LGBTQ+ Adolescents in School

Before reading my following post, please take a look at the following statistics, provided by: https://nobullying.com/lgbt-bullying-statistics/



Adolescents who identify as LGBTQ+ are two to three times more likely to attempt suicide than their peers. That means that one-third of suicides are caused by negative feelings surrounding one's sexual identity. This is horrifying, especially to future educators who take on the task of shaping their students lives. How do we help this group of students who are suffering?












Take a moment to reflect on Abraham Maslow's hierarchy of needs. To be successful and function, Maslow argued that an individual must have each level on his pyramid fulfilled. It is preferable that all levels on this pyramid are fulfilled, but each level must be fulfilled prior to moving up. Therefore, the physiological needs of a person must be met before satisfying their safety needs. According the graph used above, 64% of LGBTQ+ youth have felt unsafe at school due to their sexual orientation, while another 44% has felt unsafe due to their gender identity. The percentages of students who have skipped school because of these feelings and those who have experienced physical harassment are alarming as well. These kids aren't having their safety needs satisfied. If they don't feel safe at school, how will they learn? How will they make friends? How will they grow? And we don't know anything about their home life, either. Some families are not accepting of the LGBTQ+ lifestyle, to the extent at which they may kick their kid out of the house due to their identity. This leaves the child with the most fundamental needs, like shelter, unsatisfied.

Interesting video on which of Maslow's needs kept a man in the closet, and which helped push him out (starts at 3:40): https://www.youtube.com/watch?v=7XJPFSFJ580

stopbullying.gov offers a list of ways we, as teachers, can help create a safe environment for LGBTQ+ students:

• "Build strong connections and keep the lines of communication open. Some LGBT youth often feel rejected. It is important for them to know that their families, friends, schools, and communities support them.
• Establish a safe environment at school. Schools can send a message that no one should be treated differently because they are, or are perceived to be, LGBT. Sexual orientation and gender identity protection can be added to school policies. 
• Create gay-straight alliances (GSAs). GSAs help create safer schools. Schools must allow these groups if they have other “non-curricular” clubs or groups. Learn more about the right to form a GSA under the Equal Access Act. 
• Protect privacy. Be careful not to disclose or discuss issues around being LGBT with parents or anyone else. "

Through using these tools, we can help LGBTQ+ students to pass both the Safety Needs and Love and Belonging levels in Maslow's Hierarchy of needs. Having school clubs/groups will help provide possible connections and friendships, encouraging the feeling of belonging. From there, students will be able to work up to Esteem and Self-actualization.

After doing this research, I realized how important it is for a school to have multiple resources for LGBTQ+ students. I commit to being one of these resources; a teacher that maintains an inclusive classroom. I will always be a shoulder for my students to lean on, and someone they can talk to if things are not going well. I will be an advocate for LGBTQ+ students, learning any vocabulary I should know in order to not offend anyone, and will be sure to start a GSA or other LGBTQ+ organization within a school if it is lacking one. I want all of my students to feel safe at school, so they can grow as people and learners.

My question is, how exactly as teachers do we help students who haven't met their physiological needs?

Sources (see for additional info):

https://nobullying.com/lgbt-bullying-statistics/

https://www.stopbullying.gov/at-risk/groups/lgbt/index.html