Despite Progress, Bias-based Bullying Remains Significant Problem in U.S. Secondary Schools
New Report Also Finds that Teachers Lack Training on LGBTQ Issues
NEW YORK (September 28, 2016) – Biased remarks, bullying and harassment remain a significant problem in U.S. middle and high schools, according to a report released today by GLSEN, the leading national education organization focused on ensuring safe and affirming schools for all students. Almost three-quarters (74 percent) of middle and high school students experienced some type of peer victimization in the past school year, and over half (51 percent) of teachers believe that bullying is a significant problem at school.
The report, From Teasing to Torment: School Climate Revisited, a Survey of U.S. Secondary School Students and Teachers, includes data from a nationally representative sample of 1,367 U.S. middle and high school students and 1,015 teachers. Data was collected online between January 29 and February 15, 2015 on behalf of GLSEN by Harris Poll. All analyses were conducted by GLSEN. More information about the survey methodology can be found in the report. The report is an update of a survey of secondary school students and teachers conducted in 2005.
“Since 2005, we have seen significant investment in bullying-prevention in the United States, and an unprecedented level of public attention to this serious issue,” said Dr. Eliza Byard, GLSEN’s Executive Director. “It is encouraging to see that we’re making progress. However, it is absolutely clear that we must pay more focused attention to some of the most persistent forms of bias in order to continue to move the needle and improve school climate in America.”
Students and teachers report that, in general, biased remarks from students became less common between 2005 and 2015, and bullying and harassment based on actual or perceived sexual orientation and gender expression also decreased. However, bullying based on actual or perceived sexual orientation is still one of the most common types of bullying in school according to students, second only to that based on appearance or body size.As a result, LGBTQ students are more than twice as likely to have skipped school out of fear in the past month as their non-LGBTQ peers and three times as likely to say that they do not plan to graduate.
The study also reveals concerning trends in biased language and bullying and harassment based on other personal characteristics. Between 2005 and 2015, racist remarks from both students and educators became more common, according to students. Also, students report that bullying based on academic ability became more frequent at school.
Teacher reports indicate that they are not receiving sufficient support to address anti-LGBTQ bullying and harassment. Less than a third (33 percent) of teachers report having professional development on LGB issues and less than a quarter (24 percent) on transgender issues. Only half of teachers report engaging in any LGBT-supportive practices at school, and only a small portion include LGBT content in their curriculum (15 percent) or take on public or official roles, such as advocating for LGBT-inclusive policies (9 percent). Also, teachers report feeling least comfortable addressing bullying based on sexual orientation and gender identity/expression compared to other types of bias-based bullying.
“We must redouble our efforts to improve school climate for all students,” said Dr. Joseph Kosciw, GLSEN’s Chief Research and Strategy Officer, “including by providing educators the training and resources they need to support LGBTQ students in their classrooms.”
The report was funded by the Wells Fargo Foundation. “We believe all students deserve to reach their maximum potential, and are proud of our long commitment to GLSEN and its work to improve school environments for LGBTQ youth,” said John Lake, LGBT Segment Leader for Wells Fargo. “By supporting research like this, we can help GLSEN identify the greatest needs of LGBTQ youth and focus the necessary resources required to address them in ways that are most effective and impactful.”
The report provides significant detail about the range of student and teacher experiences of and responses to incidents of bias, and includes a number of recommendations from GLSEN about measures needed to improve school climate for all students, including:
The full report can be found at glsen.org/teasingtotorment.
About GLSEN
GLSEN champions safe and affirming schools for all students. We envision a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Each year, GLSEN programs and resources reach tens of thousands of K-12 schools across the United States, and our network of chapters brings GLSEN’s expertise to their local communities. GLSEN's progress and impact have won support for our work at all levels of education in the United States and sparked an international movement to ensure equality for LGBTQ students and respect for all in schools. For more information on GLSEN’s policy advocacy, student leadership initiatives, public education, research and educator training programs, please visit glsen.org.
Utah Division of Water Resources Declares Water War
$5,000 Scholarship Spoils on the Line
Salt Lake City (Sept. 28, 2016) The Utah Division of Water Resources announced an “H2Oath: Utah’s Water-Wise Pledge” competition among Utah’s colleges and universities today to see which school can acquire the most pledges from students, faculty, alumni and fans. The winning school will receive a $5,000 scholarship to the department or program most closely tied to water conservation.
“We call it H2Oath: Water War. We are interested to see which school is the most dedicated to water conservation, and this is a fun way to find out. Also, I think the Aggies are going to win, but I am definitely biased…Go Aggies,” said Todd Adams, Deputy Director of the division.
The division has added a pledge category where H2Oath takers can choose their favorite Utah college or university. The pledge can be taken at water.utah.gov/H2Oath or the mobile-friendly https://www.surveymonkey.com/r/H2Oath. The competition will take place through October 15th. Commitments include watering no more than what the division's Weekly Lawn Watering Guide allows, which recommends zero watering for most of Utah following last week's precipitation. It also includes several other commitments.
“We encourage schools to get the information into their school newspapers, department newsletters, social media and even announcements at sporting events. We also encourage school leadership to take the pledge in order to reduce water use on-campus,” said Faye Rutishauser, State Water Conservation Coordinator.
The division encourages participants to let their peers know via social media when they take the H2Oath, using the hashtags #H2Oath #WaterWar.
College and university choices include:
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Background
The Utah Division of Water Resources (DWRe) launched a water conservation campaign called “H2Oath: Utah’s Water-Wise Pledge” to encourage additional water conservation efforts by families, businesses, cities, government agencies and statewide organizations. It can be found at water.utah.gov/H2Oath or at the more mobile-friendly https://www.surveymonkey.com/r/H2Oath.
The H2Oath is designed to commit individuals and groups to conserve more by following the division’s Weekly Lawn Watering Guide (found on slowtheflow.org, and posted weekly via the division's Facebook and Twitter accounts) throughout the irrigation season. It also encourages committing to several other water conservation actions. Governor Herbert showed his support, officially declaring May 10, 2016 "H2Oath: Utah's Water-Wise Pledge Day."
Hundreds of people and organizations have taken the H2Oath. The division will work throughout the summer to partner with organizations and individuals to conserve water through adherence to its commitments. The division encourages people to take the pledge, and show support by asking their family, friends, customers, employees and constituents to do the same.
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New book suggests that bad guys are not really as bad as people think
WILLISTON, N. D. – In a captivating book, Nicole B. Roberts shares the story of “Figaro” (published by Xlibris), the fox who likes to steal socks. When readers see and follow the life of this cunning animal, they will begin to understand why sometimes their socks just disappear without a trace. They too will discover that what appear to be bad guys are not that bad after all.
“Figaro: The Sock Fox” is about a sneaky sock thief who takes people’s socks when they are sleeping, but it turns out that he is not that bad of a guy. He is simply providing for his cute family of furry foxes that are waiting for his safe return home.
“Figaro on the surface is just about what happens to your missing socks,” Roberts on the lesson of the story. “But it teaches us that our initial perceptions aren’t always accurate and that most people (or foxes) that we think are “bad guys” are really not as bad as we think.”
Roberts, inspired by kids’ rich soil of imagination invites readers of all ages to read on and bask in the magic of a good story all the while learning an important lesson along the way. The author ends with the invitation, “Have you ever wondered where all those missing socks go? Meet “Figaro.”
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