The hidden minority: Helping closeted and/or invisible LGBTQ students in small or rural schools

1. 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 – www.familydiv.org – 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 – • www.glnh.org – LGBT National Help Center • www.truecolorsfund.org - homeless youth • www.genderspectrum.org - Gender sensitive & inclusive environments • www.doe.mass.edu/sfs/lgbtq

37. ForMore Information Bob Bardwell Monson High School 55 Margaret Street Monson, MA 010157 413.267.4589x1109 www.bobbardwell.com bardwellr@monsonschools.com bardwellr