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Making School Safe for Sexual Minority Students

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Making School Safe for Sexual Minority Students COUNSELING 101 Making School Safe for Sexual Minority Students Through school-based interventions and educational training for school staff members, schools can create a safe, supportive, and nondiscriminatory environment for lesbian, gay, bisexual, and transgender students. BY ERICA M. WEILER STOCK PHOTO IMAGE chools have a legal, ethical, and fail to provide adequate safeguards or safe and affirming educational envi- moral obligation to provide promote factual awareness about the ronment for all students. It is impor- Sequal access to education and nature of sexual orientation in tant to develop policies based on equal protection under the law for all human development. This neglect science and research that dispel mis- students. For many sexual minority helps to fuel levels of prejudice, information and help students, staff students, however, schools are unsafe harassment, and discrimination that members, and parents work together and survival, not education, is the deny sexual minority and gender to create a school climate in which priority. Indeed, these students are nonconforming students their basic the rights and dignity of all individ- among the most vulnerable students rights—such as a free and appropri- uals are upheld. in middle level and high schools. ate public education. They face the same social and devel- Some educators are uncomfortable School Climate opmental challenges as their peers addressing issues of sexuality in A school’s climate is a significant but often do so with the added bur- school because of the potential con- determinant of whether an environ- den of extreme social isolation, self- troversy that may be created. ment is healthy and conducive to doubt, and fear. An estimated 10% Although principals should be sensi- learning. A study conducted by the of students are exclusively homosexu- tive to differing perspectives within Gay, Lesbian, and Straight Educators al (Kinsey, 1948, as cited in Uribe & their school community, they must Network (GLSEN) examined 42 of Harbeck, 1991), but many schools provide the leadership to ensure a the largest school districts in the country and found that almost half received a failing grade when it came Erica M. Weiler is a licensed psychologist and Nationally Certified School Psychol- to creating a positive climate for ogist. She currently serves as a school psychologist at a private residential school for sexual minority students (GLSEN, at-risk youth. This column was produced in cooperation with the National Associ- 1999). Many school districts omit ation of School Psychologists. sexual orientation from anti-bullying 10 P RINCIPAL L EADERSHIP programs or schoolwide codes of and emotionally attracted to people are three times more likely than conduct. Others fail to enforce exist- of the same gender. This awareness their heterosexual peers to miss ing codes. Although students today may not yet be a fully formed sexual school because they feel unsafe are taught that hate speech—such as identity but an array of feelings (Massachusetts Youth Risk Behavior the use of religious, racial, or ethnic accompanied by uncertainty about Survey, 1999). They also drop out slurs—is intolerable, homophobic self-concept. of school because of harassment at a name-calling and anti-gay taunts, Full assumption of one’s sexual rate that is approximately three such as “fag” or “you’re so gay,” are identity usually occurs around the times the national average (U.S. rampant in most schools and are age of 15 or 16, but this varies by Department of Health and Human often tolerated by adults. individual and does not necessarily Services, 1989). A climate survey by GLSEN equate to sexual behavior (Lassinger Rates of suicidal ideation, (2001) found that 83% of lesbian, & Tharinger, 1997). Many youth attempts, and suicide by sexual gay, bisexual, and transgender who recognize that they are gay or minority youth are estimated to be (LGBT) students experienced verbal, lesbian do not engage in sex, and two to three times higher than for physical, or sexual harassment and questioning or heterosexual youth heterosexual youth. To cope with assault at school, which is a signifi- may have sex with a person of the feelings of being depressed and cantly higher rate than for hetero- same gender without becoming a marginalized, LGBT teens are sexual students. Specific acts of sexual minority adult. Deciding more likely to engage in high-risk school violence included LGBT stu- whether to come out, and whom to behaviors such as drug and alcohol dents being urinated and ejaculated come out to first, can be an extremely abuse and are also more likely to on, being attacked with weapons, painful process. Schools can help by experience physical and verbal receiving death threats, having their providing a support system that abuse in their home environment. clothes pulled off, and being gang includes staff members trained to LGBT students are frequently raped. More than 68% of LGBT offer acceptance and guidance to forced to leave home, and because students reported feeling unsafe students who are wrestling with they have few marketable skills, in school because of their sexual their sexual orientation. many engage in prostitution to orientation (GLSEN, 2001). support themselves, which greatly Disturbingly, in one-third of the Risk Factors increases the risk of HIV infection incidents of anti-gay harassment, Adolescents need acceptance and and drug abuse. adult witnesses did not help. support from peers and significant Principals should examine their adults. LGBT students, however, are Legal Requirements school climate and ensure that stu- often denied such support because Many schools—even those that dents are taught positive, nonbiased they are afraid of being misunder- have safe school programs in place- behavior and that all staff members stood or rejected by their family, fail to recognize sexual minority are trained to model and reinforce friends, and teachers. The instinct students—assume that heterosexu- such behavior and stop harassment for many is to hide their identity, ality is the norm, and do not immediately. which deepens their sense of address stressors that affect the safety confusion, isolation, and self-doubt. and education of LGBT students. Sexual Identity On the other hand, LGBT youth These practices have a negative Adolescence can be a stressful period who do come out face the very effect on students and significant for any youth beacause of tremen- real risk of violence, harassment, legal and financial implications for dous physical, psychological, and prejudice, discrimination, and school districts. Any educational cognitive changes. Discovering one’s stigmatization. program or activity that receives sexual identity is an important and The stressors related to either hid- federal financial assistance cannot sometimes confusing part of this ing or revealing one’s sexual identity discriminate on the basis of sex or development. LGBT youth can place sexual minority students at a choose which students will be safe. begin to feel different from their higher risk for developing mental According to the 14th Amendment same gender peers as early as health, physical, and educational of the U.S. Constitution, all stu- kindergarten although there is no problems. Because survival at dents are entitled to equal protec- sexual connotation to those feelings. school is the priority, many LGBT tion under the law. The following By the time they reach middle students experience academic and interventions will help ensure that school, most sexual minority stu- learning problems. They may be all students are able to receive the dents realize that they are physically less involved in school activities and education they deserve. DECEMBER 2003 11 C OUNSELING 101 School-Based Interventions sexual minority students, reading lit- zone” stickers on doors are good Schools typically do not have the erature by sexual minorities, and pro- ways to help identify where staff information, interest, or comfort viding library resources. The use of members are located. Another effec- level to address the needs of sexual gender neutral and inclusive lan- tive way to improve the school cli- minority students. However, school guage indicates that sexual orienta- mate is to establish a school-based principals are responsible for all stu- tion is not assumed. Gay-Straight Alliance, which pro- dents, including sexual minorities. Provide a support network for vides support and companionship, School personnel may be their only sexual minority students. Identify at improves self-esteem, and promotes support system and, with effective least one trained staff member to positive school change. intervention, can have a positive serve as a resource for LGBT stu- Prevent discrimination. Creation impact on the lives of LGBT stu- dents. In many cases this would be of a nondiscrimination school poli- dents. An affirmative environment is the school psychologist or counselor, cy for sexual minority students and more likely when school personnel but a teacher or other staff member staff members extends additional are knowledgeable about protective may be a more effective resource. protections. Including staff mem- factors and the needs of sexual Having a nonmental health profes- bers in the nondiscrimination policy minority students, provide them sional act as a resource for LGBT demonstrates to LGBT students with support and understanding, and that their role models will not be become their advocates and allies. discriminated against, which
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