Training Peers to Prevent Suicide: Supporting Sexual and Gender Minority Youth

Tran, J. T., Webster, J., Wolfe, J. R., Ben Nathan, J., Mayinja, L., Kautz, M., Oquendo, M. A., Brown, G. K., Mandell, D., Mowery, D., Bauermeister, J. A., & Brown, L. A. (2025). Experiences of peer mentoring sexual and gender minority emerging adults who are at risk for suicide: Mixed methods study. JMIR Formative Research, https://doi.org/10.2196/67814

Introduction

Sexual and gender minority (SGM) emerging adults face disproportionately high suicide risk due to discrimination, stigma, and social isolation. Traditional mental health interventions often fail to meet the needs of these young adults, who may prefer informal peer support to formal services. To address this gap, Tran and colleagues (2025) evaluated the Supporting Transitions to Adulthood and Reducing Suicide (STARS) intervention, an innovative, peer mentor (PM) program designed to enhance social connectedness, coping skills, and suicide safety planning among SGM emerging adults.

Methods

The mixed-methods study trained five peer mentors, all identifying as part of the LGBTQ+ community, through eight sessions in motivational interviewing and cognitive-behavioral techniques. Peer mentors conducted six weekly virtual sessions with 27 mentees between the ages of 18 to 24, randomized to receive the STARS program. Quantitative measures assessed comfort, distress, and fidelity to the intervention. Qualitative interviews explored mentors’ experiences and perceived feasibility, acceptability, and appropriateness.

Results

Peer mentors reported high comfort and low distress throughout the sessions. Fidelity to training exceeded 90%, and mentors rated the intervention as highly feasible, acceptable, and appropriate. Mentees demonstrated strong confidence in communicating with their mentors. Qualitative themes revealed mentors’ professional growth, deepened empathy, and strengthened interpersonal skills.

Discussion

Findings highlight that peer-delivered interventions are both effective and sustainable for SGMY suicide prevention. The mentors’ experiences underscore the need for strong supervision, flexibility in fidelity standards, and ongoing skill-based training to maintain engagement and safety.

Implications for Mentoring Programs

Mentoring initiatives serving marginalized youth should integrate structured training, safety planning, and supervised reflection to safeguard both mentors and mentees. The STARS model demonstrates how affirming, peer-led mentorship can foster resilience and belonging among high-risk young adults.

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