The following Chapter discusses some of the issues faced by LGBT students when they attend school, and the strategies that can be used to support them.
Coming out to friends at school has been linked to decreases in depression, better life satisfaction and higher self-esteem. LGBT+ youth have always weighed the risks of coming out at school. However, a study done out of the University of Arizona found that the benefits of coming out outweighed the risks. That being said ‘coming out’ to one’s friends, parents or teachers does have risks and each student must weigh those within their particular school and home setting to decide how best to be true to their identity.
There are many resources online about coming out. Some resources and programs can be found at:
· Human Rights Campaign – Coming Out – www.hrc.org/resources/coming-out
· “The Coming Out Handbook” – online: The Trevor Project www.thetrevorproject.org/resources/guide/the-coming-out-handbook/
· Camp fYrefly – online: https://www.ualberta.ca/camp-fyrefly
· Youthsafe – online: Alberta Civil Liberties Research Centre www.youthsafe.net
A gay-straight alliance (“GSA”) is a group set up in a school that provides students with an opportunity, whether they are Lesbian, gay, bisexual, transgender or straight to gather and discuss issues or plan diversity-related events. GSAs have arranged activities and events that support many different diverse topics such as combatting racism, ableism, sexism or homophobia and transphobia. They are sponsored by a teacher who assists the students in setting up the group and arranging events. GSAs are usually student-led, meaning that they are arranged and organized by a group of students, not by the school or the teacher. However, school administrators and teachers are a key element of a successful GSA.
Students in Alberta have a right under the Education Act to establish a group that, “… promote[s] a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.” Section 35.1 of the Education Act says that the school shall permit such a group to be established and designate a staff member to serve in organizing and operating a group or an activity for this purpose. The group may be called a “gay-straight alliance” or a “queer-straight alliance” (“GSA”) or any other respectful and inclusive name. Section 35.1 outlines the process and structure for setting up such a group. The Education Act has not been proclaimed in force and is currently under review by the NDP Government. It is expected to come into effect by the 2016/2017 school year.
There are many resources within Alberta that address how to establish a GSA. The Institute for Sexual Minority Studies and Services (“ISMSS”) offers a yearly conference on setting up a GSA. They also have facebook groups in Edmonton and Calgary to connect people for monthly GSA roundtable meetings. The Alberta Teachers’ Association lists “Ten steps to creating a GSA in your School” written by Dr. Kristopher Wells from ISMSS.
Ten tips to start a GSA are:
Dr. Wells, Director of Programs and Services at ISMSS, suggests several helpful resources in the above article, to help in setting up a GSA in a school. GSA’s have not been around for that long in North America. Dr. Wells notes that the first GSA that we know of was established in 1989 in Concord, Massachusetts. Alberta had its first GSA in Red Deer at Lindsay Thurber Comprehensive High School in the year 2000.
The Gay, Lesbian and Straight Education Network (“GLSEN”) offers a number of resources such as running an effective GSA meeting, and also suggestions for student actions. GLSEN is a network of American LGBT organizations, however some of the resources are useful in a Canadian context.
Some other Alberta resources include:
Transgender youth are coming out at school more often than in the past. There are many amazing resources for transgender people. In some schools there is more support than there has been previously. However, even where there is support, there are many issues that make it difficult to come out as transgender, including:
Particular areas that schools must address regarding transgender youth are:
In order to address some of the issues of coming out, some youth will change schools. While this may be the option a youth and his/her family choose, the youth may also transition within the school environment. It is important that school officials discuss what the youth would feel most comfortable doing, and not assume the youth will leave the school. Some parents are supportive of these youth and can be involved in helping to find out what the youth needs and figuring out ideas to solve particular issues.
Youth are exposed to more web content than ever before. This can be positive in that it gives LGBT+ youth access to much needed information on being LGBT+. However, with the onset of an abundance of social media sites there is a danger that LGBT+ youth will be exposed to misinformation by other youth who are just learning about themselves, or by youth who are not making healthy choices. Youth may be lead to believe that dressing like a sexual stereotype is normal for someone coming out; for instance a MtF transgender girl dressing in mini skirts and half-tops to express her feminine identity. Usually it would be the parents of that youth who would set the standards of dress, however, even when the parents know and support a youth coming out, they may feel unprepared to guide them in healthy choices in the LGBT+ community. Getting support from local LGBT+ organizations may help and asking the youth many questions about coming out and decision she or he is making can open the lines of communication. Schools should include discussions about technology, the internet and social media to try to address how all students are interacting with the web.
Youthsafe.net keeps an up-to-date list of local services for LGBT+ youth in centers across Alberta. Some resources for transgender individuals are found on the following websites:
Schools provide a service to youth and therefore owe a duty to accommodate youth to the point of undue hardship as per section 4 of the Alberta Human Rights Act:
4 No person shall
(a) deny to any person or class of persons any goods, services, accommodation or facilities that are customarily available to the public, or
(b) discriminate against any person or class of persons with respect to any goods, services, accommodation or facilities that are customarily available to the public,
because of the race, religious beliefs, colour, gender, physical disability, mental disability, ancestry, place of origin, marital status, source of income, family status or sexual orientation of that person or class of persons or of any other person or class of persons.
The duty to accommodate is explained in the Alberta Human Rights Commission’s interpretive bulletin that is found online. The term “accommodation” is something we often hear used when talking about accommodating a student who has a disability. The AHRC Interpretive Bulletin says:
Accommodation is a way to balance the diverse needs of individuals and groups with the needs of organizations and businesses in our society. It may cause a degree of inconvenience, disruption and expense to the employer, union or service provider. However, accommodation to the point of undue hardship is required by law.
There are times when it is also necessary for transgender individuals to make sure that they have equal ability to participate in services such as school. When accommodating a transgender student, teachers and staff will want to:
Each case must be addressed on an individual basis. Therefore, it is important to consider options and consult experts to ensure a helpful approach.
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