Moving from Risk to Resiliency:

A Research Overview on the Health and Safety Needs of Sexual

Minority Youth in Canada

Kristopher WellsUniversity of Alberta

(kris.wells@ualberta.ca)

Introduction and Overview

– Overview of the issue

– National research perspective

– Legislative & legal framework

– Youth leadership and resiliency model

– Identifying gaps and alliances

– Resources for support & professional development

Health and Safety Concerns for Sexual Minority Youth

• What is LGBT?– Lesbian, Gay, Bisexual, Trans-

identified

– Sexual minority

– Invisible minority

– Disproportionate targets for violence and victimization

– Coming out at younger ages

• What is Gender Identity?

Gender identity is defined as one’s “personal sense of being male or female” (Ryan & Futterman, 1998).

• What is transgender/trans-identified?

“A person whose gender identity, outward appearance, expression and/or anatomy do not fit into conventional expectations of male or female” (SACS, 2002).

2004 Ping National Survey Results

• 3.5% self-identify as an LGBT person

• 7.5% 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

• 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%)

Research indicates that there are serious consequences for many LGBT (and questioning) 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

• significantly higher rates of bullying and sexual harassment

• running away from home

• turning to prostitution and/or living on the streets

• depression and/or

• 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 )

School Related Problems

• 66% heard homophobic remarks made by other students at school

• 37% felt like outsiders at school

• Almost 40% reported dramatically low self-esteem

• 39% told a teacher or school counselor that they were gay or lesbian

(McCreary Center, Being OUT- Lesbian, Gay, Bisexual and Transgender Youth in B.C.: An Adolescent Health Survey, 1999)

Many LGBT youth also compensate by being…

• Perfectionistic ‘A’ students

• Scholarship winners

• Class presidents and student leaders

• High performance athletes

Resiliency Factors for LGBT Youth

(Fenaughty & Harré, 2003; Goldstein & Brooks, 2005)• Positive representations

• Family & community acceptance

• Positive peer & school relationships

• LGBT support networks

• A variety of coping strategies (resiliency mindset)

• Higher self-esteem/social-esteem

Social Esteem

“depends a lot on how one is treated by others and whether one can be authentic and seen and heard in relationships with important others” (Jordan, 2005, p. 81).

Males: “Fight or Flight” (problem-focused)

Females: “Tend-and-Befriend” (relational/connection)

Responses to Stress

Legislative & Legal Framework

• Alberta Human Rights, Citizenship and Multiculturalism Act (1998)

• ATA Professional Code of Conduct (1999/2003)

• ATA Declaration of Rights & Responsibilities for Teachers (2000)

• The Alberta School Act – Section 45 (8) (2000)

• Canadian Charter of Rights and Freedoms – Section 15 (1) Accommodation and inclusion

Jubran v. North Vancouver School District 44

(2005, BC Court of Appeal)

Background• 1996 Human Rights Complaint filed by

grade 10 student, Azmi Jubran, alleging 5 years of ongoing homophobic abuse & harassment

Response• Admin team investigated reported

incidents and disciplined students using a strategy of “progressive discipline”– Grade 11: 12 documented incidents– Grade 12: 5 documented incidents

Judgment (2002, 2004, 2005)• Harassment was persistent,

homophobic in nature and affected Jubran’s full participation in his high school educational experience

• Schools have a “positive duty” to provide students with a discrimination-free environment (inside and outside of the classroom)

Steps the District Should Have Taken• Clear student code of conduct• Provide resources to district employees• Seek outside expertise• Develop and communicate a clear strategy to

address harassment, homophobia, and discrimination

Implications • Damages awarded• The goal of a discrimination-free environment

is the ideal standard to which a district’s response will be measured

• Supreme Court of Canada refuses to hear appeal

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)

Gaps & Needs• Inclusive school-based policies

• Multi-sectoral support for intervention programs and services

• Curricular inclusion/discussion

• Professional development

• View as safety/bullying concern rather than as a moral or political issue

Alliances & Opportunities• Address sexual minority concerns as a core

component of anti-bullying initiatives

• Link homophobia and heterosexism with other forms of oppression/discrimination

• Utilize the legal and legislative policy framework in place

• Support existing intervention programs and resources

Resources for Support

• Safe Space Initiative

• Diversity guidebooks

• PD Workshops

• Answers to frequently asked questions

• Professional development workshops and resources

• Information for school counsellors/admin

• Safe Spaces Initiative

• Gay–Straight Student Alliances

• Research articles, guide books and teacher narratives

• Multimedia features

• Research tools