ISCA/ICAN Webinar Series: Creating Safe Schools for LGBTQ+ Youth Amney Harper, Ph.D. University of Wisconsin Oshkosh

Assigned Sex Gender identity/ expression Gender Role Gender identity/ expression Gender Identity Sexual/ Affectional Orientation Sexuality/ Romantic Orientation Male Masculine Man Cisgender Heterosexual Allosexual/ Alloromantic Female Feminine Woman Transgender Lesbian/Gay Asexual/ Aromantic Intersex Androgynous Third Gender Non-binary/ Genderqueer/ Genderfluid Bisexual/ Pansexual/ Polysexual Demisexual/ Demiromantiic Third Sex Undifferentiated/ None Androgyne Binary Queer Gray(a)sexual/ Grayromantic X Two Spirit

PRONOUNS Nominative (Subject) Objective (Object) Posessive Reflexive He He likes dancing. Everyone likes to dance with him. That is his backpack. He does it himself. She She likes dancing. Everyone likes to dance with her. That is her backpack. She does it herself. They They like dancing. Everyone likes to dance with them. That is their backpack. They do it themself. Zie (ze) Zie likes dancing. Everyone likes to dance with zir. That is zir backpack. Zie does it zirself. Ze likes dancing. Everyone likes to dance with hir. That is hir backpack. Zie does it hirself. Xe Xe likes dancing. Everyone likes to dance with xem. That is xyr backpack Xe does it xirself. Spivak Ey likes dancing. Everyone likes to dance with em. That is eir backpack. Ey does it emself. Ne Ne likes dancing. Everyone likes to dance with nem. That is nir backpack. Ne does it nemself. Ve Ve likes dancing. Everyone likes to dance with ver. That is vis backpack. Ve does it verself.

Coming out Not a one-time event Up to the person (can put student in danger by disclosing) Federal protection for students right to privacy https://www.aclu.org/letter/open-letter- schools-about-lgbt-student-privacy Honor name, pronouns, and label Heterosexist and Cissexist- assumptions Being a safe person to come out to

Development Models for Development Understanding of self Coming out Environment (stressors and support) Community identity and/or integration Developmental tasks of identity formation often supersede other developmental tasks Development can be stalled or delayed when identity development pieces take the forefront LGBTQ people have the capacity for resilience and developing fully functioning, mentally healthy lives Amney

The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. GLSEN

Presence of Gay-Straight Alliances and Feelings of Safety and Missing School

Frequency that LGBT Students Missed Days of School in the Past Month Because of Feeling Unsafe or Uncomfortable

Percentage of LGBTQ Students Who Experienced Harassment/Assault at School

Reporting 56.7% of LGBTQ students do not report incidents of harassment/assault/bullying Most report this is because they do not believe that anything will be done 61.6 % who did report said the school did nothing in response

Discrimination at School 55.5% of LGBT students reported personally experiencing any LGBT related discriminatory policies or practices at school 28.2% disciplined for public displays of affection 18.1% prevented from attending a dance or function with someone of the same gender. 17.8% restricted from forming or promoting a GSA. 9.2% of students reported being disciplined for simply identifying as LGBT. 42.2% of transgender students had been prevented from using their preferred name (10.8% of LGBT students overall); 59.2% of transgender students had been required to use a bathroom or locker room of their legal sex (18.7% of students overall); and

Effects of Victimization and Discrimination More likely to miss school Lower GPA Less likely to pursue post-secondary education Higher levels of depression Lower self-esteem

Suicidality Risk LGB youth are 4 times more likely, and questioning youth are 3 times more likely, to attempt suicide as their heterosexual peers. The risk of attempting suicide for lesbian, gay, and bisexual youth was 20% greater in social environments unsupportive of LGBTQ persons compared to LGBTQ supportive environments. More than 40% of Transgender youth will have had at least one suicide attempt by their 20th birthday. More than 30% of LGBTQ youth report at least one suicide attempt within the last year.

So what can I do? Attend a SAFE training Educate yourself about the LGBTQ community and appropriate language Create a climate where all identities are valued and respected Address anti-LGBTQ remarks or expressions as soon as they happen Use inclusive language like parent/caregiver(s) vs. mom and dad, partner or spouse vs. husband/wife, you all or folks instead of ladies and gentlemen, etc. Support GSA formation and LGBTQ activities Advocate for LGBTQ inclusive policies in your school

Questions/Comments? What are you encountering in your setting?