Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early-onset conduct problems and extensive histories of school-based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis of interviews with 41 youth (17–21 years old; 53.7% women) yielded themes pertaining to gender, sexual identity, and discrimination in service use contexts. Identified themes included homophobia in service use and adjacent school contexts, stereotypes around masculinity and femininity as conditioning peer and school staff's behavior, and salience of sexuality across developmental stages and historical timeframes. Results suggest that increased school staff training and school-based interventions be implemented to support gender and sexual diversity, both within services for conduct problems and more broadly in school contexts. In particular, the current findings highlight homophobia as a factor limiting boys' access to mental health services.

中文翻译：

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当我们去寻求帮助时，他们不知道如何帮助我们： 了解有童年行为问题史的青少年如何将性和性别与学校服务的使用联系起来

性别以及较小程度上的性认同是理解行为问题的普遍性、后果和处理差异的相关因素。当前的研究使用主题分析来探讨具有早发行为问题和广泛的学校服务使用历史的青少年如何看待性别和性行为影响他们的服务使用体验。对 41 名青少年（17-21 岁；53.7% 女性）的访谈进行定性分析，得出了与性别、性认同和服务使用环境中的歧视有关的主题。确定的主题包括服务使用和邻近学校环境中的同性恋恐惧症、围绕男性气质和女性气质作为制约同伴和学校工作人员行为的刻板印象，以及跨发展阶段和历史时间框架的性取向突出。结果表明，应加强学校工作人员培训和校本干预措施，以支持性别和性多样性，无论是在行为问题服务范围内，还是在学校环境中。特别是，目前的研究结果强调，恐同症是限制男孩获得心理健康服务的一个因素。