1. Bob Bardwell • Time To Thrive Anaheim, CA • February 16, 2019
The hidden minority: Helping closeted and/or invisible LGBTQ students in small or rural schools
Bob Bardwell • Time To Thrive
Anaheim, CA • February 16, 2019

2. Goals of the Session
Learn about the challenges of rural/small school LGBTQ students
Learn ways to make your schools safer and more welcoming for LGBTQ students in rural/small schools
Share your ideas and questions
Be an active participant

3. Who is Here? School counselors/social workers Teachers
School administrators
Higher education educators/staff
Community based organizations
Students
Parents/caregivers
Other

4. How long have you done your job?
0-5 years
5-15 years
15+ years
Have you been to this conference before?
1ST time
2-5 times
5+ times

5. Some questions Go to www.menti.com Enter the code 44 48 56
Answer the questions
Where are you from?
How big is your school?
What is the first word(s) you think of when you hear rural/small school LGBTQ student?

6. What can I offer you?
School Counselor, K-12 Director of School Counseling, School-to-Career Coordinator and social justice educator
26 years in the profession
Leader – local, state, regional & national levels
Advocate for students, school counselors and our profession
Passionate about school counselor pre-service preparation and continuous professional development
School Counselor adjunct professor

7. Whately MA Map

11. About Monson High School
Currently 265 students – grades 9-12; moving to a 7-12 school next year; approximately 370 students
1.33 school counselors (Alpha split), 1/3 school-to-career coordinator and 1/3 district director
24 professional teaching staff; 10 paraprofessionals; 5 professional support staff; 2 administrators
Monson is the fifth largest land municipality in the state but 191st in population
16% free/reduced lunch; 11% Special Needs;
5% students of color
98% graduation rate (5 years)
95% attendance rate

12. What does the research say (GLSEN 2012) ?
LANGUAGE
97% of rural students have heard the word gay used regularly
94% heard homophobic language (dyke or faggot)
86% heard comments about not being masculine enough; 69% not being feminine enough
25% have heard staff make homophobic remarks
30% of staff say sexist remarks
35% of staff make negative remarks about gender

13. What does the research say (Continued) ?
Staff intervention
Only 13% say staff members intervened when homophobic comments were made
Only 1% say staff members intervened when negative comments about gender expression were made
Only 6% of other students intervened when homophobic comments were made; only 5% for gender expression

14. What does the research say (Continued) ?
Safety
81% of rural students felt unsafe at school
Rural students were more likely to feel unsafe than suburban and urban students
Rural students in the Midwest and South were more likely to feel unsafe than in the Northeast and West

15. What does the research say (Continued) ?
Harassment and Assault
87% of rural students have been verbally harassed because of their sexual orientation; 68% for gender expression
45% have been physically harassed due to sexual orientation; 32% for gender expression
22% physically assaulted due to sexual orientation; 16% for gender expression

16. What does the research say (Continued) ?
Harassment and Assault (continued)
Rural students experienced higher levels of victimization as compared to their suburban and urban peers
70% of rural students had lies or rumors spread about them (61% for suburban and 58% for urban)
40% have regularly experienced cyberbullying
60% don’t report incidents of harassment or assault
When reported, 68% said response was ineffective

17. What does the research say (Continued) ?
Educational Outcomes
46% of rural students missed school for safety reasons (38% suburban and 40% urban)
Highly victimized (verbal harassment) rural students missed more school then less severely victimized students (53% vs. 29%)
Rural students who experienced high levels of harassment and assault had lower GPAs and lower college aspirations

18. What does the research say (Continued) ?
School Engagement
Rural students felt less connected to their schools than their suburban and urban peers
45% were uncomfortable raising LGBT issues in class
Rural students were less comfortable talking to school staff as compared to their suburban and urban peers; more comfortable with counselors and teachers; less likely with administrators, athletic or security personnel
Rural students were out in similar numbers as compared to suburban and urban peers

19. What does the research say (Continued) ?
Resources and support
Only 11% report their curricula had information about LGBT people, history or events
39% report they could access LGBT information from the school computers
Only 27% of rural students were likely to have a GSA as compared to 55% suburban and 53% urban peers
For those rural students who had a GSA, they are more likely to attend than their peers

20. So….. When you have LGBT supports (e.g.: GSA)
Many supportive school personnel
Inclusive curricula
Comprehensive anti-bullying policies

21. You get….. Significantly lower levels of victimization
Higher sense of belonging
Higher levels of self esteem
Lower levels of depression

22. Challenges of Rural/Small School LGBTQ students
Feel alone/lonely
No out role models/out peers
Not safe to be out
Lack of resources/services nearby
Perhaps an unwillingness of administrators to address the issues even when presented with data

23. Challenges of Rural/Small School LGBTQ students (continued)
Lack of community support
Bullying/cyberbullying
Bathrooms/locker rooms
Sports
Gendered policies – prom king/queen, Mr. MHS, graduation gowns

24. Where to start? Environmental scan
Is your school/community a safe place
Signs of pride (EX: safe zone stickers)
GSA or other student group
Out LGBT staff
Supportive staff and administration
Inclusive or anti-bullying policies
Regulations or community expectations

25. Where to start? (continued)
Has any training been done with faculty/staff on this topic?
What is driving the discussion?
Student safety concerns
Student demands
Community expectations
Staff frustration

26. Staff training Is there administrative support? Will it be mandated?
Will it include all staff?
paraprofessionals, administrative assistants, custodians, bus drivers, cafeteria workers
Will it include students?
Check with your state or local Department of Education, Department of Public Health or groups like GLSEN or PFLAG for potential speakers

27. Inclusive or anti-bullying policies
Do they exist?
If so, are students made aware or reminded of them? And how?
Do they include specific language on LGBT students or are they more general?
If not, can they be added?
Not just for the gay/trans kids
Are the policies gender neutral?
Prom king/queen; usherettes; graduation gowns
Bathrooms

28. Starting a GSA or other student club
Is there administrative support? Community?
Are there students who have shown interest?
What is the purpose?
Educational
Social
Political
Are there willing faculty member to serve as advisor?
Start small and go from there
Coordinate activities with other local groups

29. School wide activities
All school
Day of Silence – GLSEN – 3rd Friday in April
Ally Week – GLSEN – 4th week of September
No Name Calling Week – GLSEN – 3rd week of January
Mix it Up Lunch – Teaching Tolerance – late October
What do you STAND for?

30. School wide activities (continued)
All school
Photo-text exhibits – – Love Makes a Family & Pioneering Voices
Dot Game – Randomly assign different colored dots to students and assume that role for the day
Sticky Notes throughout the school
Inspiring quotes painted on walls

31. School wide activities (continued)
Small group (advisory)
Cross the line/step forward/take a stand
Awareness activities
Story discussions
Small group activities
Peace poles
Peace rocks
Welcome signs

32. School wide activities (continued)
Assemblies
Speakers
Local
Celebrity
Panel
Empty Chair – student’s story is read rather than shared because of fear and retaliation
Classroom/teacher led
Will they feel comfortable doing so?

33. Outside of school Youth support groups
Free or through insurance?
Regional trainings/social events
Combine with other local schools
Movie nights
Speakers
Pride Prom
Pride marches

34. Discussion & Q & A What is not clear? What more do you need?
Who wants to share a success regarding successful activities in your school?
How can we help each other?
Other questions?

35. Turn and Talk Turn to your neighbor
What are four things you can commit to right now to improve your school for your LGBTQ students?
In one day
In one week
In one month
In one year
Share your action plans

36. Resources www.hrc.org – www.glsen.org – www.pflag.org –
– LGBT National Help Center
- homeless youth
- Gender sensitive & inclusive environments

37. For More Information Bob Bardwell Monson High School
55 Margaret Street
Monson, MA
x1109
bardwellr