Date Approved


Graduate Degree Type


Degree Name

Education-Higher Education (M.Ed.)

Degree Program

College of Education

First Advisor

Karyn Rabourn

Academic Year



Research shows LGBTQ+ college students experience lower mental and emotional well-being than their heterosexual, cisgender peers despite growing social acceptance. Research also indicates these disparities result from excess stress LGBTQ+ individuals experience due to the stigmatization of their sexual orientation or gender identity. Yet, LGBTQ+ college students continue to show up as their authentic selves in various campus settings, demonstrating a sense of resilience in the face of adversity that is characteristic of the broader LGBTQ+ community. As the number of students seeking or utilizing campus mental health resources increases, it is critical to provide vulnerable populations with resources and coping strategies that positively impact their mental health. Research shows that resources and coping strategies that cultivate resilience through mindfulness are beneficial preventative interventions in influencing the overall mental and emotional well-being of LGBTQ+ college students. Thus, this project describes a workshop designed utilizing the principles of positive psychology and a strengths-based approach to broaden and build resilience within LGBTQ+ college students. The workshop is composed of 10 mindfulness-based lessons that allow LGBTQ+ students to explore, and elicit strength from, various aspects of their identity.