Supportive Adults

Resources and References

Resources and References Resources for Supportive Adults: GLSEN’s Safe Spaces Book: https://www.glsen.org/sites/default/files/2019-11/GLSEN%20English%20SafeSpace%20Book%20Text%20Updated%202019.pdf Learning for Justice: https://www.learningforjustice.org/magazine/publications/best-practices-for-serving-lgbtq-students Human Rights Campaign: https://www.hrc.org/news/making-a-difference-in-your-lgbtq-students-lives Download References: Bidell, M. (2016). Changing school culture through gay-straight alliances. LGBTQ Voices in Education. Routledge.  Chiasson, J. (2021). Advancing Gender and Sexually Diverse Students’ Civil Rights. Supporting Gender Identity and Sexual Orientation Diversity in K-12

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Conclusion

Conclusion In summary, LGBTQ students need to know there are people at school they can contact when they need support, but more than that–showing that you understand and care about them and the unique challenges they face in school–is even more important for their everyday feelings of school safety and connectedness. Having a central role

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Extra Credit

Extra Credit How much do you know about the various flags used by advocates and allies, and the meaning behind those symbols? Does one align more with your values and intentions? See examples and explanations here: https://studentaffairs.unl.edu/news/12-different-pride-flags-and-their-meanings Image: Students standing with rainbow flag Can you recall having a student whose family was diverse for your

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Reflection/Discussion 3

Reflection/Discussion Loading… Click on each header below to reveal each reflection question. Record and share your responses using this Google Form link. Reflection/Discussion Item 8 A 2016 report in the Journal of Adolescent Health described students’ finding the rainbow flag was a symbol that helped them identify adults in school they could go to for

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Reflection/Discussion 2

Reflection/Discussion Loading… Click on each header below to reveal each reflection question. Record and share your responses using this Google Form link. Reflection/Discussion Item 4 What reasons can you think of to explain why many teachers and staff do not intervene when they hear biased language, especially in regard to sexuality or gender identity? Reflection/Discussion

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