Building the capacity of educators to support GLBT youth

Background-Many studies have established that stresses experienced by sexual minority youth put them at greater risk for mental and physical health problems including suicidal thoughts and substance abuse as well as hindering school attendance and academic achievement. Educators and staff who work with youth are in an ideal position to set a tone of respect and acceptance for all. However, some lack confidence in addressing their concerns with students who may be harassed, bullied or excluded because of their real or perceived sexual identity, sexual orientation or other differences.

Significance-Building capacity among educators to support GLBTQ students can support overall prevention and early intervention goals, which in turn may have long-term benefits to individual and public health.

Purpose-To examine the impact of an online avatar-based training simulation designed to prepare secondary school educators to support these students.

Method-48 secondary school educators completed a 5 point Likert scale questionnaire measuring preparedness and likelihood to intervene with homophobic language, harassment, and bullying behavior, as well as connect with and support students who are victims of those behaviors. After completing the pre-survey, participants took an online avatar-based training and then immediately completed a post-survey that included level one assessment items (satisfaction and utility ratings).

Findings-Preliminary results indicate that training significantly increases (p<.05) educators' preparedness, self-confidence and likelihood to: 1) manage a classroom where a student has used derogatory language; 2) discuss concerns with an GLBTQ student who is being teased, harassed or bullied; and 3) to connect that student to supportive services.