Supporting Safe and Healthy Schools for LGBTQ Students - Supporting Safe and Healthy Schools for LGBTQ Students
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2/27/2019
Supporting Safe and
Healthy Schools for
LGBTQ Students
Becca Mui, M. Ed.
February 27, 2019 Caitlin Clark, PhD
Supporting Safe and
Healthy Schools for
LGBTQ Students
1
2/27/2019
Learning outcomes:
After viewing this webinar you should be able to:
• Understand how school counselors are being prepared
to support LGBTQ students, what their actual practice
is, and what barriers they face in implementing these
practices.
• Explain the importance of LGBTQ-specific mental
health supports for students.
• Identify strategies and resources for creating safer and
more supportive learning environments for LGBTQ
students.
GLSEN Webinar Team
• Caitlin Clark, PhD • Becca Mui, M. Ed.
• She/her pronouns • She/her pronouns
• Research Associate • Education Manager
2
2/27/2019
Agenda
• GLSEN Overview
• GLSEN Research
– National School Climate Survey
– Supporting Safe and Healthy Schools
• GLSEN Resources
– Best Practices and recommendations
– Free Resources
• Q&A
GLSEN is the leading national education organization focused on ensuring
safe schools for all students. Established in 1990, GLSEN envisions a
world in which every child learns to respect and accept all people,
regardless of sexual orientation or gender identity/expression.
GLSEN seeks to develop school climates where difference is valued for
the positive contribution it makes to creating a more vibrant and diverse
community.
• Leading Research • Policy Advocacy
• Educational Resources & • Public Awareness
Professional Development • 40+ State & Local Chapters
• Student Leadership
3
2/27/2019
GLSEN Annual Days of Action
We provide free planning resources, activity ideas, and support:
Day of Silence
Ally Week No Name-
Calling Week April
September
January
GLSEN Research:
2017 National School
Climate Survey
4
2/27/2019
Safety at School
78.9% of students felt unsafe because of at least one personal
characteristic.
Safety at School
In the past month, over a
third missed at least one
day of school (34.9%).
5
2/27/2019
Biased Language
Anti-LGBTQ comments were common among
students…
Biased Language
Anti-LGBTQ comments were not uncommon from
educators.
6
2/27/2019
Biased Language
School staff and peers rarely intervened in anti-LGBTQ remarks.
Biased Language
School staff and peers rarely intervened in anti-LGBTQ remarks.
7
2/27/2019
Experiences of Harassment &
Assault
• Nearly 9 in 10 LGBTQ students were harassed or
assaulted at school
• Sexual orientation and gender expression were the
most commonly targeted characteristics.
Reporting Incidents of Harassment
& Assault
The most common reason for not reporting to school staff was:
Doubting that effective intervention would occur.
• Over 6 in 10 (68.0%) did not think school staff would do anything.
• Over 6 in 10 (61.4%) did not think school staff would be effective in
handling the situation.
“While my school does have policies against
hate speech and harassment, the administration
usually takes no action against students
reported for such things.”
8
2/27/2019
Reporting Incidents of Harassment
& Assault
When students did report to staff, the most common response:
Staff Did Nothing or Told Student to Ignore It (60.4%)
“A few guys have pushed me against the walls and
groped me. I’ve only gone to school staff once
after this incident and I was questioned if I had
done something to provoke this sort of response
from my peers.”
Effectiveness of Staff Intervention
Students reported that staff
members’ responses were more
likely to be effective when:
• Staff took disciplinary action against
the perpetrator
• Staff educated the perpetrator about
bullying
• Staff contacted the perpetrator’s
parents
9
2/27/2019
School Discipline
Effects of a Hostile School Climate
Students who experienced high levels of harassment and assault and/or
discriminatory practices had poorer educational outcomes.
↓Academic
achievement
↓ Educational
Victimization aspirations
and
Discrimination ↓ School
belonging
↑ Missing
school
102/27/2019
Effects of a Hostile School Climate
Students who experienced high levels of harassment and assault and/or
discriminatory practices had lower psychological well-being.
↑ Depression
Victimization and
Discrimination
↓ Self-Esteem
LGBTQ-Related School Resources
and Supports
Student Clubs were related to:
(GSAs)
• Negative school experiences
(homophobic remarks, feeling
Inclusive Curricular unsafe, victimization)
Resources
• School staff intervention in biased
language
Supportive Educators
• Positive educational outcomes
(less absenteeism, higher
Inclusive Policies educational aspirations, greater
academic achievement)
112/27/2019
GLSEN Research:
Supporting LGBTQ Students’ Well-
Being and Educational Success: New
Survey Findings and Best Practices of
School Mental Health Providers
Attitudes about Unsafety
• Perspectives
•
122/27/2019
Attitudes towards Work with
LGBTQ Students
• Majority agree it is their
responsibility to provide
supportive counseling
(87.2%)
• A small portion disagree
(3.6%).
• Some remain neutral.
Attitudes regarding LGBTQ School
Practices
132/27/2019
Attitudes re: LGBTQ School
Practices
• Majority did not think it is
better for students to
conform to gender norms
(55.5% for males, 57.1% for
females)
School Mental Health Professionals
feel most confident…
• Intervening in anti-LGBTQ remarks, bullying, and/or harassment of
students (93.1%)
• Using culturally sensitive terminology when talking with or about
LGB people (89.1%), about transgender people (75.9%)
• Creating a safe space for LGBTQ students (86.9%)
• Providing counseling and support to an LGBTQ student (82.0%)
• Bringing up SOGI issues in conversation with “all” students (74.5%)
142/27/2019
School Mental Health Professionals
feel least confident…
• Conducting support groups specifically for LGBTQ students (47.4%)
• Serving as a GSA sponsor/advisor in their school (46.3%)
• Addressing the unique health and mental health needs of
transgender youth (35.3%)
LGBTQ-Related Competency
Training in Graduate School
• 7 in 10 received little to no training on working with LGB populations
• 8 in 10 received little to no training in working with transgender populations
• Over 3/4ths received little to no training in working with LGBTQ youth
152/27/2019
Counselor Preparation
Meeting with LGBTQ Students in
their School
162/27/2019
Individual-Level Practices
School-Level Practices
172/27/2019
Counselor Practices
Factors Related to LGBTQ-Supportive Practices
Specific training to serve LGBTQ students
(including pre-service preparation & in-service PD)
Confidence in abilities to engage in LGBTQ-
supportive practices (i.e., self-efficacy)
LGBTQ-supportive
practices (individual-
and school-level)
Familiarity with LGBTQ people
(esp. students, coworkers, & parents)
Awareness of school climate
for LGBTQ students
Positive attitudes toward LGBTQ
students & school practices
182/27/2019
GLSEN Blog: 5 Tips and Best Practices
By Kit McCann, LMFT, she/her, a queer/gender therapist in New Hampshire.
Advocate with other School Leaders
• Display LGBTQ-affirming signs or
stickers
• Interrupt anti-LGBTQ language and
mispronouning/misgendering
• Start or support GSAs
• Know the school’s policies and,
if needed, advocate for LGBTQ-
supportive policies
192/27/2019
Explore LGBTQ-Community Resources
• Research therapists and clinics that are
LGBTQ-friendly
• Compile a list of referrals for students who are
looking for therapy outside of school
• Know your limits
• Check out CampusPrideIndex.org for LGBTQ-
friendly college recommendations
Be Transparent About Confidentiality
• Research and understand your particular
obligations to share information with teachers,
administrators, or family members
• Read the ACLU’s open letter on Student Right to
Privacy
• Be transparent with your students that you will
have to break confidentiality if you are concerned
about their safety either due to potential self-
harm or harm from someone else.
202/27/2019
Follow Their Lead With “Coming Out”
• Read and share GLSEN Coming Out Guide at
glsen.org/comingout
• Gender and sexual orientation identities are
often fluid, especially for students
• Students determine when and with whom to
share their identities and pronouns
• Always ask first and follow their lead
Students Are their Own Experts
• Keep learning about pronouns
and LGBTQ identity
• Don’t assume what worked for
one student will work for
another with the same or
similar identities
• Hold an open, honest space
where each individual student
can teach you about their
specific experience
212/27/2019
GLSEN Resources
GLSEN’s 4 Supports to Create Inclusive Schools:
• Enumerated Policies
Implement comprehensive anti-bullying policy that specifically
includes protections based on sexual orientation or gender
identity/expression among a list of enumerated categories.
See GLSEN’s Trans Model Policy.
• Supportive Educators
Educators who show their support for LGBTQ students.
Educators who have had staff trainings on how to address anti-
LGBT bullying.
• Student-led Clubs
Support for student interventions such as Gender-Sexuality Alliance
(GSA) clubs and participation in events such as the Day of Silence.
• Inclusive Curriculum
Positive representations of LGBTQ people, history, and events in
school curriculum.
222/27/2019
4
5
Video: Nonbinary Identity
232/27/2019
GLSEN Resources
www.glsen.org/trans
• Trans Model Policy
• Gender Visual and Discussion
Guide
• Pronoun Resource
• Identity Videos
• Blogs by trans students and trans
educators
Ready, Set, Respect!
• GLSEN’s Ready, Set, Respect!
• The lessons focus on name-
calling, bullying and bias,
LGBT-inclusive family diversity
and gender roles and diversity
and are designed to be used as
either standalone lessons or as
part of a school-wide anti-bias
or bullying prevention program.
242/27/2019
Q&A
Contact Us
For Research For Educator Resources
• glsen.org/research to • glsen.org/educators to
subscribe to Research subscribe to Educator Network
Newsletter emails
• @GLSENResearch on Twitter • @GLSEN_Education on Twitter
• Email glsenresearch@glsen.org • Email educators@glsen.org
25Schools Can Be the Difference for
Transgender and Gender Nonconforming Youth
Transgender and gender nonconforming (trans/GNC) youth face enormous obstacles
to a safe and welcoming school environment, but students who attend supportive
schools have better personal mental health and academic outcomes.
Trans/GNC youth 83.7% of Over 4 in 10 trans/GNC students
transgender face gender-related discrimination at school, including:
are experiencing & 69.9%
extremely hostile of GNC
climates in students 42.1% of trans/GNC 46.5% of trans/
were bullied/harassed students have been GNC students have
US schools. at school because of
their gender.
prevented from using their been required to use the
preferred name or pronoun. incorrect bathroom.
And too few schools Good news!
have supportive policies. Research shows that schools can help trans/GNC students by enacting supportive
In fact, only 1 in 10 trans/GNC students and inclusive policies. In fact, trans/GNC students in schools with trans/GNC
report their school has policies or student policies are face less discrimination and are more engaged in school.
guidelines supporting trans/GNC students.
Less likely to be
prevented from using Less likely to
their preferred name Less likely to be required to miss school
or pronouns use the wrong bathrooms (54.7% vs. 67.0%)
(22.5% vs. 47.5%)
(23.5% vs. 51.9%)
Together, we can make our schools safe and inclusive for LGBTQ youth. Here’s how you can help:
Advocate for trans/ Create a trans/GNC- Train educators to
GNC-inclusive policies inclusive curriculum support trans/GNC youth
glsen.org/policy glsen.org/curriculum glsen.org/training
Data from the 2017 National School Climate Survey: The Experiences of Lesbian,
Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools.
Learn more at glsen.org/nscsGender Terminology: Discussion Guide
Gender studies are for everyone!
Gender is much more complex than “boys” and “girls,” but not too complicated for students of any age to learn about.
All students have a gender, express that gender each day, and are affected by gender stereotypes. You can use GLSEN’s
Gender Terminology Visual to explain these basic gender terms.
Gender identity is how you identify and see yourself. Everyone gets to decide their gender identity for
themselves. You may identify as a girl or a boy. If you don’t feel like a boy or a girl, you might identify
as agender, genderqueer, nonbinary or just as a person. You may choose not to use any specific term
to define your gender identity, or you may use a term today that you decide later doesn’t fit. You have a
right to identify however you want, and your identity should be respected.
Sex assigned at birth is the sex that the medical community labels a person when they are born. If your
gender identity matches the sex assigned to you at birth, then you are cisgender. For example, if you
identify as a girl and you were assigned female at birth, then you are cisgender. People whose gender
identity does not match their sex assigned at birth may be transgender.
Regardless of our gender identity and sex assigned at birth, people express their gender in a variety of
ways. This includes the way that we talk, our mannerisms, how we interact with others, our clothing,
accessories, hairstyles, activities we enjoy, and much more! You should never use a person’s gender
expression to guess their gender identity.
Gender attribution describes how your gender is perceived by others. This can change depending on the
people you’re around, the country you’re in, or even the time period. For example, although we might
consider dresses to be stereotypically feminine, ancient Romans wore dresses or “togas” regardless of
their gender, and a man wearing one at that time would be perceived as masculine.
DISCUSSION TOPICS: example, “girls like pink” or “boys don’t cry.”
Take
nn a moment to think about your gender These stereotypes can make people feel bad
identity. How do you identify today? Is this the for the things they like to do and for being
same as the sex you were assigned at birth? who they are. Even though nonbinary people
Gender expression can be really fun when we
nn aren’t boys or girls, they may still be teased
give people the space to explore what feels for breaking stereotypes associated with their
good to them. There are so many different sex assigned at birth or the gender they are
ways to show off our gender and ourselves. perceived as being.
nn What are some ways you are expressing or nn What are some ways that you break gender
showing your gender today? stereotypes?
nn How might this change on a different day? nn How could you encourage your friends and
There are gender stereotypes that try to tell
nn classmates to express their gender in a way
us that people who identify as girls or boys that feels right to them?
should act and dress a certain way. For
facebook.com/GLSEN @GLSEN @GLSENofficial GLSEN.tumblr.com 1Cis-privilege:
nn The more all of these identities are aligned, the more cis-privilege you benefit from. For
example, if you identify as a boy who was assigned male at birth, and your gender expression stays
in what is considered “masculine” in your culture, AND you stay around people who perceive and
read your expression as masculine, then your gender is not questioned. You might even get to move
through the world without thinking about gender, being misgendered*, or feeling limited by gender
stereotypes.
nn What ways do you experience cis-privilege?
nn What changes can you make to make your classroom or GSA more inclusive of transgender people?
GENDER IS MUCH MORE COMPLEX
THAN “BOYS” AND “GIRLS.”
WHY DO WE NEED SO MANY TERMS? Inuit
nn people have 50 different words for that
In case you or someone you know are wondering we call “snow.” That’s because it’s important
why we have so many terms when talking about
to them. We need language to talk about
gender, here are some talking points:
gender and sexual identities because it helps
We
nn are a language-based society, and using
people feel seen and validated when they fall
language is the best way that we learn about
outside of people’s assumptions.
new things with each other. If you’ve ever
In addition, having the language to describe
nn
seen a paint strip in a hardware store, think
one’s gender identity outside of the gender
about how many words we use to describe
binary is liberating and creates community
shades of one color. And that’s just paint, not
among people experiencing gender in similar
people’s identities!
ways. We all have the right to have language
to define ourselves.
Check out GLSEN’s
Gender Terminology Visual.
*Misgendering refers to the experience of being labeled by others as a gender other than one that a person identifies with.
The essential thing to do after learning someone’s pronouns is remembering to use those pronouns when referring to
that person. If you accidentally use the wrong pronoun when identifying someone, please correct yourself in front of that
person and begin using the right pronoun. Everyone makes mistakes, and making visible your work to respect and use
someone’s pronoun after a mistake is an important moment to take. It is not the responsibility of the transgender or gender
nonconforming person to address your feelings after you misgender them.
facebook.com/GLSEN @GLSEN @GLSENofficial GLSEN.tumblr.com 2PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. Some people may choose not to share their pronouns for a variety of reasons, e.g. they are questioning or transitioning their pronouns, they don’t use or like any pronouns, they don’t feel comfortable sharing them at that moment or in that space, or they fear bullying or harassment after sharing. In the case that someone has left pronouns off the nametag or chosen not to share their pronouns, please refrain from using pronouns for that person and refer to the person by name.
Misgendering
Misgendering refers to the experience of being labeled by others as a gender
other than one that a person identifies with. The essential thing to do after
learning someone’s pronouns is remembering to use those pronouns when
referring to that person. If you accidentally use the wrong pronoun when
identifying someone, please correct yourself in front of that person and begin
using the right pronoun. Everyone makes mistakes, and making visible your
work to respect and use someone’s pronoun after a mistake is an important
moment to take. It is not the responsibility of the transgender or GNC person
to address your feelings after misgendering.
What about PGP?
There has been a shift away from the term “preferred gender pronoun” or
“PGP” to using “pronoun.” This change was made because a person’s
pronouns are not just preferred; they're the pronouns that must be used.
Make your support visible!
• Include “pronoun:” under “name:” in nametags and introductions as
an opportunity for participants to make visible their gender pronouns.
• Put up a sign or statement like this near the nametags, classrooms, or
GSA meeting spaces:
• [Your School or Group Name] is including pronouns because we
are working to make our spaces more inclusive of transgender,
gender nonconforming, and gender non-binary people.
• Put up this sign near nametags with pronoun sections:
• We encourage you to fill in the pronoun section along with your name,
so that we use the correct pronouns with each other from the
beginning. We have left the pronoun section blank so that you can fill
in any/all pronouns you use.
• Wear and distribute pronoun buttons or nametags at school.
Tips for Gender-neutral Language:
• If you feel comfortable, introduce yourself with your pronouns as a
model. For example: “Hi, I’m Anjelique. I use she/her and they/them
pronouns” or “I’m Milo, and I use they/them pronouns.”
• Practice, practice, practice! Use gender-neutral pronouns such as
“they” and “ze” while visualizing the person who uses them.
• Whenever possible, take the lead from the transgender and GNC
students and educators in your school, especially during the planning
stages.
• Welcome feedback, and be ready to make adjustments as you
continue to make your spaces more inclusive: “If you have any
feedback for us on how to make this GSA a more welcoming space fortransgender, gender nonconforming and gender non-binary people,
please let us know!”
• When addressing groups of people or people whose pronouns you
haven’t been told, use gender-neutral language such as, “friends,”
“folks,” “all,” or “y’all,” rather than “guys,” “ladies,” “ma’am,” or “sir.”
Other resources from GLSEN for supporting Trans/GNC Youth
• Webinar for Educators: Supporting Trans and GNC Students
• Be a Better Ally to Trans and GNC Youth
• Know Your Rights: A Guide for Transgender and GNC Students
• Video on genderfluidity by one of GLSEN's National Student Council
members
• Blogs on nonbinary identity and transgender binary-privilege
• Make your GSA more Trans and GNC Inclusive
Leading Organizations for Transgender Advocacy:
• National Center for Transgender Equality – transequality.org
• Transgender Law Center - transgenderlawcenter.org
• Trans Student Educational Resources (TSER) - transstudent.org
• Trans Women of Color Collective - twocc.us
IMPORTANT TERMS:
Cisgender: A person whose gender identity and expression are
aligned with the gender they were assigned at birth.
Cisnormativity: The assumption that cisgender identity is the norm,
which plays out in interpersonal interactions and institutional privileges
that further the marginalization of transgender people.
Gender: A set of cultural identities, expressions and roles – codified as
feminine or masculine – that are assigned to people based upon the
interpretation of their bodies, and more specifically, their sexual and
reproductive anatomy. Since gender is a social construction, it is
possible to reject or modify the gender one is assigned at birth, and to
develop, live and express a gender that feels truer and just to oneself.
Gender Binary: A socially constructed system of viewing gender as
consisting solely of two categories, “male” and “female,” in which no
other possibilities for gender are believed to exist. The gender binary
is a restrictive and inaccurate way to view gender because it does not
take into account the diversity of gender identities and gender
expressions among all people. The gender binary is oppressive to
anyone that does not conform to dominant societal gender norms.Gender Expression: The multiple ways (e.g., behaviors, dress) in which a person may choose to communicate gender to oneself and/or to others. Gender Identity: A personal conception of oneself as male, female, both, neither and/or another gender. Gender identity can be the same as or different from the gender a person is assigned at birth. Gender identity is a matter of self-identification; no one can tell anyone else how to identify or what terms to use. Gender identity is different from sexual orientation, and everyone has both a gender identity and a sexual orientation. Gender Non-binary: An umbrella term for gender identities used by people whose gender is not exclusively male or female Gender Nonconforming: A descriptive term and/or identity of a person who has a gender identity and/or expression that does not conform to the traditional expectations of the gender they were assigned at birth. People who identify as “gender nonconforming” or “gender variant” may or may not also identify as “transgender.” Pronouns: The pronoun or set of pronouns that a person identifies with and would like to be called when their proper name is not being used. Examples include “she/her/hers,” “he/him/his,” ze/hir/hirs,” and “they/them/theirs.” Some people prefer no pronouns at all. Transgender: An umbrella term describing people whose gender identity does not match the gender they were assigned at birth.
You can also read
