Creating inclusive schools for gender and sexually diverse students fYrefly Saskatchewan Suzy Yim, MSW suzy.yim@uregina.ca

fYrefly Saskatchewan Describe each program briefly

fostering Youth resiliency energy fun leadership yeah! fYrefly stands for:

What is ? Canada’s largest, volunteer-based, summer leadership retreat for LGBTQ+ and allied youth Ages 14-24

What is ? An educational, social, and personal learning retreat Helps youth develop the leadership skills and resiliency necessary for them to become change agents in their schools, families, and communities

What is ? Employs a youth engagement model, encouraging young leaders to take charge of services for youth Run by a team of youth and adult camp leaders

What is ? Artist-in-residence Inspiring creativity and challenging oppression through art

What is ? Celebrating identities Confronting bias, stereotypes, bullying and discrimination Coming out and embracing one’s identities Celebrating complex, unique, intersecting identities

What is ? Leadership skill development Self-esteem and resiliency building Career café with role models Financial literacy Special recognition for attending leadership track workshops

What is ? Holistic health Fitness, nutrition, exercise Negotiating healthy relationships Youth health and safety Self-care and nurturing ourselves

What is ? Expressive arts Challenging oppression through art Participatory drama and dance Gender expression through drag

What is ? Community Youth networking Anti-oppression and community activism Creating safer schools Information session for family and loved ones

What is fYrefly in Schools? Provides informative workshops, training and consultation on sexual and gender diversity, focusing on enhancing inclusion of GSD in the school system

Working with educators Training and consultation for teachers and administrators offer both theoretical and practical tools for ensuring teaching and learning environments are reflective and supportive of student diversity.

fYrefly in Schools video https://drive.google.com/file/d/0B9QkOETqINILV1hPX01sWU9lNDA/view?ts=56b8d1fa

Workshops for youth Workshops for youth seek to increase student awareness of GSD and promote safe and respectful school communities

Workshops for youth Youth engagement Workshops are fun, interactive, informative, and designed for youth Youth empowerment Youth peer educators share stories of how LGBTQ+ issues have impacted their lives

Workshops for youth Terminology Debunking assumptions and stereotypes Impacts of homo/transphobia Stories from youth educators Q&A

Youth peer educators Volunteers are 14-24 years old, identify as LGBTQ+ or allies, and seek to make a difference for GSD youth in Saskatchewan

#hearourstory Aeryn’s story How does our work as educators impact these stories? How do we work with students so they feel welcomed, safe and ready to learn? Feedback from students on their role as educators on impacting these stories

GSD 101: The basics Language and terminology Complicating sex and gender Practicing with pronouns

Terminology Matching game handout Ask if they have any questions or if any terms are new to them

More than the rainbow??

Sex vs. gender

What does it mean to be transgender?

#hearourstory Judy’s story Wren’s story Bill C-279 This enactment amends the Canadian Human Rights Act to include gender identity as a prohibited ground of discrimination. It also amends the Criminal Code to include gender identity as a distinguishing characteristic protected under section 318 and as an aggravating circumstance to be taken into consideration under section 718.2 at the time of sentencing.

Handout: ask participants to map their gender and sexual orientation on this chart

Mapping your gender and sexual orientation Have you ever questioned your gender or sexual orientation map? Was this difficult to complete? Did anything surprise you? Has your gender map changed over time? Reflection

Hanne Gaby Odiele What it’s like to be intersex Intersexy! Hanne Gaby Odiele What it’s like to be intersex

Practicing pronouns Get into pairs and practice the four gender neutral pronouns Read all of the sentences in the black Try to make your own sentence: Suzy came to share zir experience working with GSD youth. Ze is excited to be here.

Practicing pronouns Suzy came to share ____ experience working with GSD youth. ____ is excited to be here. Was that difficult? Did it feel awkward? Using gender neutral pronouns will become easier and more natural with time. Practice helps! We need to unlearn to relearn; it feels awkward because generally, we don’t even think about pronouns, we just say them

Creating inclusive schools Understanding the experiences of GSD students Comprehensive School Community Health approach to inclusive education Being an ally

How does GSD impact my classroom? To understand how to best serve our students, we must understand their experiences

“The worst thing about homophobia in my school is knowing that the teachers won’t stop it.” - SK Girl Grade 9

Homophobic/transphobic language Homophobic and transphobic remarks represent the most frequently heard derogatory remarks in school, yet are the least responded to The majority of teachers say they will always intervene when they hear homophobic or transphobic comments Teachers see themselves as less effective at addressing transphobia than homophobia Taylor, C. & Peter, T., with McMinn, T.L., Schachter, K., Beldom, S., Ferry, A., Gross, Z., & Paquin, S. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust. Inaction signals acceptance

Homophobic/transphobic language _____ hear negative expressions such as “that’s so gay” daily _____ hear pejorative terms such as “faggot” used daily _____ report hearing persistent homophobic comments from their teachers 70% 48% 10% Explain the porcupine game Taylor, C. & Peter, T., with McMinn, T.L., Schachter, K., Beldom, S., Ferry, A., Gross, Z., & Paquin, S. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust.

Internalizing homophobic/ transphobic language

Safety ____ of LGBTQ students report feeling unsafe at school ____ of LGBTQ students report being physically harassed or assaulted due to their sexual orientation ____ of transgendered students report verbal harassment based on their gender expression 64% 21% 74% A staggering 64% of LGBTQ students report feeling unsafe at school Taylor, C. & Peter, T., with McMinn, T.L., Schachter, K., Beldom, S., Ferry, A., Gross, Z., & Paquin, S. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust.

Safety 97% of educators considered their schools to be safe but when asked about LGBTQ safety the percentage dropped

Safety Why aren’t teachers responding? The Every Teacher Project: On lgbtq-inclusive education in Canada's k-12 schools 183 teachers from SK responded (6% of the sample)

Mental health ____ of LGBTQ youth report low emotional health ____ of trans youth have seriously considered suicide in the previous year ____ of LGBQ youth have attempted suicide, compared to 4% of heterosexual youth 51% 47% 28% 51% of LGBTQ youth report low emotional health Suicide rate is 7x higher for LGBTQ youth Yau, M., Rosolen, L., & Archer, B. (2013). 2011-12 student and parent census: TDSB students (grades 7-12): Emotional well-being (part 1 of 2) (Census Fact Sheet: Issue 2). Toronto, Ontario, Canada: Toronto District School Board. In British Columbia, the 2008 Adolescent Health Survey (AHS) of students in Grades 7 to 12 found that 28% of LGB youth attempted suicide compared to 4% of heterosexual youth. Poulin, C. & Elliot, D. (2009). A Picture of Health - Highlights from the 2008 BC Adolescent Health Survey. (Vancouver: McCreary Centre Society). In an Ontario study of trans (including transsexual, transgender and other gender-variant) youth aged 16 to 24 years, almost half (47%) reported having seriously considered suicide in the previous year and one-fifth (19%) attempted suicide Trans PULSE. (n.d.). The Trans PULSE Project: Overview. Retrieved on April 27, 2011, from transpulse.ca/aboutTransPulse.html#A4Footnote Trans PULSE. (2010). Ontario's Trans Communities and Suicide: Transphobia is Bad for Our Health. Trans PULSE E-Bulletin, 1(2). 20 to 30 per cent of transgender youth have attempted suicide PHAC

Mental health ____ of teachers who reported being aware of harassment were also aware of the harassment leading to self-harming behaviours among LGBTQ students 55%

Health and social outcomes LGBTQ students are LESS likely to: feel accepted at school feel positive about school feel supported about their teachers complete school apply for postsecondary school identify as physically healthy

How do I create a classroom environment that includes and supports the identities of all students?

The Every Teacher Project “When asked what school safety required, almost ¾ of educators selected inclusion (e.g., through curriculum, school clubs and events, and policy) rather than regulation of behaviour.”

Ministry of Education Deepening the Discussion: Gender and Sexual Diversity

Comprehensive School Community Health approach to inclusive schools supporting student success while addressing school community health in a planned, integrated and holistic way

CSCH: high-quality teaching and learning Creating Gender Inclusive Schools (Trailer)

CSCH: high-quality teaching and learning Validate students’ identities Use gender-inclusive and non-heterosexist language Avoid situations that force students to make gendered choices Sharing indigenous perspectives and ways of knowing

CSCH: high-quality teaching and learning Respectful, age-appropriate inclusion of LGBTQ content in curriculum Evaluate the resources you use Provide informal learning opportunities Create opportunities for students to engage in critical thinking Participate in professional development

CSCH: high-quality teaching and learning Know the provincial curricula and where and how identity, privilege, oppression, equity, GSD, etc. are addressed Gr. 1 – In what ways are families similar or different? What is a family? What makes a family special? Gr. 3 – What is a stereotype? Where do we see stereotypes? What can be done to change them? Gr. 5 – Where do our beliefs come from? Are they fair, just, moral? Gr. 8 – Critical thinking: when is it necessary to question the status quo? Gr. 10 – What is my role and responsibility in addressing inequalities?

CSCH: healthy physical and social environments A welcoming, caring and inclusive environment Anti-oppressive visuals GSAs/Alliances for gender and sexual diversity Gender neutral bathrooms Alliances for GSD can become: Safe Places Supportive Spaces Activist Areas

CSCH: healthy physical and social environments Healthy relationships and involvement among staff, students and community Active student participation Informal role modelling and peer support Know how to respond supportively when a student discloses their sexual orientation and/or gender identity

Ministry of Education Policy Statement (2015) In accordance, the Government of Saskatchewan opposes all forms of prejudice, bullying and discrimination on the basis of students’ and/or teachers actual or perceived sexual orientation or gender identity. Policy Statement: The Ministry of Education encourages and supports school division discussions, policy development and safe school practices for all students. The ministry expects that all school divisions will respond positively to students’ requests to establish a student alliance for gender and sexual diversity in their school. In the event any student’s request for an alliance is denied, the ministry will work with the school division to ensure that the needs of each individual student are being met.

SHSAA Bylaw (2016) Student-Athlete Sexual Orientation and Gender Identity 8. a) Any student, staff, coach, manager, trainer or other persons who identify as gender and/or sexually diverse may participate fully and safely in all SHSAA activities; this includes but is not limited to those who are, or who are perceived as lesbian, gay, bisexual, transgender, transsexual, two-spirit, queer, or questioning. b) Any student may participate fully and safely in sex-separated sport activities in accordance with their lived gender identity. c) Any student who identifies as unspecified must choose the gender with which they will participate. http://assets.ngin.com/attachments/document/0044/3001/D_BYLAWS.pdf

CSCH: effective policy Generic safe school policies are insufficient in improving the school climate for GSD students Only 30% of educators felt their schools responded effectively to incidents of HBTP harassment

Anti-homophobia/transphobia policies

Anti-homophobia/transphobia policies

Anti-homophobia/transphobia policies

Anti-homophobia/transphobia policies

Anti-homophobia/transphobia policies

CSCH: family and community engagement Working with School Community Councils and school boards Community involvement in policy development and implementation Connection to GSD resources in the community Depending upon community norms and perceptions, gender and sexual diversity (GSD) may be perceived as controversial for some people while accepted without question by others. Communication built on misinformation, or absence of information, often reinforces assumptions or stereotypes that create distance between schools, families and students. If communication is responsive and respectful, school-family communication can provide an opportunity to live out the values of inclusiveness and equity, which are really at the heart of student well-being and success.

Being an effective ally

Being an Ally Example of man at outreach “the world would be a better place if people were more like me” Vs. Katryna who found 2S people coming to her and identifying her as an ally

1. Understand your privilege Critically analyze how privilege and oppression shape your experiences and the experiences of others Understand heterosexism and cissexism Understand how other privileged identities (race, SES, religion, ability) can impact the LGBTQ experience

2. Listen, and do your homework Listen to your students Listen to their experiences and needs Learn and use the language they identify with Understand gender

2. Listen, and do your homework Deepening the Discussion Every Class in Every School The Every Teacher Project Resources and programs:

3. Speak up, not over Create environments where students can hold each other accountable Stop harassment when you see it 1. Stop the harassment “Ashley, stop and think before you speak” 2. Identify the harassment “You just made a transphobic comment.” 3. Broaden the response “We don’t use transphobic language at this school” 4. Ask for and monitor change in future behaviour “It doesn’t matter if you were ‘only kidding,’ it is still harassment. If this continues, I will take further action.” 1. Stop the harassment Personalize the response: “Ashley, stop and think before you speak” Make your comments heard, don’t pull the student aside unless necessary 2. Identify the harassment Label the form of harassment: “You just made a transphobic comment.” Do not imply that the victim is a member of an identifiable group 3. Broaden the response. Use responses like: “We don’t use put-downs at this school” to specifically include those listening, as well as the school community in general Re-identify the offensive behaviour. “This name-calling can also be hurtful to the others who overhear it.” 4. Ask for and monitor change in future behaviour Turn the focus to the behaviour of the harasser, asking for accountability. “It doesn’t matter if you were ‘only kidding,’ it is still harassment.” Check in with the victim. “If this continues, please tell me and I will take further action. We want everyone to be safe at this school.” Be sure not to treat the victim as helpless or a member of any target group.

3. Speak up, not over Use GSD-inclusive content in teaching Allow opportunities for students to speak up and take leadership of GSD discussions If you advise a GSA, ensure it is student-informed and student-led

4. Apologize and correct your mistakes Encourage students to correct you and hold you accountable Thank students for correcting you and holding you accountable

5. Ally is a verb Active engagement in creating safer spaces

Resources Suzy Yim, MSW suzy.yim@uregina.ca Research: Every Class in Every School The Every Teacher Project Ministry of Education documents: Deepening the Discussion Comprehensive School Community Health Websites: Trans Student Educational Resource Gender Spectrum Community resources: fYrefly Saskatchewan OUTSaskatoon Trans Umbrella Foundation TransSask Suzy Yim, MSW suzy.yim@uregina.ca Kyla and Suzy Evaluations