Kristopher Wells University of Alberta ( kris.wells@ualberta )

1. Moving from Risk to Resiliency: A Research Overview on the Health and Safety Needs of Sexual Minority Youth in Canada Kristopher Wells University of Alberta (kris.wells@ualberta.ca)

2. Introduction and Overview • Overview of the issue • National research perspective • Legislative & legal framework • Youth leadership and resiliency model • Identifying gaps and alliances • Resources for support & professional development

3. Health and Safety Concerns for Sexual Minority Youth • What is LGBT? • Lesbian, Gay, Bisexual, Trans-identified • Sexual minority • Invisible minority • Disproportionate targets for violence and victimization • Coming out at younger ages

4. What is Gender Identity? Gender identity is defined as one’s “personal sense of being male or female” (Ryan & Futterman, 1998). • What is transgender/trans-identified? “A person whose gender identity, outward appearance, expression and/or anatomy do not fit into conventional expectations of male or female” (SACS, 2002).

5. 2004 Ping National Survey Results • 3.5% self-identify as an LGBT person • 7.5% acknowledged experimenting with members of the same-sex • 58.6% reported knowing an LGBT classmate or co-worker • 62% stated they were “completely comfortable” or “very comfortable” with LGBT issues • 23.8% witnessed an act of violence or verbal abuse directed toward an LGBT person their own age (in the 15-19 age group the rate increased to 27.5%)

6. Research indicates that there are serious consequences for many LGBT (and questioning) students in our schools: • truancy or dropping out • drug and alcohol abuse • increased peer victimization • withdrawal from social and school activities • more experiences of dating violence

7. significantly higher rates of bullying and sexual harassment • running away from home • turning to prostitution and/or living on the streets • depression and/or • increased suicide ideation or suicide attempts (Bagley & Tremblay, 1997; Grace & Wells, 2001, 2004, & 2005; McCreary Centre Society, 1999; Ryan & Futterman, 1998; Wells & Tsutsumi, 2005; Wells, 2006; Williams, Connolly, Pepler, & Craig, 2003 & 2005 )

8. School Related Problems • 66% heard homophobic remarks made by other students at school • 37% felt like outsiders at school • Almost 40% reported dramatically low self-esteem • 39% told a teacher or school counselor that they were gay or lesbian (McCreary Center, Being OUT- Lesbian, Gay, Bisexual and Transgender Youth in B.C.: An Adolescent Health Survey, 1999)

9. Many LGBT youth also compensate by being… • Perfectionistic ‘A’ students • Scholarship winners • Class presidents and student leaders • High performance athletes

10. Resiliency Factors for LGBT Youth (Fenaughty & Harré, 2003; Goldstein & Brooks, 2005) • Positive representations • Family & community acceptance • Positive peer & school relationships • LGBT support networks • A variety of coping strategies (resiliency mindset) • Higher self-esteem/social-esteem

11. Social Esteem “depends a lot on how one is treated by others and whether one can be authentic and seen and heard in relationships with important others”(Jordan, 2005, p. 81). Responses to Stress Males: “Fight or Flight” (problem-focused) Females: “Tend-and-Befriend” (relational/connection)

12. Legislative & Legal Framework • Alberta Human Rights, Citizenship and Multiculturalism Act (1998) • ATA Professional Code of Conduct (1999/2003) • ATA Declaration of Rights & Responsibilities for Teachers (2000) • The Alberta School Act – Section 45 (8) (2000) • Canadian Charter of Rights and Freedoms – Section 15 (1) Accommodation and inclusion

13. Jubran v. North Vancouver School District 44 (2005, BC Court of Appeal) Background • 1996 Human Rights Complaint filed by grade 10 student, Azmi Jubran, alleging 5 years of ongoing homophobic abuse & harassment Response • Admin team investigated reported incidents and disciplined students using a strategy of “progressive discipline” • Grade 11: 12 documented incidents • Grade 12: 5 documented incidents

14. Judgment (2002, 2004, 2005) • Harassment was persistent, homophobic in nature and affected Jubran’s full participation in his high school educational experience • Schools have a “positive duty” to provide students with a discrimination-free environment (inside and outside of the classroom)

15. Steps the District Should Have Taken • Clear student code of conduct • Provide resources to district employees • Seek outside expertise • Develop and communicate a clear strategy to address harassment, homophobia, and discrimination Implications • Damages awarded • The goal of a discrimination-free environment is the ideal standard to which a district’s response will be measured • Supreme Court of Canada refuses to hear appeal

16. Along with a “review of the effectiveness of nondiscrimination policies and practices, peer group integration is an important context to be examined in prevention and intervention efforts” (Williams, Connolly, Pepler, & Craig, 2005)

17. Gaps & Needs • Inclusive school-based policies • Multi-sectoral support for intervention programs and services • Curricular inclusion/discussion • Professional development • View as safety/bullying concern rather than as a moral or political issue

18. Alliances & Opportunities • Address sexual minority concerns as a core component of anti-bullying initiatives • Link homophobia and heterosexism with other forms of oppression/discrimination • Utilize the legal and legislative policy framework in place • Support existing intervention programs and resources

19. Resources for Support • Safe Space Initiative • Diversity guidebooks • PD Workshops

20. Answers to frequently asked questions • Professional development workshops and resources • Information for school counsellors/admin • Safe Spaces Initiative • Gay–Straight Student Alliances • Research articles, guide books and teacher narratives • Multimedia features • Research tools