1. S AFE AND R ESPONSIVE S CHOOLS FOR LGBTQ S TUDENTS : R ESEARCH AND I SSUES OF W HICH A LL E DUCATIONAL P ROFESSIONALS S HOULD B E A WARE Todd A. Savage, Ph.D., NCSP & Caroline A. Baker, Ph.D., NCC University of Wisconsin-River Falls 2013 PFLAG Cultivating Respect Annual Conference

2. T ODAY ’ S A GENDA 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. P RESENTERS & P ARTICIPANTS 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. J OURNAL 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 macro aggression? 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/ http://www.microaggressions.com/context/gender/ Sexuality: http://www.microaggressions.com/context/sexuality/ http://www.microaggressions.com/context/sexuality/

7. M ICROAGGRESSIONS 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. M ICROAGGRESSIONS 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. E THICAL & 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. E THICAL & L EGAL I SSUES Overview of federal law pertinent to LGBTQ Youths U.S. Constitution 10 th Amendment State governments (not the federal government) have the authority to educate children 14 th Amendment (Substantive Due Process) School rules restricting the rights of students must be reasonably related to the purpose or mission of schools 14 th 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. 14 th 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. P ROFESSIONAL D EVELOPMENT M ATTERS 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. F INAL MATTERS New learning Needs for further development Questions?

13. C ONTACT INFORMATION Todd A. Savage todd.savage@uwrf.edu 715-425-3243 Caroline A. Baker caroline.baker@uwrf.edu 715-425-3237