Abstract: Evaluating the Implementation of a Synchronous Ehealth Mentoring Program for Transgender and Gender Minority Youth: A Qualitative Analysis (Society for Social Work and Research 31st Annual Conference)

Schedule:

Friday, January 22, 2027

Union Station 15 (Hilton San Francisco Union Square)

* noted as presenting author

Joseph Gardella, PhD, Assistant Research Scientist, University of Michigan-Ann Arbor, MI

Katie Edwards, Ph.D., Professor, University of Michigan-Ann Arbor, MI

Laura Wolter, Research operations and data management, University of Michigan-Ann Arbor, Ann Arbor, MI

William Jackson, Research Assistant, University of Michigan-Ann Arbor, MI

Sloane Cornelius, Research Assistant, University of Nebraska, Lincoln, NE

Kelly House, Student, University of Michigan-Ann Arbor, MI

Saige Porter, Student, University of Michigan-Ann Arbor, MI

Jillian Scheer, Assistant Professor, University of Rhode Island

Lorey Wheeler, Professor, University of Nebraska, Lincoln, NE

Skyler Hopfauf, Project Manager, University of Michigan-Ann Arbor, ann arbor, MI

Jamy Rentschler, Researcher, Unaffiliated, NE

Deb Hope, Professor, University of Nebraska, Lincoln

Susan Swearer, Professor, University of Nebraska, Lincoln

Background and Purpose

Transgender and gender minority youth (TGMY) face significant psychosocial and behavioral health disparities, often exacerbated by geographic isolation, concern for safety and acceptance, and a lack of affirming support. While mentoring is a proven intervention for general youth populations, few programs are tailored to the unique needs of TGMY and leverage virtual platforms to overcome barriers to access including safety concerns. The Teen Connection Project (TCP) is a synchronous, group-delivered eHealth mentoring and skill-building program designed to promote resilience among TGMY. This study uses qualitative methods to evaluate TCP program implementation, specifically assessing its acceptability, feasibility, and appropriateness for this marginalized population in an online delivery context.

Methods

Data were collected from a randomized pilot implementation involving TGMY (ages 14–18) and one-on-one matched TGM adult mentors. The program consisted of seven 90-minute virtual sessions featuring a social-emotional learning (SEL) curriculum and mentor-mentee breakout rooms. Qualitative exit interviews with mentors, session program observations, program post-session surveys, and mentee immediate post-program completion open-ended surveys were conducted. Data were analyzed using a thematic approach guided by an implementation science framework and triangulated across data collection types. Coding focused on identifying specific implementation outcomes (e.g., acceptability, feasibility) and determinants (e.g., intervention characteristics, external context).

Results

Analyses revealed consistent reports of acceptability, with youth emphasizing the welcoming environment and the positive energy of the peer group. The virtual format was found to be highly feasible for youth to consistently connect and attend programming, even for those in high-stigma or rural areas, though youth reported some tech barriers and pacing issues. A frequently highlighted feature was the appropriateness of the mentor matching model. Participants reported that mentor openness and shared identity were important for building trust and feeling understood. Furthermore, identity fit with mentors and program themes underscored that the curriculum was culturally resonant and addressed the specific minority stressors faced by program TGMY. However, findings also pointed to a need for better mentor-mentee relationship closure processes. Multiple participants reported difficulty navigating the program ending and specifically the mentoring relationship coming to a close.

Conclusions and Implications

These qualitative findings suggest that synchronous eHealth mentoring is a highly acceptable and culturally appropriate model for supporting TGMY. The results suggest that virtual peer and mentor connections may be helpful in reducing isolation and fostering a sense of community. For social work practice, this study demonstrates that virtual, skill-based interventions can help navigate traditional barriers to care. Future program development might focus on optimizing session pacing and refining closure protocols including extending the mentor-mentee relationship beyond the program to further sustain the psychological benefits of the program beyond the program's conclusion.