Lgbtq Article Review

Unfortunately although our society is working towards becoming more accepting of the LGBT community there still are plenty reports of bullying and harassment of LGBT adolescents in the public school system. According to Roxane Gay's essay “nine out

School psychologists must help create and foster an environment that educates administrators, teachers, and non LGBT students. Many lesbian, gay, bi-sexual, and transgender youth do not feel safe in school. Sexual minority students may suffer harassment (verbal and/or physical) from teachers and peers. As a result, they may experience more absences than heterosexual students. In addition, LGBT youth may turn to drugs and alcohol as a means of coping with the stressful school environment (Patterson 2013, p.192). Many will contemplate or even commit suicide.

There were kids in the school that would make fun of her because of how she was. The teachers did not do anything about it, they just ignored it.” (E. Landa, personal communications, March 1 2017) I believe that middle school is the time that teachers should reach out to their students and try to connect with them. It is hard for a student to reach out to a teacher for help if the teacher hasn’t made an effort to make themselves available for their students. Should a teacher foster a healthy and open relationship with a student they are then better able to help the student who is being bullied. It shouldn’t matter the gravity of the bullying, whether it is because of how they dress, the way they look or if they identify as LGBTQ because these negative experience causes a student to feel rejected and could lead to depression and thoughts of suicide. Munoz-Plaza, Quinn, and Rounds (2002) state “Research has consistently shown that LGBT youth particularly at risk for suicide, as well as verbal and physical harassment, substance abuse, sexually transmitted disease, homelessness and prostitution, and declining school performance.” (Munoz-Plaza et al 2002) This conveys that people that are bullied or left out because of who they are, are mostly likely to fall into depression. LGBTQ cases are ignored by teachers because they might

I can walk through the halls of my school and get shot dirty looks, pushed, shoved, and cussed at. You would think that I had done something personally to them, but it's only one thing. The fact I am a lesbian. Unfortunately, this is the reality for me, and thousands of other teens across the United States. The only reason why they are isolated, beaten, and rejected as a whole, is because Sally likes Jane, and Jessie just wants to be Jessica. The bullying of lesbian, gay, bisexual, and transgender youth is a real problem. One that needs a real solution.

Nine out of 10 people in the LGBTQ community across the country have experienced bullying, according to GLSEN (Gay, Lesbian and Straight Education Network).

Most LGBT youth become happy with who they are which gives them room to thrive during their adolescent years. Attending a school that has a safe and comfortable environment for every student is especially important. Positive environments can help all youth achieve good grades and maintain good mental and physical health. However, some youths are more likely than their straight peers to experience bad health and life outcomes. Experiences with violence, compared to other students, come easy to LGBT individuals that can cause increased risks for unfortunate circumstances.‘Violence’ includes behaviors such as teasing, harassment, and physical assault. It is important that students at risk have access to resources and support to deal with any questions or challenges they may have or face as they mature. Surveyed LGBT students reported 10% were threatened or injured, 34% were bullied, and 28% were bullied electronically.

The Bullying Policy has been introduced around the world which, according to the 2014 observations , rates of bullying vary across studies from 9% to 98%. An observation of 80 studies analyzing bullying involvement rates for both bullying others and being bullied for 12-18 year old students reported an estimate rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014). This means the Bullying Prevention Policy affects million of students nationwide due to the programs created. More specifically, females face a higher indication of bullying victimization than males do. To explain, high percentages of each gender are faced with the aggressive acts of violence, making it extremely hard to perform well in the school environment. Furthermore, as many as 93 percent of students hear derogatory words about sexual orientation at least once every day at school or in their community (violencepreventionworks). Negative name calling and harassment about sexual orientation can be disrespectful to all students. For an example, 3 out of 4 students who are bullied/harassed with such remarks are not identified as lesbian, gay,

The authors of this journal examine bullying of LBGTQ youth from teachers perspectives. It is acknowledged that bulling is a concern for many children and teens, but as a LBGTQ youth the odds increase dramatically. It is important to get educators perspectives according to the authors because school environments are shaped by adults. Many LBGTQ students report bullying to educators, and do not see action, which creates a fear of confiding. A shocking fact in the article is how uncomfortable most teachers are dealing with LBGTQ based bullying, due to the fear of losing their jobs or reactions of parents. Teachers also feel unequipped to deal with LBGTQ subjects and lack training.

This article details the some of the issues created by the growing population of transgendered students in the public education system, specifically the story of Aubrey a girl who transitioned in middle school. The article begins by detailing some of the problems transgendered youths face in the school system among these being bullied, in the forms of verbal and physical harassment. Then details how schools are reacting to prevent this kind of harm and build an inclusive environment. The laws vary by state, but 14 states plus D.C. Have laws that prohibit discrimination, and Title 9 bans gender discrimination nation-wide. The article also details how the Central Dauphin School District in Pennsylvania is working to protect at risk students; the district has implemented training for the staff of the 12000 student district, including training on gender

The common thought has been bullying is a normal reaction to school. Studies show that bullying is the result of underlying issues. Traditional bullying was a common thug trying to make a place for themselves, whereas now it has gone to new heights, it now includes physical trauma and even death. We find that bullying affects the bully as well as the victim. The victims tend to have more problems in school with attendance and achievements within the academic world. This is not just about the gay, lesbian, bisexual and transgender students, it involves all students that don’t fit societies idea of normal then the person gets bullied. The amount of attention given to this issue is a direct result of this escalation in events within the school system from grade schools to universities. The most pressing problem with getting the bullying policies changed is the conservative communities that school boards serve and convincing them that these policies need to be

Along with verbal abuse, LGBTQ youth also experience physical violence in schools across the country everyday. Back in the 1980’s and 1990’s sociologists such as Joyce Hunter thought that much of the physical abuse happening towards the LGBTQ population stemmed from the stigma and fear that came from the AIDS epidemic that was spreading rapidly among the gay community in that time. In a study as recent as 2003, 60% of LGBTQ youth had reported being assaulted physically due to their sexual orientation (Chesir-Taran, 2003) These physical actions towards the gay and lesbian youth has caused many to fear going to school. In fact, many LGBTQ students avoid school in order to escape the physical harassment. This drop in attendance has detrimental effects on the student’s academics (American Educational Research Association).

Homophobic bullying is an epidemic that affects gay pupils’ attendance and attainment at school. Stonewall’s 2012 research found that over half of lesbian, gay and bisexual students experience homophobic bullying at school. This is supported by ‘The Teachers’ Report,’ which states that teachers often hear homophobic language used such as “that’s so gay” or “you’re gay.” If this language continues to go unchallenged, it can have severe negative consequences for young people, resulting in them skipping lessons or even more seriously, resulting in depression and self-harm. All because of what you say!

Bullying is the unwanted aggressive discrimination that mostly happens in middle school. Children who get bullied are always bullied because of race, religion, physical disability or sexual orientation. Bullies mostly are children who are being abused at home or they are delinquent. School anti-bullying programs are getting expensive and schools are backing out. Some programs deliver the wrong idea for children. Most anti-bullying school programs are refusing to protect LGBT students who get bullied, and they are the highest range of students who get bullied in the US nowadays. Even with the No Child Left Behind law has passed, anti-bullying school programs still refuse to protect those students. School anti-bullying programs are not effective enough at preventing bullying.

School bullying and bullying as a whole has become a growing concern. The need for more intervention is more recognized, as incidents of bullying and inappropriate acts towards others occur in places outside of the classroom. This literature takes a closer look at bullying in schools. Olwesus (2013) states “the field of bullying research is to some extent plagued by problems, disagreements, and unresolved issues” (p.752). Whether if anyone will agree on the root of bullying, the fact remains that bullying has to be examined at its very core to remedy the matter before it becomes a bigger concern. There is a dire need for intervention based programs to be set in place to address the fact the act of bullying has lasting effects on the bully and the victim. When intervention programs are put into place to address bullying, the act of bullying decreases due to the gained understanding of the effects.

The O’Higgins-Norman, (2009) project presumes numerous individual’s victimization at the school level, and it can lead to lifespan’s societal, psychological and expressive consequences. Those who are persecuted at school can develop a terror of their peer cohort and segregate themselves from their tormenters (O’Higgins-Norman, 2009). Consequently, the teenager who is frequently persecuted at school may be involved in the apprehension, lack of self-assurance, isolation, and despair (O’Higgins-Norman, 2009). Bullying and victimization can affect areas involving being correct, weakening academic accomplishment, reduced appearance, malingering, school failure, psychological difficulties and suicide ideation (O’Higgins-Norman, 2009). The O’Higgins-Norman, (2009) study proclaimed Minton’s survey of 15–31 year olds in Ireland, found numerous teenagers had felt pain and victimization as an outcome of their sexual preference with over a fifth of the participants recording that they felt terror to and from school. Research in the United States has established that 45 percent of those who as grownups classified themselves as gay males and 20 percent of gay females, have been victims of spoken or bodily mistreatment at school due to how other individuals perceive their sexual orientation (O’Higgins-Norman, 2009). Additionally, 28 percent of those so harassed, and they finally left the school system permanently (O’Higgins-Norman, 2009).