Introduction / Rationale: LGBTQIA2S+ university students face discrimination, exclusion, and microaggressions that influence their well-being and academic success. Campus experiences—social relations, institutional policy, classroom dynamics, and campus climate—form these outcomes. Safer Spaces have been identified to foster inclusivity, security and a sense of belonging in university settings, yet their occupational implications remain underexplored.
Objectives: This review synthesizes existing literature to examine how LGBTQIA2S+ students' campus experiences influence their well-being and academic performance. It also explores the role of Safer Spaces and evaluates their impact on fostering more inclusive and supportive university environments.
Methods / Approach:Following PRISMA guidelines, a comprehensive search was conducted across PubMed, Scopus, PsycINFO, Web of Science, CINAHL, and grey literature sources. Inclusion criteria focused on studies examining LGBTQIA2S+ students' campus experiences, institutional policies, support structures, and Safer Spaces. Qualitative and quantitative studies were analyzed using thematic synthesis and meta-analysis where applicable. CASP tools assessed methodological rigor.
Results / Practice Implications: Evidence from 20 studies indicates that campus life is critical in determining well-being and academic success. Campus climate and institutional policies, contribute importantly to students’ success. Safer Spaces decrease discrimination and increase participation, but they are effectiveness dependents. Inclusive policies, training for the faculty, and mental health support facilitate supportive environments, but institutional response remains inadequate.
Conclusion / Contribution to the occupational therapy profession: University participation is a key occupational domain, disruptions in engagement of LGBTQIA2S+ students, impact identity, well-being, and future opportunities. Occupational therapy advocates for inclusive environments, supporting participation, belonging, and equitable educational access. Findings emphasize the need for actions that enhance meaningful engagement and occupational justice.