WORDS:
Dr. Noelle DeLaCruz, School Psychologist, Co-Chair of Student Services LGBTQ+ Committee
Ms. Karina Li, School Social Worker, Co-Chair of Student Services LGBTQ + Committee
The Manatee County School District is paving the way to
creating compassionate schools through the application
of Social and Emotional Learning (SEL) programs, initiation
of student led alliances, and dedication to creating positive
school climates.
SEL practices are an essential component in our schools to
ensure that children and youth learn skills to become emotionally
healthy and empathetic individuals. Student led clubs, such as
Gay/Straight Alliances (GSAs), give students the opportunity to
practice and implement leadership skills as well as foster a spirit
of community and acceptance.
A positive school climate is one that accepts differences,
celebrates commonalities, and creates community among
diverse groups. The result is a school culture in which all students
feel safe, accepted, and ready to learn.
The implementation of SEL practices, which include teaching
students how to understand and manage emotions; set and
achieve positive goals; feel and show empathy for others;
establish and maintain positive relationships; and make
responsible decisions, are vital in building supportive and wellmanaged
learning environments.
“When schools help students develop self-¬awareness and
caring for others, they are more likely to succeed. This has
been consistently indicated in research in neuroscience and
education over the last two decades…These practices also
reduce antagonism and bullying and promote compassion and
caring behaviors” (Compassionate Schools Project, 2019).
This translates into a positive school climate that fosters safety,
thereby promoting an environment that celebrates diversity and
maintains respectful, trusting, and caring relationships throughout
the school. Research shows that positive school climates, like the
ones endorsed by compassionate schools, is correlated to higher
test scores, promotion rates, and graduation rates (National
Center on Safe Supportive Learning Environments, 2019).
SEL practices and inclusive school environments are benecial
for ALL students, however, it is especially necessary for
vulnerable populations such as Lesbian, Gay, Bisexual, and
Transgender (LGBT) students. Unfortunately, LGBT students
face high levels of victimization and are more likely to miss school
because they feel unsafe or uncomfortable.
Data from the 2017 Youth Risk Behavior Surveillance Survey
(YRBS) indicated that 63% of LGB high schoolers reported feeling
sad or hopeless in comparison to 28% of their heterosexual peers.
Additionally, 23% of LGB high schoolers attempted suicide
compared to 5% of their heterosexual peers. The good news is
that safe and afrming school policies and supportive school
personnel can offset these effects.
The National Education Association, the American Federation of
Teachers, and the Association for Supervision and Curriculum
Development have all passed resolutions asking their members
and all school districts to step forward to improve the educational
experiences of LGBT students. These resolutions call for
providing a safe environment, support groups, and counseling
options for LGBT students and by employing anti-harassment
rules and practices (Lynch, 2014).
In an effort to improve school climate and district practices
for LGBT youth, the Student Services Department initiated the
development of the LGBTQ+ Committee in the Fall of 2017. The
committee is comprised of School Psychologists and School
Social Workers who have collaborated with Superintendent
Cynthia Saunders, District Attorney Mitchell Teitelbaum, School
Board Member Charlie Kennedy, representatives from Equality
Florida, and community stakeholders in order to develop best
practice guidelines for the School District of Manatee County.
These guidelines are intended to assist faculty, staff, and students
in fostering positive self-image, establishing safe and inclusive
schools, and promoting academic success for students who are
or are perceived to be lesbian, gay, bisexual, transgender, and/
or questioning. In addition, each public school has an appointed
LGBTQ+ Liaison.
The liaisons have been trained by the LGBTQ+ Student
Services Committee and are available to provide assistance
to their schools with regard to LGBTQ+ District Guidelines and
supports available to students. The guidelines will be posted
on the Student Services website, and students and families are
encouraged to familiarize themselves with them.
In addition to these guidelines, various approaches have been
proven benecial for youth in our schools. One practice that has
been shown to decrease bullying on school campuses is the
development of a Gay-Straight Alliance (GSA).
In schools that have formed gay-straight alliances, there were
signicantly fewer incidences of bullying for ALL students, gay
or straight, without distinguishing who did or did not participate
in the group (Nesbit, 2016). When combined with a larger,
comprehensive safe school initiative, GSAs can create positive
changes in school climate that endure over time (GLSEN, 2007).
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