Secondary Welcoming Schools PD - Supporting Secondary Students

Secondary Welcoming Schools PD

Please complete the following five steps:

Step 1: Watch the video: LGBTQ teens on feeling safe

Step 2: Read about bullying, violence and student well-being data

Step 3: Read about LGBTQ inclusive curriculum and materials

Step 4: Read about affirming and non-affirming family members and how to best support students

Step 5: Read about cis-heteronormativity in schools

Step 1: LGBTQ Teens on Feeling Safe

Step 2: Bullying, Violence and Student Well-Being data

This data comes from The Centers for Disease Control's 2017 Youth Risk Behavior Survey that's conducted every two years. It is imperative that we look at the risks involved with not having good policy to support LGBTQ students. These statistics are very clear. We must proactively target our efforts to create a more inclusive, respectful space for LGBTQ students. We hope this new knowledge challenges you to become an even stronger advocate for our LGBTQ students. They need you!

Analyzing The Data

Afraid to go to school

One out of ten LGB students had not gone to school for at least one of the 30 days before the survey because they felt they would be unsafe at school or on their way to or from school. A 60% higher rate than for heterosexual students.

Bullied at school

LGB students were bullied on school property almost twice as often as heterosexual students during the 12 months before the survey.

Sad or hopeless

Almost two out of three LGB students said that they felt sad or helpless almost every day for a period of two or more weeks in a row to a point where they stopped doing some usual activities during the 12 months before the survey. Over twice as many LGB students than heterosexual students.

Suicide

LGB students attempted suicide four and a half times more often than heterosexual students during the 12 months before the survey.

Additional 2017 Youth Risk Behavior Study (YRBS) Data:

More than twice as many LGB students than heterosexual students were electronically bullied during the 12 months before the survey. 27.1% v. 13.3%

LGB students were threatened or injured with a weapon on school property twice as often as heterosexual students during the 12 months before the survey. This number is even higher for students not sure of their sexual identity. 10% v. 5.1%

LGB students attempted suicide more than four times as often as heterosexual students during the 12 months before the survey. 23.0% v. 5.4%

LGB students seriously considered attempting suicide three and a half times as often as heterosexual students during the 12 months before the survey. 47.7% v. 13.3%

Background Information

The Youth Risk Behavior Study is conducted every two years. These charts are based on a random sample of students in 26 states and 13 large urban school districts. In the survey, 84% self-identified as heterosexual; 10% as lesbian, gay or bisexual; and 4% as not sure. We are often asked where the “T” or transgender inclusion is in this survey. Unfortunately, transgender students were not included; however, if they were, we would likely see that they are even more at risk than LGB students. We hope that they will be included in the next survey. The CDC released their analysis with LGB data in August 2018 on the survey conducted in 2017.

Step 3: LGBTQ Inclusive Materials and Resources

Curriculum

Academic curriculum should include a full spectrum of gender and sexuality perspectives, voices, histories and current events. Lesson plans and classroom examples should be designed to expand your students’ understanding of gender and sexuality.

Books and Media

Your school’s library should include books and resources about people with a broad spectrum of genders and sexual identities. Create opportunities for your class to examine social media and books to increase their media literacy around LGBTQ topics.

School Displays

Create classroom and school displays that show a wide range of occupations and achievements for all genders and sexual orientations. Classroom and hallway images should reflect people of all races, gender expressions, sexual identities, ethnicities and abilities.

Step 4: Family Support and Non-Affirming Family

Ask the student

It's OK to ask a student how to help them. Put the student at the center and trust their journey.

Family Journeys

Studies have shown that LGBTQ youth with at least one affirming family member have greater resiliency and emotional and physical wellbeing. Often in families, one member may be more active on the path to acceptance than another. Educators need to be sensitive to the family’s journey and have the student’s safety and well-being as the center point.

Schools as a Resource

Many communities have support groups for families of LGBTQ youth such as PFLAG or support groups for parents and caregivers of transgender and non-binary children and youth. It may be helpful to connect a family with one of these groups.

Non-Affirming Families:

School must be a safe space. Unfortunately, LGBTQ youth experience high levels of family rejection. Lack of affirming family can have detrimental effects on their short- and long-term mental health and well-being. Schools can play a critical role in alleviating the psychological distress caused by family rejection. The school environment may be the only place an LGBTQ or gender diverse student feels safe enough to be themselves.

Having a safe place to learn is just as important, if not more so, for LGBTQ students who do not have affirming family members as it is for those who do. Students should have one or two caring anchor adults who check in on them regularly. It is common for students to be in joint custody situations where some family members are affirming and some are not (at this time).

Background Information: Research on family rejection of lesbian, gay and bisexual youth has shown that “high levels of parental pressure to try to change an adolescent’s gender expression to enforce gender conformity is related to high levels of depression, a nearly four times greater likelihood of attempted suicide and illegal drug use, and being more than twice as likely to put oneself at high risk for HIV.”

(Ryan, C. (2015). “Generating a Revolution in Prevention, Wellness, and Care for LGBT Children and Youth,” Temple Political & Civil Rights Law Review, 23(3), pp. 331-44 in Schools In Transition)

Step 5: Cis-Heternormativity in Schools

Cis-Heteronormative: This term refers to the assumption that heterosexuality and being cisgender are the norm, which plays out in interpersonal interactions and society, and furthers the marginalization of queer and gender diverse people. When we are being cis-heteronormative, we are proceeding as if all people are cisgender and heterosexual.

Cisgender is a term used to describe a person whose gender identity aligns with the sex they were assigned at birth. When educators are cis-normative, we are ignoring transgender and non-binary students, families and staff.

When educators are heteronormative, we are operating as if all our students and their families are heterosexual and marginalize LGBTQ family members, staff and students. Cis-heteronormativity is a mindset where we assume there is one way to be that gets referenced as “normal” and we completely ignore that sexual orientation, gender identity and gender expression are spectrums with many ways to be.

“How are students who are cisgender or heterosexual privileged in schools?”

Click here for some examples.

•I know that forms will have appropriate fields for my affirmed names and pronouns.

•I know that I can dress the way I like and won’t get in trouble at school.

•I know that the school dress code will not be more strictly enforced on me.

•I can go to school dances with the person I am attracted to.

•I have a life rather than a lifestyle.

•I am not the target of put-downs or slurs at school about my sexual or gender identities.

•I know teachers will intervene if I am being bullied or harassed.

•I do not fear family rejection or homelessness if I share my sexual or gender identity.

•I see role models in textbooks and lessons with whom I can identify.

•People assume my sexual orientation correctly. (I do not have to “come out”.)

•I am able to show affection at school such as hugging, holding hands without being disciplined by educators.

•I can use the restroom without fear of harassment or bullying.

•I won’t be mis-gendered because of the way I dress.

•People will not ask me if the name I want to be called is my “real name”.

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