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In the United States, anti-queer mobilization (e.g. demonstrations, propaganda, political attacks) has increased in recent years. Although campus climate data from the past decades for queer-spectrum individuals show promising trends, these students still navigate numerous academic, social, and health challenges in the college. Given students' efforts to traverse these issues, this exploratory study of 8,988 queer-spectrum students examines both individual and collegiate environmental predictors of resilience. Results highlight the importance of queer-spectrum students' experiences of the environment, particularly a sense of belonging and active engagement in both conversations across difference and behaviors that promote social change. Thus, to cultivate queer resilience, educators must attend to queer-spectrum students' perceptions of campus climate as well as activism and cross-cultural dialogue.

To develop transformative experiences, educators must meaningfully ground leadership development interventions in theories and models that reflect how leadership is conceptualized and operationalized within a community and/or institution. Since no single framework perfectly captures the socially constructed and multifaceted nature of leadership, educators must often pull from and weave together multiple theories and models when creating leadership development programs. This article explores consideration for leadership theory application through contextual and audience alignment, as well as considerations for integration of theory that address underlying theoretical assumptions, framework gaps, and developmental readiness. Reflection prompts are provided for each consideration so educators can envision practical implications from insights surfaced.