In this paper, our team leveraged a large national sample of sexual and gender diverse youth (SGDY) who had experienced peer harassment in the past year and explored how talking with school personnel about harassment and perceptions of staff responses were associated with psychological distress. Structural equation modeling revealed that, over and above experiences of harassment, SGDY who talked with school personnel about their experienced harassment tended to report lower levels of psychological distress; however, the protection provided by reporting harassment was dampened among students experiencing frequent gender-based harassment. Among youth who had reported, perceived reporting effectiveness moderated the association between gender-based harassment and distress, such that SGDY who experienced frequent gender-based harassment were less likely to report elevated psychological distress the more they felt that school personnel responded to their reports effectively. The associations between reporting experiences and psychological distress did not depend on sexuality- and gender-expression based harassment. These findings highlight a need for school systems to cultivate effective responses among school personnel when students report their experiences with discriminatory harassment.