SAFE AND RESPONSIVE SCHOOLS FOR LGBTQ STUDENTS: RESEARCH AND ISSUES OF WHICH ALL EDUCATIONAL PROFESSIONALS SHOULD BE AWARE

Todd A. Savage, Ph.D., NCSP & Caroline A. Baker, Ph.D., NCC

University of Wisconsin-River Falls

2013 PFLAG Cultivating Respect Annual Conference

TODAY’S AGENDA

Introductions LGBTQ Youths and the Schools Special issue of the Journal of School Violence

Background and rationale Articles

Microaggresions Activity

Legal and ethical issues Professional development matters for

educators Reflect and adjourn

PRESENTERS & PARTICIPANTS Todd A. Savage

School psychologist Associate professor

Caroline A. Baker School counselor Assistant professor

Who do we have here today? Students? Teachers? School Psychologists? School Counselors? Administrators? College instructors? Additional professionals or interested parties?

LGBTQ YOUTHS AND THE SCHOOLS 85% of students report hearing “gay” used in a negative way in

schools frequently or often at school; 91% feel distressed by these remarks.

71% of students report hearing other homophobic remarks frequently or often at school.

62% of students report hearing negative remarks about gender expression frequently or often at school.

57% of students report hearing homophobic remarks and 57% report hearing negative remarks about gender expression by the adults (e.g., teachers) in school.

Victimization Absenteeism Academic sequelae Psychological sequelae Gay-Straight Alliances Inclusive curricula Supportive educators Policies and laws

Adapted from GLSEN’s 2011 National School Climate Survey at http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/002/2106-1.pdf

JOURNAL OF SCHOOL VIOLENCE Special issue focused on LGBTQ issues

January 2013, Volume 12, Issue 1 Articles

Introduction to the Special Issue (Savage & Schanding)

What is Homophobic Bias Anyway? Defining and Recognizing Microaggressions and Harassment of LGBTQ Youths (McCabe, Dragowski, & Rubinson)

Technology Hurts: Lesbian, Gay, and Bisexual Youth Perspectives of Technology & Cyberbullying (Varjas, Meyers, Kiperman, & Howard)

The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports (Kosciw, Palmer, Kull, & Greytak)

Educators’ Perceptions in Addressing Bullying LGBTQ/Gender-Nonconforming Youth (Perez, Schanding, & Dao)

Educating the Educator: Creating Supportive School Personnel Through Professional Development (Greytak, Kosciw, & Boesen)

Creating Safe and Welcoming Schools for LGBT Youths: Ethical and Legal Issues (Jacob)

MICROAGGRESSIONS

What is a macroaggression? We know these when we see them, usually. Examples?

So what is a microaggression?

How might LGBT students experience microaggressions in schools or elsewhere? www.microaggressions.com

Gender: http://www.microaggressions.com/context/gender/ Sexuality:

http://www.microaggressions.com/context/sexuality/

MICROAGGRESSIONS

Take a moment to think about a time someone committed a microaggression toward some aspect of your identity or being. It could be your age, gender, race, religion, anything.

What were your immediate reactions?

How did you respond to the perpetrator?

How did the experience make you feel?

What would you like to be different about that situation?

MICROAGGRESSIONS

Now think about the students who hear, see, feel things related to that aspect of their identity.

What are some examples you have heard or witnessed in your role in the schools?

How might school staff assist in such situations?

What school climate policies/behaviors around microaggressions could you enact tomorrow?

What school climate policies/behaviors around microaggressions could you enact for the next school year?

ETHICAL & LEGAL ISSUES All major education-related professional

associations have established codes of ethics members must follow National Education Association National Association of School Psychologists American School Counselor Association National Association of School Nurses National Association of Social Workers

Ethical themes related to LGBTQ youths Beneficence (“Do good”) Non-maleficence (“Do no harm”) Respect for autonomy (Voice, choice) Respect for privacy (Thoughts and otherwise) Confidentiality (What’s said here stays here) Justice

ETHICAL & LEGAL ISSUES

Overview of federal law pertinent to LGBTQ Youths U.S. Constitution

10th Amendment State governments (not the federal government) have the authority to educate children

14th Amendment (Substantive Due Process) School rules restricting the rights of students must be reasonably related to the purpose or mission of

schools

14th Amendment (Due Process) Schools (as extensions of the state) may not take away a liberty or property interest without procedural

due process; thus, schools cannot suspend or expel students without due process.

14th Amendment (Equal Protection Clause) No state shall “deny any person within its jurisdiction the equal protection of the laws.”

Federal Civil Rights Legislation Title IX (1972)

Protects students from discrimination and harassment based gender.

Section 1983 of the Civil Rights Act of 1871 Any person whose constitutional rights have been violated by a government official may sue for damages in federal

court and the official can be held liable for damages.

PROFESSIONAL DEVELOPMENT MATTERS

Ensuring safe schools for LGBTQ students is a responsibility we all have

Many adults in schools do not intervene and are ill-equipped to do so

PD can build one’s capacity to support and intervene

We can advocate for and/or conduct this PD Research shows brief training sessions can

change educators’ beliefs and self-efficacy in intervening on behalf of LGBTQ youths

Teachers, administrators, and mental health professionals have different PD needs

FINAL MATTERS

New learning

Needs for further development

Questions?

CONTACT INFORMATION

Todd A. Savage todd.savage@uwrf.edu 715-425-3243

Caroline A. Baker caroline.baker@uwrf.edu 715-425-3237