Strategies for Using Data to Address the Needs of LGBTQ Youth in Schools

1. Strategies for Using Datato Address the Needs of LGBTQ Youth in Schools Webinar Presented by Society of State Directors of Health, Physical Education & Recreation in collaboration with GLSEN This publication was supported by CDC cooperative agreement #5U58DP000416-04. Its contents are solely the responsibility of the authors and do not represent the official views of the Centers for Disease Control and Prevention.

2. AGENDA • Welcome! • Meet our Presenter… • Snapshot of National Data on Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth… • How to use this Data… • Questions??

3. Learning Objectives • Participants will gain, • Familiarity with existing data on LGBTQ youth and how to access these data • Understanding of the importance of using data to guide programming for LGBTQ youth • Increased knowledge of the resources available for educators working with LGBTQ youth • Strategies for implementing programmatic and policy changes within schools to address the needs of LGBTQ Youth • Examples of LGBTQ appropriate programming currently being implemented in schools

4. HIV Prevention SLIM #10 The percentage of schools that implement HIV, STD, and pregnancy prevention strategies that meet the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth by doing all of the following: • Providing curricula or supplementary materials that include HIV, other STD, or pregnancy prevention information that is relevant to LGBTQ youth (e.g., curricula or materials that use inclusive language or terminology). • Identifying “safe spaces” such as a counselor’s office, designated classroom, or student organization where LGBTQ youth can receive support from administrators, teachers, or other school staff. • Prohibiting harassment based on a student’s perceived or actual sexual orientation or gender identity • Facilitating access to providers not on school property who have experience providing health services, including HIV/STD testing and counseling, to LGBTQ youth. • Facilitating access to providers not on school property who have experience in providing social and psychological services to LGBTQ youth. • Encouraging staff to attend professional development on safe and supportive school environments for all students, regardless of sexual orientation or gender identity.

5. Featured Presenter Emily Greytak, PH.D. Senior Research Associate, GLSEN • GLSEN, the Gay, Lesbian and Straight Education Network, is a national nonprofit that strives to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression. • Emily has a Ph.D. and an M.S.Ed. in Education Policy from the University of Pennsylvania. Emily first became involved with GLSEN as a volunteer Chapter Member in Philadelphia 12 years ago and has been part of GLSEN’s staff since 2006.

6. GLSEN (Gay, Lesbian & Straight Education Network) National education organization focused on ensuring safe schools for all lesbian, gay, bisexual and transgender (LGBT) students, and combating anti-LGBT bias in schools. Develops the awareness, policies and leadership necessary to ensure that schools are safe and supportive learning environments for all students, regardless of sexual orientation, gender identity, or gender expression.

7. GLSEN • 1990 - Started by and for teachers in Massachusetts • 1995 – Became a national organization • Headquartered in New York City • Public Policy Office DC • 30+ Local Chapters across the U.S.

8. GLSEN Research

9. Current National Data about LGBT Youth

10. Biennial survey first conducted in 1999 Documents the experiences of LGBT students in U.S. schools • Indicators of school climate (biased language, school safety, harassment and assault) • Effects of negative school climate on educational outcomes • Access to school resources and supports • Utility of resources and supports • Impact of education laws and policies on school climate

11. Methods: • Participation by community organizations (paper surveys) • Internet outreach, announcements, and ads on social networking site • Sample Characteristics: • 6,209 LGBT middle and high school students • From all 50 states and the District of Columbia • Students from public and private schools, including religious-affiliated schools.

12. Biased Language • in School

13. Homophobic remarks were the most common type of biased language

14. School staff were least likely to intervene in remarks about gender expression and homophobic remarks

15. School Safety, Harassment • and Assault

16. Most LGBT Students Feel Unsafe at School

17. Experiences of • Harassment & Assault • Sexual orientation and gender expression were the most commonly targeted characteristics. • In the past year: • 4 in 5 students were verbally harassed (86.2%) • 2 in 5 were physically harassed (44.1%) • 1 in 5 were physically assaulted (22.1%) • Because of their sexual orientation

18. Experiences of • Harassment & Assault • In the past year: • 2 in 3 students were verbally harassed (66.5%) • 1 in 3 were physically harassed (30.4%) • 1 in 6 were physically assaulted (14.2%) • Because of their gender expression

19. The Majority of LGBT Students are Harassed at School

20. Reporting Incidents and Talking with School Staff

21. Reporting Incidents • of Harassment & Assault • The majority (60.8%) of students never reported incidents of harassment or assault to school staff “I feel nothing will be done about it. Most just don’t care...” - Male student, 12th grade, SD • Most common reason for not reporting to school staff: • Doubted that staff would effectively address situation (32.8%)

22. Responses of School Staff to Reports of Harassment & Assault • Most common responses by school staff when students did report: Nothing (31.3%) “All they said was they’d watch to see what was happening. They never did, no one ever did anything to prevent me being bashed.” - Transgender student, 8th grade, AZ

23. Responses of School Staff to Reports of Harassment & Assault “When I reported it, they talked to the student and the kid knocked it off for a while, but it started up again. It will never stop, never.” - Female student, 9th grade, WA

24. Talking with • School Personnel Teachers and counselors/social workers were the school personnel LGBT students talked to most frequently about LGBT-related issues. They were also the staff students were most comfortable with talking to about these issues.

25. Being Out at School

26. Being Out at School Almost all LGBT students were out to someone at school.

27. Being Out at School Fewer students out to school staff.

28. Being Out at School Outness related to increased victimization.

29. Being Out at School But, outness also related to increased school belonging.

30. Understanding the Impact

31. Absenteeism • Nearly a third of students reported missing class at least once in the last month (31.7%) and missing at least one day of school (32.8%)

32. Harassment Related to • Absenteeism

33. Harassment Related to • Decreased Academic Achievement

34. Harassment Related to • Decreased Educational Aspirations

35. LGBT Students Compared • to General Population

36. Questions?

37. Differences Among LGBT Youth Not all LGBT youth experience the same school climate. • Transgender youth face even more hostile school climates, poorer educational outcomes • Some racial/ethnic differences in school experiences of LGBT youth • Younger LGBT youth may face more hostile school climates (middle school worse than high school)

38. Differences Among Schools LGBT youth’s experiences vary by school. (where the school is) • Locale: Rural schools, not urban, are the most unsafe for LGBT youth • Region: Southern schools have more hostile school climates for LGBT youth, fewer resources

39. Sources for Research on LGBT Students • National • National School Climate Survey (GLSEN - Kosciw et al., 2009, 2008) • Add Health (Savin-Williams & Ream, 2007; Saewyc et al., 2005; Russell & Consolacion, 2003; Russell et al., 2001) • Hatred in the Hallways (Human Rights Watch – Bochenek & Brown, 2001) • Gaydata.org (from the Program for LGBT Health at Drexel University)

40. Sources for Research on LGBT Students • State-Level • State Safe Schools Coalitions (e.g, California, Illinois) • State Briefs (GLSEN – e.g., AZ, CA, CO, IL, MI, MN, NJ, NY, OH, PA, TX) • YRBS (MA: Goodenow et al., 2006; Bontempo et al., 2002; Garafalo et al., 1998, 1999; Faulkner et al., 1998; DuRant et al., 1997; VT: Bontempo & D'Augelli, 2002; Robin et al., 2002; Goodenow et al, 2002; DuRant et al., 1998)

41. Collecting Your Own Data • Advocate for inclusion of items that identify LGBT youth in your YRBS. Locations that have included such items (identity and/or behavior): • Cities • Baltimore, MD • Boston, MA • Chicago, IL • Hillsborough County, FL • Milwaukee, WI • New York, NY • Philadelphia, PA • Los Angeles, CA • San Bernardino, CA • Washington, DC* • San Diego, CA • Seattle, WA • States • Connecticut • Delaware • Hawaii • Illinois • Maine • Massachusetts • New Hampshire • North Dakota • Rhode Island • San Francisco • Vermont • *DC is only location that asks about transgender • For information about specific items: Kyle Lafferty at The Society or gaydata.org

42. Collecting Your Own Data • GLSEN’s Local School Climate Survey • www.glsen.org/research

43. Collecting Your Own Data • GLSEN’s Local School Climate Survey: Example from Chillicothe GSA, Ohio

44. Implementing Policies and Programs

45. What Works • Have strong evidence for the role of: • Student-Led Organizations (GSAs) • Supportive & Informed School Personnel • LGBT-Inclusive Curricular Resources • Comprehensive Anti-Harassment/Bullying Policies

46. Supportive Student Clubs ↓ Homophobic remarks ↓ Victimization ↓Feeling unsafe & missing school Gay-Straight Alliances (GSAs) ↑ Reporting to school staff ↑ School belonging • Schools with GSAs provide a safer and more welcoming school environment • for LGBT students.

47. Gay-Straight Alliances • Only 36.3% of LGBT students had a • GSA in their school.

48. SLIM HIV 10

49. SLIM HIV 10 • Identifying “safe spaces” such as a counselor’s office, designated classroom, or student organization where LGBTQ youth can receive support from administrators, teachers, or other school staff.

50. Gay-Straight Alliances • Schools may limit access to GSAs by • ignoring Equal Access Act • requiring parental permission • GLSEN supports GSA student leaders • and staff advisors: • Provides resources, fosters • communications, and sponsors • student-led Days of Action • www.studentorganizing.org • facebook.com/gaystraightalliances • www.dayofsilence.org • www.glsen.org