Alberta School Boards Association Conference November 22, 2011

1. Alberta School Boards Association ConferenceNovember 22, 2011 Dr. Kristopher Wells University of Alberta From Risk to Resilience: What School Boards Can Do to Make Schools Safer for Sexual & Gender Minority Students

2. Making it Better Sexual and Gender Minority Students Speak Out About Their School Experiences Alberta School Board Association’s Conference November 22, 2011

3. Introduction and Overview • Overview of the issue/research trends • Language & meaning • National research perspective • Building youth resiliency • Legal and legislative frameworks • Identifying gaps and alliances • Resources for support & professional development

4. 300 Kids is 300 too Many http://www.youtube.com/watch?v=Wh1jNAZHKIw

5. Education Minister Thomas Lukaszuk www.b-free.ca

6. Understanding Language: Exploring Definitions LGBTTTQQIAAP

7. What is LGBTQ? • Lesbian, Gay, Bisexual, Transgender, Two-Spirited, Queer • Sexual and gender minorities • Invisible minority • Disproportionate targets for violence and victimization • Coming out at younger ages

8. Sexual Orientation • an individual’s enduring sexual, psychological, and emotional feelings of attraction towards another person • Operates on a continuum • Sexual behaviour is notsynonymous with sexual identity

9. Gender Identity • a person’s internal sense or feeling of being masculine or feminine • Sex and gender are distinct categories • Gender variance exists on a continuum (i.e. none, low, high intensity) • Gender identity/transition is a relatively new social phenomena, which schools are only beginning to become aware of and address

11. GSA Roundtable Facebook: Alberta GSA Network

12. Why do educators often avoid talking about sexual & gender minority issues and concerns? • Personal discomfort • Lack of knowledge • Fear of parental/community reaction • Lack of administrative support • Private moral or religious objections • Lack and/or ignorance of policy and mandated ethical professional practice

13. Trends in Educational Inclusion • First Stage - 1970s & 80s • Deviance, pathology, specialized medical intervention • Second Stage - 1980s & 90s • At-risk for social/health problems • Third Stage - 1990s & 2000s • Educational interventions for social change • Fourth Stage - The Future • Post-gay? - Savin-Williams, 2005

14. Canadian Youth Trends • 3.5% self-identify as an LGBT person • 7.5% of heterosexual youth 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

15. The Gallop Youth Survey: Major Issues & Trends Teens & Gay Issues, 2005

16. Youth Trends Continued… • 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%) - Ping/Youthography Survey, 2004

17. November 7, 2011 • Lethbridge College survey of 1,237 Albertans: • 72% of Albertans support same-sex marriage. Support has nearly doubled over the past 15 years. • 73% of Albertans believe in the right to doctor assisted suicide. • More than 75% of Albertans believe marijuana should be legalized. • 84% of Albertans are pro-choice. - Calgary Herald

18. Egale National Climate Survey on Homophobia and Transphobia in Canadian Schools • 3700students from across Canada (average age 17.4 yrs) • 73%identified as heterosexual • 26% as LGB or questioning • 3% as trans-identified Verbal Harassment • 70.4%heard comments like “that’s so gay” everyday • Almost 10%heard these comments come from teachers

19. Physical Harassment & Student Safety • 1 in 5 (21%) of LGBTQ students report being harassed or assaulted • Students identify locker rooms, washrooms, hallways as dangerous spaces in schools • 61.3%of students with one or more LGBTQ parents reported feeling unsafe at school • 52.7%of LGBTQ participants reported feeling unsafe at school, compared to only 3.4% of non-LGBTQ respondents

20. On every measure the situation was worse for trans youth, students from same-sex parented families, and for female sexual minority students.

21. “How many educators are underestimating the extent of homophobia and transphobia in their school cultures and the damage being done to the students in their care?” - Taylor, 2010

22. Research indicates that there are serious consequences for many LGBTQ 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 • Higher pregnancy rates

23. Significantly higher rates of bullying and sexual harassment • Running away from home • Turning to sex work and/or living on the streets • Depression, self-harm, mental health • 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 )

24. From Risk to Resiliency (Fenaughty & Harré, 2003; Goldstein & Brooks, 2005) • Inclusive policy & positive representations • Family & community acceptance • Positive peer & school relationships • LGBT support networks • Comprehensive sexual health education • A variety of coping strategies (resiliency mindset) • Higher self-esteem/social-esteem

25. Public Health Agency of Canada

26. Legislative & Legal Framework • Alberta Human Rights Act (1998/2010) • ATA Code of Professional Conduct (1999/2003) • ATA Declaration of Rights & Responsibilities for Teachers (2000/2004) • The Alberta School Act – Section 45 (8) (2000) • Canadian Charter of Rights and Freedoms – Section 15 (1) Accommodation and inclusion

27. Gaps & Needs • Specific Enumerated School Board Policies and inclusive Codes of Student Conduct • Multi-sectoral support for intervention programs and services (Bullying Prevention, Mental health, high school completion) • Curricular inclusion/discussion • Ongoing professional development • View as safety & health concern rather than as a moral or political issue

28. Alliances & Opportunities to “Make it Better” • Newly proposed EPSB policy model • ATA Policy Framework • Initiatives from Alberta Education (Bullying Prevention; Curricular Resources) • Support existing intervention programs and resources (GSAs) • Develop systems-level capacity • Support from Institute for Sexual Minority Studies and Services, UofA

29. www.B-Free.ca www.bullyfreealberta.ca

30. Dialogue • Key considerations for ASBA policy advisory • Implications of Bill 44 • Standalone v. generic policies • Diversity, equity, & human rights frameworks • Education Act & bullying prevention • Liability and risk management

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

32. 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)

33. For further information, please contact: Dr. Kristopher Wells University of Alberta kris.wells@ualberta.ca 780.492.9908