Presentation to PPS Leadership

August 14, 2013

LGBTQ Administrators & Allies

SUPPORTING PORTLAND PUBLIC SCHOOLS’ LGBTQ STUDENTS, STAFF, AND FAMILIES

LEARNING OBJECTIVES• Identify risks to LGBTQ and gender-variant students.

• Identify school practices that are positively associated with improved academic outcomes for LGBTQ and gender-variant students.

• Review updated FAQs for LGBTQ employees.

• Apply updated FAQs to common school scenarios.

• Consider the impact of race and culture on administrators’ support for LGBTQ students, staff, and families.

STUDENT VOICE

WHY SHOULD WE CARE?• Oregon’s LGBTQ students are at risk – especially if they don’t report harassment or assault. In 2011 (Grades 7-12):• 73% - Experienced Verbal Harassment (vs. 82%

Nationally)• 34% - Experienced Physical Harassment or Assault

• Vs. 56% Nationally

• 64% - Of the Above Never Reported a Single Act of Harassment• Vs. 60% Nationally

• 48% - Of those who did report, said nothing was done• Vs. 40% Nationally

LGBTQ-Affirming Schools Have Better Outcomes for Students• LGBTQ Students Who Feel “Unsafe or Uncomfortable”:

• 3x as likely to have skipped at least one full class day in the past month• 32% vs. 10%

• 3x as likely to have skip at least one class period in any given school day• 30% vs. 9%

• LGBTQ Students Who Feel “Supported”:• Have higher average GPAs (3.2 vs. 2.9)

• Have higher post-secondary aspirations (5% no post-secondary plans vs. 11%)

• Have lower incidences of depression (37% vs. 68%)

What Makes a Positive Difference? #1 – Functioning Gay-Straight Alliances (GSAs)

What Makes a Positive Difference?#2 – Supportive Educators

What Makes a Positive Difference?#3 – Inclusive Curriculum

What Makes a Positive Difference?#4 – Comprehensive Anti-Bullying and Harassment Policies that Call Out LGBTQ and Gender Identity/Expression

LGBTQ FAQs re PPS Employees• Voices of 3 PPS Teachers• See TeacherTen.org• Review updated FAQs re PPS LGBTQ Employees• School-based scenarios• PD expectations and supports•Wrap-up