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School climate and the status of school life are in relation to one another. Black students having Black teachers has a positive influence on them. Black teachers have a vital impact on their teaching curriculum and their student's future.
GLSEN’s Newest Research Shows School Climates for LGBTQ Youth Are Slowly Improving — Here’s What That Means Now
Improving School Climate Improves Learning
Research confirms that improving school climate improves learning for all students.
Supportive and caring teachers, safety from bullying and violence, students feeling connected with their school, and parental involvement in that school can all lead to a positive school climate. This is important because a more positive climate can help improve educational outcomes for students, even helping to overcome gaps between students of higher and lower socioeconomic backgrounds. While…
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The Data are in: Minnesota Schools are Failing Gender Diverse Students
Minnesota Student Survey
On November 1st, 2016, the Minnesota Department of Education (MDE) issued a press release titled “A majority of teens report healthier behaviors and are thriving at school – Trouble spots includes e-cigarettes and mental health”. In this release, MDE summarized the findings from the 2016 Minnesota Student survey (MSS). Nearly 169,000 students in 5th, 8th, 9th and 11th grades provided responses and 85% of school districts participated. The MSS provides critical insight regarding the health, safety and engagement of students across the state. It also measures the support they receive at home, school and in the community.
Measuring a new Population of Students
Noticeably absent MDE’s press release was any mention of the demographic of students represented in the MSS for the very first time: transgender and gender minority students. New questions on the 2016 survey provided an opportunity for students in the 9th and 11th grades to answer questions about their gender identity and expression. Concerning gender identity specifically, the MSS asked “Do you consider yourself transgender, genderqueer, genderfluid, or unsure about your gender identity?”. Gathering information on gender identity is a huge step towards increasing visibility and awareness of gender diverse students. MDE and the MSS should be congratulated for including these questions despite vocal opposition to their “controversial” content.
However, including these questions is pointless if MDE is unresponsive to the data they provide. The results are in, and the students who self-identified as being transgender and gender diverse are not part of the “majority of teens” MDE describes as “healthier and thriving.”
Results
Of the approximately 80,000 students participating in 9th and 11th grades, 2.5% of students consider themselves transgender or gender diverse (consider themselves is language taken from the question). Sadly, the discrepancies between these students and their cisgender peers are extreme and should serve as a clarion call to Minnesota educators and legislators. A small sample of the many troubling statistics show that when compared to their cisgender peers, gender diverse students report being:
3 times more likely to feel unsafe at school
4 times more likely to be bullied at school
Twice as likely to feel unsupported by school staff, with 42% reporting that adults at school care about them either “not at all” or “only a little”
Twice as likely to feel unsupported by their community, with 58% reporting that the adults in their community care about them either “not at all” or “only a little”
3 times more likely to engage in self-harm, with more than 50% reporting they purposely hurt themselves within the previous 12 months
3 times more likely to have “seriously considered attempting suicide”
5 times more likely to have attempted suicide, 38% vs 6% in 9th grade, 37% vs 8% in 11th grade
MDE offers a data tool to run further reports here: http://w20.education.state.mn.us/MDEAnalytics/DataTopic.jsp?TOPICID=242
Where does Minnesota go from here?
As of today, November 4th, 2016, MDE has been silent about the most alarming disparities ever recorded since the MSS began in 1989. While MDE is making efforts to provide guidance around gender inclusive practices and will potentially release model policy and practical resources this winter, immediate action is needed to address what should be considered a crisis in Minnesota schools. It is shamefully negligent to allow business-as-usual practices to continue while students who are gender diverse are not getting what they need.
Recent studies have suggested that affirming and supportive environments can mitigate the societal rejection causing mental health discrepancies for gender diverse students. Minnesota must take action now to remedy school environments that contribute to these disturbing rates of rejection, bullying, self-harm and suicide. Please contact the following stakeholders to demand immediate steps be taken address this state-wide emergency:
Call and email now!
Commissioner Brenda Cassellius
651-582-8200
Deputy Commissioner Charlene Briner
651-582-1145
http://education.state.mn.us/MDE/about/cmsh/
MDE School Safety Technical Assistance Center:
651-582-8364
Governor Mark Dayton
651-201-3400
800-657-3717
http://mn.gov/governor/contact-us/form/
Education Minnesota
651-227-9541 800-652-9073
Study Says a Good School Climate Can Narrow Achievement Gap; But Common Definitions Needed
It turns out that if you feel safe and welcome at school, there’s a good chance you’ll get better grades than if you go to a school where you feel unwelcome.
That’s the suggested result of an analysis of some 78 studies over the last 15 years that focused on the relationship between school or classroom climate, academic achievement, and socioeconomic status.
Researchers from the University of Southern California and Rami Benbenishty of Bar-Ilan University in Israel published their findings in Review of Educational Research.
“Our analysis of more than 15 years’ worth of research shows that schools do matter and can do much to improve academic outcomes,” study co-author Ron Avi Astor, a professor of social work and education at the USC, said in a press release. “Our findings suggest that by promoting a positive climate, schools can allow greater equality in educational opportunities, decrease socioeconomic inequalities, and enable more social mobility.”
But they also found there’s an inconsistency with how things are defined. Astor said the U.S. Department of Education has a definition of “school climate” and related terms, but it “is only somewhat aligned with the research and the scholars producing it.”
“There is a tangible, immediate need to construct a common definition and reliable climate measurements that can be translated into practice and policy guidelines,” Astor said. “In the absence of a clear and uniform definition and measurement of school climate, the ability of researchers and stakeholders to evaluate school climate growth over time is restricted.”
The Every Students Succeeds Act was passed earlier this year, and included lots of emphasis on school climate and social and emotional learning. But, according to the authors of this study, the new law doesn’t use the definitions that researchers use. So that means it will be probably be hard to A)prove compliance, B)use data to make improvements, and C)compare what works with what doesn’t.
Hopefully DOE officials take note of this discrepancy and work with researchers and school districts to make sure everyone’s on the same page.
(Photo via ExcellEducationInnovations.com)
Flexible classroom seating invites collaboration, communication, creativity, and critical thinking by helping students manage their physical energy and comfort as they learn on their own terms.
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It Happens in the Hallway - Stecher & Johnson
School Climate: It Happens in the Hallway Join us in Vegas! #innov8schl @mission_monday
School Discipline Pre-Conference speakers Mark Johnson and Sam Stecher contend that school climate change is largely forged in the hallways – where staff initiate positive, healthy and highly impactful interactions with students – with very little extra effort.
Watch Sam Stecher share the very first “mission” aimed at fostering a supportive school climate.
Together Mark Johnson and Sam Stecher…
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