SUPPORTING LGBTQA STUDENTS IN MIDDLE SCHOOLS. By: Natalie Matwiejow, Anne Marr, Jenna Brown, James Hiers and Michelle Ghoston, PhD

Transcription

1 SUPPORTING LGBTQA STUDENTS IN MIDDLE SCHOOLS By: Natalie Matwiejow, Anne Marr, Jenna Brown, James Hiers and Michelle Ghoston, PhD

2 RELEVANCE

3 ACTIVITY

4 IN THE UNITED STATES, AT LEAST 5% TO 10% OF THE POPULATION IS GAY, LESBIAN, BISEXUAL, OR TRANSGENDER, INDICATING THAT APPROXIMATELY ONE IN FIVE FAMILIES MAY INCLUDE AN LGBT PERSON

5 HEADLINES 2013 Gay Oregon Teen Jadin Bell Commits Suicide After Enduring Years Of Bullying Will Tennessee teachers have to out gay students? Minnesota Columnist Claims LGBT Students Don t Need Bullying Protections

6 MIDDLE SCHOOL YEARS The median age adolescents become aware of their same-sex feelings is somewhere between 13 and 15 although many are aware of being different from others long before that. Typically question their sexual orientation but have not self-identified as gay or lesbian.

7 BULLYING Types: Physical, Verbal, Relational, Reactive Peaks in the middle school years Comprehensive solution: students, schools, families, and community Must meet needs of school and be supported universally

8 LGBTQA POPULATIONS More complex issue Process of change Policies that are well publicized aid LGBTQA students in feeling safe and attending school. LGBT students who did not have (or did not know of) a policy protecting them from violence and harassment were nearly 40% more likely to skip school because they were simply too afraid to go.

9 STATE POLICY

10 STATE POLICY

11 OUR STUDY Sent to school counselors across the state (N=134) All levels received survey (elementary, middle, high) Nine question survey, two open ended

12 INSTITUTIONAL PRESS Middle School High School

13 METHOD OF GATHERING INFO Middle School High School

14 OTHER RESPONSES Sometimes a parent will call and "skate" around the issue about their son. Gay Straight Alliance Club

15 IMPLEMENT PROGRAMMING Middle School High School

16 PROGRAMS OFFERED Middle School High School

17 OTHER RESPONSES Day of Silence event Life skills class Info to community support

18 MOST SIGNIFICANT NEED Middle School High School

19 ADVICE TO COUNSELORS Other Support Education Counseling Collaboration

20 BREAKDOWN Collaboration: Collective effort between admin, staff, students, and community Counseling: Skills, individuals, groups Education: Educating yourself on curriculums, laws, contexts, and programs that have worked Support: Creating a safe space, advocating, and improving school climate Other: Encouragement, feedback, developmental considerations

21 ADVICE TO COUNSELORS Some middle schoolers don't really know that they are struggling with this issue but just feel different from their friends; they wouldn't necessarily identify GSA as a place of support. I might consider a diversity club; it could draw more members and it would be a way to promote tolerance and acceptance to a broader group

22 IDENTIFIED CHALLENGES None Advice Administration Participation Scheduling

23 BREAKDOWN Scheduling: Conflicts reported in regards to appropriate times to meet and staff availability. Participation: Willingness, interest, and investment of students to get involved with programs and activities. Administration: Direct pushback or reluctance to support programs. Advice: Solutions or options offered by participants. None: Participants reported no challenges.

24 IDENTIFIED CHALLENGES A student asked to form a Gay-Straight Alliance Group, and I offered to be the adviser for the group. I was cautioned by administrators that this would be challenging and and would incite a reaction in our small rural community. The student had a difficult time identifying other students who would be willing to participate. Our population is so small that students didn't want to participate in the programs. I don't feel

25 WHAT PROGRAMS NEED Support from key personnel (teachers, administrators) Address bully as well as victim Meet specific needs of school (must be customized) Student Interest (Knowledge) Cooperation!

26 PROTECTIVE FACTORS Peer support and connections Role models Accessible resources Positive school climate

27 PROCESS OF CHANGE Creating a safe school climate Integral role of school administration, staff and students Systemic Intervention Belief in importance all stakeholders support is best

28 WHAT WE CAN DO All staff trainings on LGBTQA population. Ensure there is a safe person that LGBTQA students can refer to for accurate information and resources. Support a GSA Diversity club inclusive of all diversities would work well at the middle school level. Ensure school policies are inclusive of students of all sexual orientations and genders.

29 WHAT WE CAN DO CONTINUED Examine school curriculum- find ways to include gay and lesbian history, literature, and role models. Review the curriculum replacing heterosexist and gender-exclusive language with more inclusive LGBTQA student affirming language. Expand school and classroom libraries to incorporate more gay and lesbian fiction and nonfiction. School calendars

30 BEST PRACTICES Intervene and teach students that anti-lgbtqa remarks such as that s so gay is not acceptable Each remark can be an opportunity to provide education as well as reinforce school policy.

31 BEST PRACTICES CONTINUED Develop and facilitate lessons specifically addressing LGBTQA issues. Topics such as identity, relationships, values clarification, communication, character education, gender roles, career exploration, and bullying prevention. Clear evidence to show that when these kinds of steps are implemented, LGBTQA students feel safer and more able to learn!

32 GLSEN GAY AND LESBIAN EDUCATION NETWORK History and Mission Research Policy Tools and Tips What we do

33 GLSEN GAY LESBIAN STRAIGHT EDUCATION NETWORK Think B4 You Speak Campaign GSA Jump-Start

34 FEDERAL POLICY Equal Access Act First Amendment Fourteenth Amendment Equal Protection Clause

35 STATE OF WASHINGTON The State of Washington defines sexual orientation as heterosexuality, homosexuality, bisexuality, and gender expression or identity. As used in this definition, "gender expression or identity" means having or being perceived as having a gender identity, self-image, appearance, behavior, or expression, whether or not that gender identity, selfimage, appearance, behavior, or expression is different from that traditionally associated with the sex assigned to that person at birth. Cite

36 STATE OF WASHINGTON LAW RCW 28A Harassment, intimidation, and bullying prevention policies and procedures Chapter 28A.640 RCW SEXUAL EQUALITY 28A.642 RCW DISCRIMINATION PROHIBITION Cite:

37 SEATTLE PUBLIC SCHOOLS Relevant Policies and Procedures Anti-Harassment Procedure for students Procedure for Adults Equal Opportunity For Employment Acts Of Hostility, Defamation Or Discrimination Equal Opportunity For Students Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) Advisory Committee Cite fe81bfc7d36a49bb880f&pageid=233186&sessionid=21f36fdf2bb2fe81bfc7d36a4 9bb880f

38 DISCUSSION What came up for you today? What kind of programs have you implemented successfully? Final thoughts? Questions?

39 REFERENCES Avery, D. (2013). Gay Oregon Teen Jadin Bell Commits Suicide After Enduring Years Of Bullying. Queerty. Retrieved from Bailey, N. J. (2005). Let Us Not Forget to Support LGBT Youth in the Middle School Years. Middle School Journal, 37(2), Fleming, J. (2012). Bullying and Bias: Making Schools Safe for Gay Students. Leadership, 41(4), Ford, Z. (2013). Minnesota Columnist Claims LGBT Students Don t Need Bullying Protections. Think Progress. Retrieved from Goodrich, K. M., & Luke, M. (2009). LGBTQ responsive school counseling. Journal Of LGBT Issues In Counseling, 3(2), doi: / Hampton, C. (2013). "Protecting" LGBT Youth by Putting Them in Harm s Way. American Civil Liberties Union, Blog of Rights. Retrieved from Kosciw, J. G. (2011). The 2011 national school climate survey. Retrieved from Lesbian, gay, bisexual, transgender, questioning (LGBTQ) advisory committee. (2012). Retrieved February 1, 2013, fromhttp:// 21f36fdf2bb2fe81bfc7d36a49bb880f&pageid=233186&sessionid=21f36fdf2bb2fe81bfc7d 36a49bb880f Matthews, C. H., & Salazar, C. F. (2012). An integrative, empowerment model for helping lesbian, gay, and bisexual youth negotiate the coming-out process. Journal Of LGBT Issues In Counseling, 6(2), doi: /

40 REFERENCES (CONT.) Milsom, A. & Gallo, L. (2006). Bullying in Middle Schools: Prevention and Intervention. Middle School Journal, 37(3). Retrieved from january2006/article2/tabid/693/default.aspxstates with safe school laws. ( ). Retrieved February 1, 2013, from bin/iowa/all/library/record/2344.html Poteat, V., & Espelage, D. L. (2007). Predicting Psychosocial Consequences of Homophobic Victimization in Middle School Students. Journal Of Early Adolescence, 27(2), Russell, S. T., Ryan, C., Toomey, R. B., Diaz, R. M., & Sanchez, J. (2011). Lesbian, Gay, Bisexual, and Transgender Adolescent School Victimization: Implications for Young Adult Health and Adjustment. Journal Of School Health, 81(5), Young, A. (2011). LGBT Students Want Educators to Speak up for Them. Phi Delta Kappan, 93(2), Washington State Legislature. (n.d.). Retrieved February 1, 2013, from Washington State Legislature. (n.d.). Retrieved February 1, 2013, from Washington State Legislature. (n.d.). Retrieved February 1, 2013, from Washington State Legislature. (n.d.). Retrieved February 1, 2013, from Weber, P. (2013). Will Tennessee teachers have to out gay students? The Week. Retrieved from

41 CONTACT US Natalie Matwiejow Michelle Ghoston, Ph.D