Todd A. Savage, Ph.D., NCSP & Caroline A. Baker, Ph.D., NCC University of Wisconsin-River Falls

1. Safe and Responsive Schools for LGBTQ Students: Research and Issues of Which All Educational Professionals Should Be Aware Todd A. Savage, Ph.D., NCSP & Caroline A. Baker, Ph.D., NCC University of Wisconsin-River Falls 2013 PFLAG Cultivating Respect Annual Conference

2. Today’s Agenda • Introductions • LGBTQ Youths and the Schools • Special issue of the Journal of School Violence • Background and rationale • Articles • Microaggresions • Activity • Legal and ethical issues • Professional development matters for educators • Reflect and adjourn

3. Presenters & Participants • Todd A. Savage • School psychologist • Associate professor • Caroline A. Baker • School counselor • Assistant professor • Who do we have here today? • Students? • Teachers? • School Psychologists? • School Counselors? • Administrators? • College instructors? • Additional professionals or interested parties?

4. LGBTQ youths and the schools • 85% of students report hearing “gay” used in a negative way in schools frequently or often at school; 91% feel distressed by these remarks. • 71% of students report hearing other homophobic remarks frequently or often at school. • 62% of students report hearing negative remarks about gender expression frequently or often at school. • 57% of students report hearing homophobic remarks and 57% report hearing negative remarks about gender expression by the adults (e.g., teachers) in school. • Victimization • Absenteeism • Academic sequelae • Psychological sequelae • Gay-Straight Alliances • Inclusive curricula • Supportive educators • Policies and laws Adapted from GLSEN’s 2011 National School Climate Survey at http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/002/2106-1.pdf

5. Journal of school violence • Special issue focused on LGBTQ issues • January 2013, Volume 12, Issue 1 • Articles • Introduction to the Special Issue (Savage & Schanding) • What is Homophobic Bias Anyway? Defining and Recognizing Microaggressions and Harassment of LGBTQ Youths (McCabe, Dragowski, & Rubinson) • Technology Hurts: Lesbian, Gay, and Bisexual Youth Perspectives of Technology & Cyberbullying (Varjas, Meyers, Kiperman, & Howard) • The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports (Kosciw, Palmer, Kull, & Greytak) • Educators’ Perceptions in Addressing Bullying LGBTQ/Gender-Nonconforming Youth (Perez, Schanding, & Dao) • Educating the Educator: Creating Supportive School Personnel Through Professional Development (Greytak, Kosciw, & Boesen) • Creating Safe and Welcoming Schools for LGBT Youths: Ethical and Legal Issues (Jacob)

6. microaggressions • What is a macroaggression? • We know these when we see them, usually. • Examples? • So what is a microaggression? • How might LGBT students experience microaggressions in schools or elsewhere? • www.microaggressions.com • Gender: http://www.microaggressions.com/context/gender/ • Sexuality: http://www.microaggressions.com/context/sexuality/

7. Microaggressions • Take a moment to think about a time someone committed a microaggression toward some aspect of your identity or being. It could be your age, gender, race, religion, anything. • What were your immediate reactions? • How did you respond to the perpetrator? • How did the experience make you feel? • What would you like to be different about that situation?

8. Microaggressions • Now think about the students who hear, see, feel things related to that aspect of their identity. • What are some examples you have heard or witnessed in your role in the schools? • How might school staff assist in such situations? • What school climate policies/behaviors around microaggressions could you enact tomorrow? • What school climate policies/behaviors around microaggressions could you enact for the next school year?

9. Ethical & legal issues • All major education-related professional associations have established codes of ethics members must follow • National Education Association • National Association of School Psychologists • American School Counselor Association • National Association of School Nurses • National Association of Social Workers • Ethical themes related to LGBTQ youths • Beneficence (“Do good”) • Non-maleficence (“Do no harm”) • Respect for autonomy (Voice, choice) • Respect for privacy (Thoughts and otherwise) • Confidentiality (What’s said here stays here) • Justice

10. Ethical & Legal Issues • Overview of federal law pertinent to LGBTQ Youths • U.S. Constitution • 10thAmendment • State governments (not the federal government) have the authority to educate children • 14th Amendment (Substantive Due Process) • School rules restricting the rights of students must be reasonably related to the purpose or mission of schools • 14th Amendment (Due Process) • Schools (as extensions of the state) may not take away a liberty or property interest without procedural due process; thus, schools cannot suspend or expel students without due process. • 14th Amendment (Equal Protection Clause) • No state shall “deny any person within its jurisdiction the equal protection of the laws.” • Federal Civil Rights Legislation • Title IX (1972) • Protects students from discrimination and harassment based gender. • Section 1983 of the Civil Rights Act of 1871 • Any person whose constitutional rights have been violated by a government official may sue for damages in federal court and the official can be held liable for damages.

11. Professional Development Matters • Ensuring safe schools for LGBTQ students is a responsibility we all have • Many adults in schools do not intervene and are ill-equipped to do so • PD can build one’s capacity to support and intervene • We can advocate for and/or conduct this PD • Research shows brief training sessions can change educators’ beliefs and self-efficacy in intervening on behalf of LGBTQ youths • Teachers, administrators, and mental health professionals have different PD needs

12. Final matters • New learning • Needs for further development • Questions?

13. Contact information • Todd A. Savage • todd.savage@uwrf.edu • 715-425-3243 • Caroline A. Baker • caroline.baker@uwrf.edu • 715-425-3237