The Use of Research in Policy and Advocacy for Creating Safe Schools for LGBTQ Students

2016 ◽  
pp. 310-329 ◽  
Author(s):  
Carolyn Laub ◽  
Hilary Burdge
Keyword(s):  
School Climate ◽  
Nonprofit Organizations ◽  
Learning Environments ◽  
School Personnel ◽  
Population Based ◽  
Community Based Research ◽  
Inclusive Curriculum ◽  
Safer Schools ◽  
Student Safety ◽  
Lgbtq Students

Written from the perspective of advocates, this chapter explores how research has been useful for policy and advocacy efforts to create safer schools for LGBTQ students. The authors discuss the use of population-based research that has provided demographic and baseline data about rates of bullying for LGBTQ students, youth-led research in schools that fuels student advocacy for improvements in school climate, community-based research about the steps schools can take to improve student safety and foster positive learning environments for all students, and public opinion polling designed to support and defend legislation requiring LGBTQ-inclusive curriculum in schools. The chapter also discusses ways that nonprofit organizations may conduct and use research as the foundation for designing and implementing solutions and best practices that improve school climate and reduce bias-motivated bullying against students, such as school policy change, professional development for school personnel, and LGBTQ curriculum inclusion.

scholarly journals Promoting School Safety for LGBTQ and All Students

2021 ◽  
Vol 8 (2) ◽  
pp. 160-166
Author(s):  
Stephen T. Russell ◽  
Meg D. Bishop ◽  
Victoria C. Saba ◽  
Isaac James ◽  
Salvatore Ioverno
Keyword(s):  
Sexual Orientation ◽  
School Climate ◽  
Gender Identity ◽  
School Safety ◽  
School Personnel ◽  
Well Being ◽  
School Experiences ◽  
Multiple Audiences ◽  
Lgbtq Students ◽  
And Gender

Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.

scholarly journals COVID-19 and Children’s Well-Being: A Rapid Research Agenda

2021 ◽  
Author(s):  
Rebecca N. Dudovitz ◽  
Shirley Russ ◽  
Mary Berghaus ◽  
Iheoma U. Iruka ◽  
Jessica DiBari ◽  
...  
Keyword(s):  
Nonprofit Organizations ◽  
Research Agenda ◽  
Well Being ◽  
Research Network ◽  
Negative Effects ◽  
Research Partnerships ◽  
Data Infrastructure ◽  
Community Based Research ◽  
National Measurement ◽  
Resilient Response

Abstract Purpose Understanding the full impact of COVID-19 on U.S. children, families, and communities is critical to (a) document the scope of the problem, (b) identify solutions to mitigate harm, and (c) build more resilient response systems. We sought to develop a research agenda to understand the short- and long-term mechanisms and impacts of the COVID-19 pandemic on children’s healthy development, with the goal of devising and ultimately testing interventions to respond to urgent needs and prepare for future pandemics. Description The Life Course Intervention Research Network facilitated a series of virtual meetings that included members of 10 Maternal and Child Health (MCH) research programs, their research and implementation partners, as well as family and community representatives, to develop an MCH COVID-19 Research Agenda. Stakeholders from academia, clinical practice, nonprofit organizations, and family advocates participated in four meetings, with 30–35 participants at each meeting. Assessment Investigating the impacts of COVID-19 on children’s mental health and ways to address them emerged as the highest research priority, followed by studying resilience at individual and community levels; identifying and mitigating the disparate negative effects of the pandemic on children and families of color, prioritizing community-based research partnerships, and strengthening local, state and national measurement systems to monitor children’s well-being during a national crisis. Conclusion Enacting this research agenda will require engaging the community, especially youth, as equal partners in research co-design processes; centering anti-racist perspectives; adopting a “strengths-based” approach; and integrating young researchers who identify as Black, Indigenous, and People of Color (BIPOC). New collaborative funding models and investments in data infrastructure are also needed.

scholarly journals Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Julian Kitchen ◽  
Christine Bellini
Keyword(s):  
School Climate ◽  
School Safety ◽  
Positive Impact ◽  
Policy Changes ◽  
Inclusive Schools ◽  
American Research ◽  
Lgbtq Students ◽  
The Impact

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Ontario schools. This study, based on a survey of 30 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and that GSAs contribute to the development of safer and more inclusive schools. The next phase of the research will probe more deeply by increasing the number of respondents and conducting interviews with 14 participants.

Examples of Monitoring

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
School Climate ◽  
School Connectedness ◽  
Collaborative Work ◽  
School Personnel ◽  
Well Being ◽  
The United States ◽  
Risk And Resilience ◽  
Physical And Mental Health ◽  
Extensive Experience ◽  
District Administrators

This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

Urban Service Providers’ Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Kris Varjas ◽  
Emily Graybill ◽  
Will Mahan ◽  
Joel Meyers ◽  
Brian Dew ◽  
...  
Keyword(s):  
School Climate ◽  
Community Service ◽  
Exploratory Study ◽  
Service Providers ◽  
School Personnel ◽  
Safe Schools ◽  
Victim Blaming ◽  
Urban Service ◽  
School And Community ◽  
Homophobic Bullying

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified.

scholarly journals The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

2020 ◽  
Vol 10 (8) ◽  
pp. 129 ◽  
Author(s):  
Sónia Maria Martins Caridade ◽  
Hélder Fernando Pedrosa e Sousa ◽  
Maria Alzira Pimenta Dinis
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Context ◽  
School Personnel ◽  
Mediating Effect ◽  
Potential Factor ◽  
And Behavior ◽  
The Relationship

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

Supporting LGBTQ+ Students in K–12 Mathematics

2020 ◽  
Vol 113 (11) ◽  
pp. 874-884
Author(s):  
Brandie E. Waid
Keyword(s):  
Inclusive Classroom ◽  
Curriculum And Pedagogy ◽  
Inclusive Curriculum ◽  
Lgbtq Students ◽  
K 12

Strategies range from engaging in self-education to creating inclusive classroom spaces and adopting inclusive curriculum and pedagogy.

Adjustment Problems of Mexican and Mexican-American Students: An Anthropological Study

1983 ◽  
Vol 6 (4) ◽  
pp. 395-415 ◽  
Author(s):  
Henry T. Trueba
Keyword(s):  
Learning Environments ◽  
Mexican American ◽  
School Personnel ◽  
Major Influence ◽  
Future Research ◽  
Effective Teacher ◽  
Skills Acquisition ◽  
Adjustment Problems ◽  
Academic Tasks ◽  
Adjustment Difficulties

Adjustment difficulties have serious impact on children's academic achievement. Using an anthropological approach to data collection and analysis, the nature of Mexican and Mexican-American children's adjustment problems in school was investigated based on the hypothesis that their maladjustment stems from their inability to communicate and understand the school as a cultural unit. The focus was on specific manifestations of adjustment problems and the mechanisms used by the subjects to cope. A total of 16 distinct characteristics of maladjustment were identified. Coping mechanisms generally fell in three categories: underparticipation, overparticipation, and selective participation in academic tasks under protest. However, students were found to modify their behavior in response to different interactional contexts. A major influence on the children's responses to stressful situations and demanding tasks was found to be home socialization. Implications of the findings are drawn for school practices and future research directions. Basic to the suggestions to school personnel is the need to create humane and appropriate learning environments for Hispanic and other minority students including shared decision-making and closer home-school ties. Educational recommendations also include more effective teacher training at both the preservice and the inservice level as well as increased availability of aides. Identified research needs center around effective learning environments, impact of home environment, and basic skills acquisition.

scholarly journals Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing

2021 ◽  
Vol 3 (2) ◽  
pp. 379-393
Author(s):  
Athanase Gahungu
Keyword(s):  
Professional Development ◽  
School Climate ◽  
High Frequency ◽  
Justice System ◽  
Culturally Responsive ◽  
Developmentally Appropriate ◽  
School Personnel ◽  
Exclusionary Discipline ◽  
Support Personnel ◽  
Key Topics

Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ conservative self-reporting, large proportions of school personnel still had not received required professional development in key topics such as (a) adverse consequences of school exclusion and justice-system involvement, (b) culturally responsive discipline, and (c) developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, differences were revealed between principals and other gatekeepers regarding satisfaction with, and impact of the implementation. Sharp differences were found between principals, on one hand, and teachers and support personnel, on the other hand, about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies. 

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