1. PRESENTED BY: Barney Nye, He/him/his pronouns Karen Deysher, She/her/hers pronouns

2. What is Safe Zone Training?
Safe Zone training is about fostering an environment of inclusion for lesbian, gay, bisexual, transgender, queer, questioning, intersex, allies, and asexual/nonsexual (LGBTQIA+) individuals on our campus and in the surrounding community. The training raises visibility and promotes ally building through:
Educating individuals on LGBTQIA+ issues relating to gender and sexuality and how one can intervene when they witness discrimination.
Creating visibility of people who can provide resources to LGBTQIA+ community members.
Creating a safe environment free from restrictive transphobia, homophobia, heterosexism and cisgender bias.

3. National School Climate
Most LGBTQ students have experienced harassment and discrimination at school.
85% experienced verbal harassment based on a personal characteristic, and 66% experienced LGBTQ-related discrimination at school.
Due to feeling unsafe or uncomfortable, 32% of LGBTQ students missed at least one day of school in the last month, and over a third avoided bathrooms (39%) and locker rooms (38%).
27% of LGBTQ students were physically harassed in the past year because of their sexual orientation.
Hostile school climates negatively affect LGBTQ students’ educational outcomes and mental health.
LGBTQ students who experienced high levels of anti- LGBTQ victimization were twice as likely to report they do not plan to pursue post-secondary education.
LGBTQ students who experienced high levels of anti- LGBTQ victimization and discrimination had lower GPAs, lower self-esteem and higher levels of depression.
School-based supports, often still lacking but generally growing in availability, have a positive effect on school climate.
LGBTQ students in schools with a GSA or a comprehensive anti-bullying policy experienced lower levels of anti-LGBTQ victimization.
LGBTQ students with an LGBT-inclusive curriculum were more likely to report that their classmates were somewhat or very accepting of LGBTQ students (76% vs. 42%).
However, though it was the highest percentage ever recorded, only 22 percent of LGBTQ students were taught positive representations of LGBT topics in their classes.
Sample size of 10,528 students between the ages of 13 and 21. Students were from all 50 states and the District of Columbia and from 3,095 unique school districts. About two-thirds of the sample (68.6%) was White, a third (34.9%) was cisgender female, and about half identified as gay or lesbian (49.2%). Students were in grades 6 to 12, with the largest numbers in grades 10 and 11.
*Statistics from GLSEN’s 2015 National School Climate Survey

4. Ally
Typically any non-LGBTQ person who affirms, supports, and stands up for the rights of LGBTQ people.
LGBT people can be allies, such as a lesbian who is an ally to a transgender person.

5. Group Norms
Seek first to understand, then be understood. Please feel free to ask questions. Vegas rule LOL Share the Airtime Reserve the right to change your mind.

6. LGBTQ Youth in Utah
62% of Utah LGBTQ youth report attempting suicide, almost all more than once, with virtually every child having lost at least one friend to death by suicide.
The national average varies between 30-40%.
Utah has the 5th highest rate of youth suicide in the country, with suicide now the leading cause of death in the state.
Each year, an estimated 2,000 LGBTQ youth experience homelessness in Utah.
*Statistics from LGBTQ Continuum of Care

7. First Impressions of LGBTQ People
When is the first time you can remember learning that some people are not straight or cisgender?
Where did most of the influence of your initial impressions/understanding of LGBTQ people come from?
How have your impressions/understanding of LGBTQ people changed or evolved throughout your life?

8. LGBTQ is an initialism…
meant to encompass a whole bunch of diverse sexualities and genders.
People often refer to the Q (standing for "Queer") as an umbrella term, under which live a whole bunch of identities.
However, Queer is still sometimes used as a derogatory term. Many people who have had the word Queer used against them are understandably very uncomfortable with the word.

9. Sexualities
Lesbian: A term used to describe female-identified people attracted romantically, sexually, and/or emotionally to other female-identified people.
Gay: An adjective used to describe people whose enduring physical, romantic and/or emotional attractions are to people of the same gender.
Bisexual: A person who has the capacity to form enduring physical, romantic and/or emotional attractions to more than one gender.
Polysexual: The attraction to multiple genders, but not all.
Pansexual: The attraction to all genders.
Homo/Heteroflexible: Usually attracted to one gender, but occasionally not.
Asexual: A sexual orientation where a person does not experience sexual attraction.

10. Transgender
An umbrella term for people whose gender identity and/or gender expression differs from what is typically associated with the sex they were assigned at birth.
People under the transgender umbrella may describe themselves using one or more of a wide variety of terms – including transgender. Use the descriptive term preferred by the individual.
7,200 (.36%) people living in Utah identify as Transgender, ranking 45th in terms of percent of state population.
Hawaii has the highest percentage of Transgender residents, at .78%.
Florida has the most Trans residents, at 100,300, or .66%
Ally Tip: Do NOT say "transgenders," "a transgender”, or “transgendered”
Transgender should be used as an adjective, not as a noun. 
For example: transgender people, a transgender person

11. Gender Identities: Outside the Binary
Agender: Genderless or lacking gender
Bigender: Experiencing exactly two gender identities, either simultaneously or varying between the two.
Demigender: Experiencing a partial but not full connection to a particular gender identity
Genderfluid/Genderflux: A gender that varies over time
Genderqueer: Used to describe any gender identities other than man and woman.
Nonbinary: Any gender identity that does not fit the male and female binary.

12. Obstacles Faced by Trans Students
Family Rejection
57% of transgender people experience significant family rejection.
Harassment and Discrimination in Education
Those who expressed a transgender identity or gender non-conformity while in grades K-12 reported alarming rates of harassment (78%), physical assault (35%) and sexual violence (12%)
Harassment is so severe that it leads to almost one-sixth (15%) of transgender individuals to leave a school in K-12 settings or in higher education.*
Access to Restrooms, Locker rooms, Gender-specific Sports Teams
*Statistics from: James, S.E., Herman, J.L., Rankin, S., Keisling, M. Mottet, L., & Anafi, M. (2016). Executive Summary of the Report of the 2015 U.S. Transgender Survey. Washing, DC: National Center for Transgender Equality.

13. Gender Pronouns
Some people don’t feel like traditional gender pronouns (she/her, he/him) fit their gender identities. Transgender, genderqueer, and other gender-variant people may choose different pronouns for themselves. Correct pronoun use is an easy step toward showing respect for people of every gender.
Tips:
Always use the name and pronouns an individual uses presently.
Do NOT assume an individual’s gender identity by their appearance. Gender expression is different from gender identity.

14. How do I know which pronouns to use?
If the person you’re referring to is a stranger or brief acquaintance (like a server, cashier, fellow bus patron, etc), you may not need to know.
If the person is a classmate, student, or coworker, for example, it is best to ask. Try:
“What pronouns do you use?”
“How would you like me to refer to you?”
“How would you like to be addressed?”
“My name is Bob and my pronouns are he and him. What about you?”

15. What if I make a mistake?
Most people appreciate a quick apology and correction at the time of the mistake. Try:
“Her books are—I am sorry, hir books are over there.”
By correcting yourself, you are modeling respectful pronoun use for others in the conversation. If you only realize the mistake later, a brief apology can help. Try:
“I am sorry I used the wrong pronoun earlier. I will be more careful next time.”

16. Should I correct others if they use the wrong pronouns?
Some people may not want a lot of public attention to their pronouns, while others will appreciate you standing up for them. If someone uses the wrong pronoun for a person who is not present, try a brief correction:
“I think Sam uses she and her pronouns. And yes, I’m going to her house later too!”

17. Trans Ally Tips
You can't tell if someone is transgender just by looking at them.
Transgender people don't look any certain way or come from any one background. Many transgender people do not appear "visibly trans," meaning they are not perceived to be transgender by others. It is not possible to look around a room and "see" if there are any transgender people. You should assume that there may be transgender people at any gathering.
Don't make assumptions about a transgender person's sexual orientation.
Gender identity is different than sexual orientation. Sexual orientation is about who we're attracted to. Gender identity is about our own personal sense of being male, female, or outside that gender binary. Transgender people can be gay, lesbian, bisexual, queer, or straight.

18. Trans Ally Tips
There isn’t a "right" or "wrong" way to transition, and that it is different for every person.
Some transgender people access medical care like hormones and surgeries as part of their transition to align their bodies with their gender identity. Some transgender people want their gender identity to be recognized without hormones or surgery. Some transgender people cannot access medical care, hormones, and/or surgeries due to a lack of financial resources or access to healthcare. A transgender person's identity is not dependent on medical procedures.
Avoid backhanded compliments or "helpful" tips.
While you may intend to be supportive, comments like the following can be hurtful or even insulting:
"I would have never known you were transgender. You look so pretty.”
"You look just like a real woman.”

19. Intersex
Someone whose combination of chromosomes, gonads, hormones, internal sex organs, and genitals differs from the two expected patterns of male or female.
Formerly known as hermaphrodite (or hermaphroditic), but these terms are now considered outdated and derogatory.

20. Questioning
The questioning of one's gender identity, gender expression, and/or sexual orientation, is a process of exploration by people who may be unsure, still exploring, and concerned about applying a social label to themselves for various reasons.
Please be patient with a person who is questioning or exploring their gender identity, gender expression, and/or sexual orientation.

21. “Coming Out”
The process by which someone accepts and identifies with their gender identity and/or sexual orientation; and shares their identity willingly with others.
It’s dangerous, unhealthy, and unhelpful to force someone to come out, or to “out” someone else (i.e., disclosing someone’s gender identity and/or sexual orientation to others without the person’s consent), regardless of your intentions.
The decision to come out to a person or group is one of safety, comfort, trust, and readiness.
Being “out” may be space-specific.
”Coming out” is a continual, life-long process.

22. If a student “comes out” to you…
Appreciate the student’s courage.
There is often a risk in telling someone something personal. Sharing this personal information with you means that the student respects and trusts you.
Listen, listen, listen.
One of the best ways to support a student is to hear them out and let the student know you are there to listen.
Ask questions that demonstrate understanding, acceptance, and compassion.
Have you been able to tell anyone else?
Do you feel safe in school? Supported by the adults in your life?
Do you need any help of any kind? Resources or someone to listen?
Check-in on how confidential this is (Do other people know? Is this a secret?)
When a student comes out to you and tells you they are LGBTQ, your initial response is important. The student has likely spent time in advance thinking about whether or not to tell you, and when and how to tell you. Here are some tips to help you support them.

23. If a student “comes out” to you…
Remember that the student has not changed.
They are still the same person you knew before the disclosure; you just have more information about them, which might improve your relationship. Let the student know that you feel the same way about them as you always have and that they are still the same person. If you are shocked, try not to let the surprise lead you to view or treat the student any differently.
Be prepared to give a referral.
If there are questions you can’t answer, or if the student does need some emotional support, be prepared to refer them to a counselor, a hotline, your school’s GSA or a LGBT community center.

24. What NOT to Say “I knew it!”
This makes the disclosure about you and not the student, and you might have been making an assumption based on stereotypes.
“Are you sure? You’re just confused. It’s just a phase – it will pass.”
This suggest that the student does not know who they are.
“You just haven’t found a good woman yet” said to a male or “a good man yet” said to a female.
This assumes that everyone is straight or should be.
“Shhh, don’t tell anyone.”
This implies that there is something wrong and that being LGBTQ must be kept hidden. If you have real reason to believe that disclosing this information will cause the student harm, then make it clear that is your concern. Say, “Thanks for telling me. We should talk about how tolerant our school and community is. You may want to consider how this may affect your decision about who to come out to.”

25. How to Respond to Anti-LGBTQ Language & Behavior
Address name-calling, bullying or harassment immediately.
Concentrate on stopping the behavior in that moment. Sometimes it’s a simple response to hearing a derogatory term like fag, “That language is unacceptable in this classroom.” Make sure that everyone can hear you. Never miss the opportunity to interrupt the behavior.
Remember: no action is an action — if an incident is overlooked or not addressed it can imply acceptance and approval.
Name the behavior.
Describe what you saw and label the behavior. “I heard you use the word fag and that is derogatory and is considered name-calling. That language is unacceptable.”
Use the teachable moment (or create one).
Make sure to educate after stopping the behavior. Decide if you are going to educate in the moment or later, and if it will be publicly or privately. If you decide to educate later you will need to create the teachable moment. You can then take this opportunity to teach one class, the entire grade or the whole school about language and behaviors that are acceptable and those that are not.

26. How to Respond to Anti-LGBTQ Language & Behavior Continued…
Support the targeted student.
Support the student who has been the target of the name-calling, bullying or harassment. Do not make assumptions about what the student is experiencing. Ask the student what they need or want. You will have to decide whether to do this in the moment or later, and if it will be publicly or privately. Suggest that the student visit with a counselor only if the student requests extra support.
Hold Students Accountable.
Check school policy and impose appropriate consequences. Make sure disciplinary actions are evenly applied across all types of name-calling, bullying, and harassment.

27. How do I respond when students say “That’s so gay?”
Not all students may understand why this language is offensive, so you may need to educate the students on why this is anti-LGBTQ language.
For example, ask them why they would use “gay” to mean that something is bad or boring. Let them know that it is offensive and hurtful to LGBT people when they use “gay” to describe something as undesirable. When challenged on using this type of language, a common response from students and adults is that they did not mean “gay” to mean homosexual. They may say that it’s just an expression and they don’t mean any harm by it. The chart below suggests some strategies for dealing with these types of comments, including the benefits and challenges for each strategies

28. Scenario One
A student comes in to see you because she has a friend who is struggling with being gay and “seems really depressed.” She is the only person he is out to and she feels too overwhelmed to assist him herself. She is afraid that he needs more support, but he refuses to go to counseling and won’t tell anyone else what is wrong because he doesn’t want to come out to anyone else. What do you do?

29. Scenario Two
Two students you know fairly well come in to see you and tell you that they have begun seeing each other. They recently told their parents and one of the young woman’s parents reacted with tepid support while the other student’s parents reacted badly. This student’s parents told her that if she didn’t end the relationship they would kick her out of their house. She asks you what she should do. Should she just lie to her parents and say the relationship is over? Should she tell them she was just experimenting and she isn’t really gay? Or something else?

30. Institutional Checklist
Does your institution have a non-discrimination policy that includes “sexual orientation,” “gender expression,” and “gender expression?”
What are your institution's policies/procedures for students who either use a different name or change their legal name/gender while attending your institution?
Does your institution have a LGBTQ club?
How do you take roll call on the first day of class?
Can students utilize facilities that match their gender identity?

31. Schedule a Safe Zone Training
Contact us:
Karen Deysher, Program Director of LGBT Student Services at UVU
Office Phone: (801)

32. Questions or Comments?
Thank you for attending our session!