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Schools are encouraged to share ideas that focus on
teaching acceptance, diversity, respect, and equity within
the existing curriculum. Using inclusive language helps to
avoid assumptions about people and promote respectful
relationships among all. Families of LGBT youth also have
great potential in creating protective factors for our youth.
Ryan (2019) indicates that, “LGBT youth who are accepted
by their families are much more likely to believe they will
have a good life and will become a happy, productive adult.”
School staff are encouraged to engage families as allies to
promote support for their LGBT children.
Creating compassionate schools where students feel supported
and are encouraged to be themselves leads to optimal outcomes
for all students academically, socially, and emotionally.
Infusing SEL practices and inclusive language into the
curriculum allows students to develop life skills that are
vital for ongoing success.
This also promotes a sense of unity that fosters a positive
school climate. Finally, student initiated and led alliances
such as GSAs create safer schools as studies have correlated
the presence of a GSA in a school to lower rates of bullying for
all students in the building. Vulnerable populations, such as
LGBTQ+ youth, especially benet from the safe and supportive
environments characteristic of compassionate schools.
Current developments initiated by the LGBTQ+ Committee,
with the assistance of compassionate staff, are paving the road
towards compassionate schools for ALL students in the School
District of Manatee County.
By doing so, Manatee County will continue to optimize positive
outcomes for our youth.
REFERENCES
Centers for Disease Control and Prevention 2017 Youth Risk Behavior Survey Data. Available at:
www.cdc.gov/yrbs. Accessed on October 4, 2019.
Compassionate Schools Project (2019). Retrieved from https://www.compassionschools.org/program/
GLSEN (2007). Gay-Straight Alliances: Creating safer schools for LGBT students and their allies. (GLSEN Research Brief). New
York: Gay, Lesbian and Straight Education Network.
Larrier, Y.I. & Lewis, T. (2019). Social-emotional learning and at-risk youth. Retrieved from https://everypiecematters.com/jget/
volume01 issue01/social-emotional-learning-and-at-risk-children-and-youth.html
Lynch, M. (2014). How to improve school climate for LGBT students. Education Week Press. Retrieved from: http://blogs.
edweek.org/edweek/education_futures/2014/09/how_to_improve_the_school_climate_for_lgbt_students.html
Nesbit, J. (2016). Gay-straight alliances make schools safer, study nds. US World & News Report. Retrieved from: https://www.
usnews.com/news/articles/2016-08-04/gay-straight-alliances-in-schools-pay-off-for-all-students-study-nds
Pasi, R. J. (2001). Higher expectations: Promoting social emotional learning and academic achievement in your school. Reston,
VA: New York: Teachers College, Columbia University.
Ryan, C. (2009). Helping families support their lesbian, gay, bisexual, and transgender (LGBT) children. Washington, DC:
National Center for Cultural Competence, Georgetown University Center for Child and Human Development.
School Climate. Retrieved from https://safesupportivelearning.ed.gov/safe-and-healthy-students/school-climate
Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning= national priority. Retrieved from:
https://www.casel.org/wp-content/uploads/2016/08/PDF-19-weissberg-cascarino-phi-delta-kappan.pdf