TY - JOUR
T1 - Safe and supportive schools for LGBT youth
T2 - Addressing educational inequities through inclusive policies and practices
AU - Day, Jack K.
AU - Ioverno, Salvatore
AU - Russell, Stephen T.
N1 - Funding Information:
The California Healthy Kids Survey was developed by WestEd under contract to the California Department of Education. Administrative support for this research was also provided by grant, R24HD042849 , Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development . The authors acknowledge generous support from the Communities for Just Schools Fund Project at the New Venture Fund , and for Russell the Priscilla Pond Flawn Endowment at the University of Texas at Austin . Authors do not have any conflicts of interest to disclose.
Funding Information:
The sample for this study was derived from cross-sectional data from public middle and high school students (i.e., students in grades 7, 9, and 11) who participated in the 2013–2015 California Healthy Kids Survey (CHKS; N = 911,001), and principals from 274 matched schools that completed School Health Profiles (SHP). The CHKS is administered by WestEd, with support from the California Department of Education to track health risks and resilience among youth in California (Austin, Bates, & Duerr, 2015a). Data are collected biennially, though schools may opt to conduct the surveys annually. Administration occurs at any time during the two-year period, and students are given the option of taking the survey in class or online (Austin et al., 2015a). Beginning with the 2013/14 survey, the CHKS implemented a measure of sexual orientation and gender identity, though school districts were given the option to omit this item from the survey. Beginning on January 1, 2018, the Assembly Bill 677 (A.B. 677, 2017) prohibits schools participating in CHKS from removing this question.The California Healthy Kids Survey was developed by WestEd under contract to the California Department of Education. Administrative support for this research was also provided by grant, R24HD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The authors acknowledge generous support from the Communities for Just Schools Fund Project at the New Venture Fund, and for Russell the Priscilla Pond Flawn Endowment at the University of Texas at Austin. Authors do not have any conflicts of interest to disclose. None.
Publisher Copyright:
© 2019
PY - 2019/6
Y1 - 2019/6
N2 - Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.
AB - Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.
KW - Academic achievement
KW - Bullying and harassment
KW - Gender identity
KW - School policy
KW - Sexual orientation
KW - Truancy and absenteeism
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UR - http://www.scopus.com/inward/citedby.url?scp=85066104550&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2019.05.007
DO - 10.1016/j.jsp.2019.05.007
M3 - Article
AN - SCOPUS:85066104550
VL - 74
SP - 29
EP - 43
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
ER -