people

Building relationships and networks that support good mental health and well-being

•How can we support care experienced young people to develop supportive peer networks?

•How can we support young people and their carers to develop positive relationships that are protective of mental health?

•How can we support care experienced young people to develop positive relationships with social care, healthcare and education professionals?

Supporting care-experienced young people at times of transition

•What are the key transitions for care-experienced young people and how do these impact mental health (e.g. in and out of care, leaving care, between services, educational transitions)?

•What are the challenges and opportunities in achieving positive transitions, and how can care-experienced young people be supported in managing these transitions?

Models of interagency working to support mental health and well-being

•What are the needs of social care, healthcare and education professionals who support care-experienced young people with their mental health?

•What are the opportunities and challenges of different models to support interagency working?

•What are the impacts of different models to support interagency working on young people’s mental health?

•How can we implement successful models of interagency working across different settings?

Development and training for those who support care-experienced young people

•What are the training needs of adults (e.g. social care, healthcare, education, carers) supporting the mental health of care-experienced young people?

•What training outcomes are important to adults and care-experienced young people?

•How can mental health training be successfully implemented among adults who support care-experienced young people?

Awareness, access and experience of services

•What are the service needs of care-experienced young people to support their mental health?

•What are care-experienced young people’s experiences of current mental health services and support and how could this be improved?

•How can we increase awareness and access to mental health services and support among care-experienced young people? What are the potential impacts on inequalities?