Addressing the Needs of LGBTQ Youth in Schools. Strategies & Resources. Goals. Creating a safe learning environment for ALL students Gathering Data to identify gaps and address disparities Improving sexual health outcomes for youth.
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Strategies & Resources
2009 National School Climate Survey, GLSEN
Student Experiences: Enumerated policy vs. generic or no policy
Source: “From Teasing to Torment,” GLSEN/Harris Interactive, 2005.
The district is committed to a safe and civil educational environment for all students, employees, parents/legal guardians, volunteers, and patrons that is free from harassment, intimidation, or bullying. “Harassment, intimidation, or bullying” means any intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:
The percentage of schools that implement HIV, other STD, and pregnancy prevention strategies that meet the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth by doing all of the following:
5% of high school students (all races/ethnicities) described them-selves as gay, lesbian, or bisexual
7% of students reported any same-sex sexual contact in their lifetime
In all, 9% of students were “sexual minority” (either self-identified as gay, lesbian, or bisexual or reported any same-sex sexual contact)
Massachusetts Dept. of Elementary and Secondary Education, 2007 Youth Risk Behavior Survey
New York City
Same-sex sexual behavior (3 SEAs, 1 LEA)
LGB identity (2 SEAs, 1 LEA)
YRBS includes question(s) about:
Both behavior and identity (6 SEAs, 4 LEAs)
Same-sex attraction (1 SEA)
Risk Behaviors YRBSAmong RI Public High Schools (grades 9-12) by sexual orientation 2009 YRBSRhode Island