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GLSEN - Building a Culture of Respect

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Tim Pappalardo

on 4 February 2011

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Transcript of GLSEN - Building a Culture of Respect

1Source: From Teasing to Torment: School Climate in America (2005); 2Source: The 2009 National School Climate Survey (2010)
Middle and high school students report that sexual orientation and gender expression are among the top three reasons students in their schools are bullied or harassed.1

LGBT students are more likely to be bullied and harassed than other students (90% vs. 62% of non-LGBT students harassed/assaulted in past year). 1

The majority of LGBT students are bullied or harassed at school: 84.6% were verbally harassed; 40.1% were physically harassed (pushed, shoved); 18.8% were physical assaulted (hit, kicked, injured with weapon). 2 Experiences of Harassment & Assault Students who experienced high levels of harassment and assault had poorer educational outcomes.
Victimization Psychological
well-being Educational Aspriation Academic
Achievement Missing
School Building a Culture of Respect: Addressing the Crisis of Bullying and Harassment in our Schools
Eliza Byard, Ph.D.
Executive Director
GLSEN
CitiGroup
November 18, 2010
Students who experienced high levels of victimization were more likely not to plan on post-secondary education (14% vs. 9%).
Students who experienced high levels of victimization had greater depression and anxiety and lower self-esteem. Students who experienced high levels of victimization had GPAs almost half a grade lower than (2.7 vs. 3.1). Students were 3 times likelier to have
missed school in the past month if they
had experienced high levels of victimization (58% vs. 18%). Source: The 2009 National School Climate Survey (2010)
Source: The 2009 National School Climate Survey (2010)
Source: The 2009 National School Climate Survey (2010)
Source: The 2009 National School Climate Survey (2010)
Effects of Hostile School Climate
Negative school
experiences (homophobic remarks, feeling unsafe, victimization) Having a Gay-Straight Alliance, LGBT-inclusive curriculum, supportive educators, and comprehensive harassment/ assault policies were related to:
LGBT-Related Resouces & Supports School staff intervention in name-calling, bullying and harassment Positive educational outcomes (less absenteeism, higher educational aspirations, academic achievement) LGBT Families and their Children Compared to a national sample of K-12 parents, LGBT parents were more likely to:




More than half (53%) of LGBT parents experienced various forms of exclusion from their school communities.

Nearly a quarter (22%) of children with LGBT parents said that a school staff person had discouraged them from talking about their family at school. Source: Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation’s K-12 Schools (2008)
have volunteered at their child’s school (67% vs. 42%);
attended events, i.e. Back-to-School night (94% vs. 77%);
be members of the school’s parent-teacher organization (41% vs. 26%). Reporting Incidents to School Staff Most incidents of bullying/harassment of LGBT students are not addressed by school authorities.
The majority (62.4%) of LGBT students never reported incidents of harassment or assault to school staff.
Source: The 2009 National School Climate Survey (2010)
Source: The 2009 National School Climate Survey (2010)
Most common reason for not reporting to school staff:
Doubted that staff would effectively address situation
(39.6%).
Source: The 2009 National School Climate Survey (2010)
Most common response by school staff when students did report: Nothing (33.8%). Most schools do not have the resources and supports that create safer environments for LGBT students. Less than half (45%) of LGBT students said that their school had a GSA or similar student club. Gay-Straight
Alliances (GSAs) Source: The 2009 National School Climate Survey (2010)
Inclusive
Curriculum 1 in 7 LGBT students (13%) were taught positive representations about LGBT people, history, or events. Source: The 2009 National School Climate Survey (2010)
Less than 1 in 5 (18%) reported that their school had a comprehensive
policy that specifically included sexual orientation, gender identity, and/or gender expression. Almost all students (95%) could identify at least one school staff member supportive of LGBT Students.

Only about half (53%) could identify six or more. Source: The 2009 National School Climate Survey (2010)
Comprehensive
Policies Supportive Educators (6 or more) Source: The 2009 National School Climate Survey (2010)
LGBT-Related Resouces & Supports Staff Development Staff training specifically about anti-LGBT bullying/ harassment can improve educators’ ability to effectively respond to bullying/harassment and create safer school environments for LGBT students. Source: Year One Evaluation of the NYC Department of Education Respect for All Training Program (2010) Staff Development Few public school principals report that staff training on bullying/harassment includes content addressing bullying/harassment related to students’ sexual orientation (30%) or gender identity/expression (24%). From Teasing to Torment: School Climate in America (2005 ); The Principal’s Perspective: School Safety, Bullying and Harassment: A Survey of Public School Principals (2008) From Teasing to Torment: School Climate in America (2005 ); The Principal’s Perspective: School Safety, Bullying and Harassment: A Survey of Public School Principals (2008) Most secondary school teachers (86%) and K-12 principals (69%) believe that professional development on dealing with anti-LGBT bullying/harassment would help to create safer schools. Staff Development www.glsen.org Bullying: Essential Context As the only national organization whose mission focuses on issues of sexual orientation, gender identity and gender expression in K-12 schools, we have a crucial contribution to make to improving school climate. GLSEN envisions a world in which
every child learns to accept and respect all people, regardless of sexual orientation
and gender identity/expression. GLSEN's Vision: GLSEN's Partners We are committed to making schools safe and welcoming for ALL children:
Victims
Bystanders
Bullies At GLSEN, we know that when any one child or group of children in a school are harassed - for any reason - all of the children experience their school as unsafe.
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