Questions & Answers: Sexual Orientation in Schools - Camp fYrefly

Our mission is to promote and protect the health of Canadians throughleadership, partnership, innovation and action in public health.Public Health Agency of CanadaPublished by authority of the Minister of Health.This publication can be made available in alternative formats upon request, and canalso be found on the Internet at the following address: www.publichealth.gc.ca/stiDisponible en français sous le titre :Questions & réponses : L'orientation sexuelle à l'écoleCorrespondence:Sexual Health & Sexually Transmitted Infections SectionCommunity Acquired Infections DivisionCentre for Communicable Diseases and Infection ControlInfectious Disease Prevention and Control BranchPublic Health Agency of CanadaOttawa, Ontario K1A 0K9Fax: (613) 957-0381Email: PHAC_Web_Mail@phac-aspc.gc.ca© Her Majesty the Queen in right of Canada, 2010Catalogue number: HP5-97/1-2011E-PDFISBN: 978-1-100-17968-1

Q uestions& Answers:Sexual Orientationin Schools

Table of ContentsPreface and Acknowledgements ......................................................................... iIntroduction ....................................................................................................... 1What do we know about sexual orientation? ..................................................... 1There are no sexual minority youth in my school. Why address these issues? .... 2What are the health, safety, and educational concernsof sexual minority students in our schools today? .............................................. 3Homophobia and Harassment ....................................................................... 3Mental Health ............................................................................................... 3Suicide .......................................................................................................... 4Other Health Risks ........................................................................................ 4What do I do if a student discloses their sexual orientation to me? ................... 5What can schools do to support and improve the health and safetyof sexual minority students? ............................................................................... 6What you can do ........................................................................................... 6Personally ...................................................................................................... 7In the Schools ................................................................................................ 7In the Community .......................................................................................... 8What can I do to support the parents/caregivers of sexual minority youth? ...... 8How can I help to build the resiliency of sexual minority youth? ...................... 9Concluding Perspective ...................................................................................... 10Additional Resources ......................................................................................... 11Endnotes ............................................................................................................ 17

Questions & Answers: Sexual Orientation in SchoolsiPrefaceFirst published in 1994 and revised in 2003 and2008, the Public Health Agency of Canada’s(PHAC) Canadian Guidelines for Sexual HealthEducation (Guidelines) were developed to assistprofessionals working in the area of healthpromotion and sexual health education inprogramming which supports positive sexualhealth outcomes. Feedback from a nationalevaluation of the Guidelines indicated the needfor companion documents to provide moredetailed information, evidence and resources onspecific issues. In response, the PHAC identifieda ‘question and answer’ format as an appropriateway to provide information to educators andother professionals working with school-agedpopulations. The Questions and Answers styleddocuments are intended to cover a range oftopics reflecting current issues in sexual healtheducation with school-aged populations, areevidence-based and use inclusive language asreflected in the Guidelines.This document, Questions & Answers: SexualOrientation in Schools, is intended to addressthe most commonly asked questions regardingthe sexual orientation of youth in school settings.The goal of this resource is to assist educators,curriculum and program planners, school administrators,policy-makers and health professionalsin the creation of supportive and healthy schoolenvironments for youth struggling with issuesof sexual orientation.AcknowledgementsThe PHAC would like to acknowledge andthank the many contributors and reviewerswho participated in the creation of Questions& Answers: Sexual Orientation in Schools. Thedevelopment of this document was madepossible through the valuable input providedby experts working in the field of sexual healtheducation and promotion across Canada, includingthe members of the Sexual Health WorkingGroup of the Joint Consortium for School Health.A complete list of the external reviewers can befound online at: www.publichealth.gc.ca/sti.In addition, the PHAC would like to acknowledgethe staff of the Sexual Health and SexuallyTransmitted Infections (STI) Section, Centre forCommunicable Diseases and Infection Control,for their contribution to the development of thisdocument.

Questions & Answers: Sexual Orientation in SchoolsIntroductionIn 1996, the Canadian Human Rights Actformally included “sexual orientation” amongthe prohibited grounds of discrimination and in2009, Canada marked the 40 th anniversary ofthe decriminalization of homosexual activity inCanadian law and legislation. Lesbian, gay, andbisexual individuals (collectively, sexual minorities)now have the same rights and responsibilities asall Canadian citizens. In the span of those fortyshort years, Canada has emerged as one of themost progressive Western countries in recognizingbasic human rights of sexual minorities, includingequal partner benefits, equal adoption and fosterparentingrights, non-discriminatory workplacepolicies, inclusive health care, and the legalizationof same-sex marriage. Despite these measuresof progress, individuals are still discriminatedagainst on the basis of their actual or perceivedsexual orientation 1 .These Questions and Answers are designed tosupport the implementation of the CanadianGuidelines for Sexual Health Education 2 . TheGuidelines are based on evidence that broadlybasedsexual health education should reflectthe diverse needs and realities of all people inways that are age-appropriate, evidence-based,scientifically accurate, rights-based, culturallysensitive, respectful and inclusive of sexualorientation and gender diversity. It is the viewof the Guidelines that inclusive “sexual healtheducation should be available to all Canadiansas an important component of health promotionand services” 3 .These answers to frequently asked questionsabout sexual orientation 4 in Canadian schoolsare based on evidence-based research. Thisresource is targeted at helping curriculum andprogram planners, educators (in and out ofschool settings), administrators, policy-makers,and health care professionals implement thecurrent Guidelines to ensure that:1 sexual health educational programming isinclusive of thepressing health,safety, and educationalneeds ofsexual minorityand questioningyouth;2 the experiences of sexual minority youthare included in all facets of broadly-basedsexual health education; and3 educators, administrators, and school boardpersonnel are provided with a more thoroughunderstanding of the goals and objectives ofbroadly-based and inclusive sexual healtheducation.What do we know about sexualorientation?Sexual orientation isthe term used to describean individual’ssexual, psychological,and emotionalfeelings of attractionQUESTIONING:A person who is unsureof his or her sexualorientation.SEXUALORIENTATION:A person’s affectionand sexual attraction toother persons.towards another person. Sexuality is consideredto be an essential and natural characteristic of allpeople which begins to develop in early childhoodand continues over the course of one'slifetime 5 . While the literature is divided on theexact mechanisms for the development of sexualorientation, research suggests that it is determinedby numerous factors including hormonal, genetic,and environmental influences 6 . Importantly, researchsuggests that poor parenting, sexual abuse,and other adverse life events do not influencesexual orientation 7 .Current research indicates that sexual orientationexists along a continuum of emotional and sexualattractions 8 . This continuum ranges from peoplewho are only attracted to those of the opposite sex,to those who are only attracted to those of thesame sex, and includes people who have varying1

Questions & Answers: Sexual Orientation in Schoolsemotional and/or physical attractions to bothpeople of the same and opposite sex. In addition,sexual orientation is not always the same as a person’ssexual activity or sexual behaviour. Social,cultural, political, and religious factors impact onthe extent to which an individual will self-identifyas a sexual minority, become visible (“come out”)COMING OUT:Often refers to “coming out of the closet”– theact of disclosing one’s sexual orientation orgender identity (e.g., to friends, family members,colleagues).GAY:A person who is physically and emotionallyattracted to someone of the same sex.The word gay can refer to both males andfemales, but is commonly used to identifymales only.LESBIAN:A female who is attracted physically andemotionally to other females.BISEXUAL:A person who is attracted physically andemotionally to both males and females.2or remain silent and hidden (“in the closet”), andthe extent to which they act on their attractions.Experiences with stigmatization, discrimination,and prejudice often prevent youth from positivelyintegrating their sexual feelings and may inhibitthem from publicly identifying as a sexual minority.For example, some individuals, especiallyduring adolescence, may participate in a variety ofsexual behaviourswith same-sexpartners andstill identify themselvesas heterosexualor notcome out ashomosexual.There is often confusion between “sexual orientation”and “gender identity”, however the twoare very different. Sexual orientation refers to anindividual’s emotionalGENDERIDENTITY:A person’sinternal sense orfeeling of beingmale or female,which may ormay not be thesame as one’sbiological sex.HETEROSEXUAL:A person who is physicallyand emotionally attractedto someone of the oppositesex. Also commonlyreferred to as straight.and sexual attractionwhich may be to membersof the same oropposite sex, or both.Gender identity refers toan individual’s sense ofbeing male, female oran identity in between oroutside these categories.Like heterosexuals, some gay, lesbian or bisexualindividuals will also struggle with their genderidentity; however, we do not specifically addressthis issue in this document, focusing instead onlyon sexual orientation. A separate documententitled Questions & Answers: Gender Identityin Schools explores these issues more fully 9 .TRANSGENDER:A person whose gender identity, outwardappearance, expression and/or anatomydoes not fit into conventional expectationsof male or female.There are no sexual minorityyouth in my school. Why addressthese issues?Sexual minority youth are attending Canadianschools, whether or not they make themselvesknown to staff, school administrators and/orpeers. There are also students attending Canadianschools who have sexual minority siblings,parents/caregivers or other family membersand friends.Sexual minority youth remain invisible forseveral reasons. First, by assuming that there areno sexual minority youth in the schools, staffand administrators will not recognize that thesestudents do exist. Second, due to experiencesof bullying, discrimination, and stigmatization,

Questions & Answers: Sexual Orientation in Schoolssexual minority youth often remain an invisiblepopulation in schools and they may choose toremain invisible out of concern for their ownsafety. Sexual minority youth who come out oraccess services which are inclusive and supportiveof their sexual identity may be at risk ofincreased vulnerability as a result. Rather thanassuming that there are no sexual minority studentsin your school, perhaps a more importantquestion to ask is why they are not visible? Isthe environment supportive of sexual minorityyouth or perpetuating their invisibility?Current research indicates that between 2% and10% of individuals in North American society arenon-heterosexual 10 . In Canada, a recent demographicsurvey of over 105,000 junior and seniorhigh school students, conducted by the TorontoDistrict School Board, found that 8% of studentsin grades 9-12 identified as non-heterosexual orquestioning their sexual orientation 11 . Additionally,adolescent health research indicates thatthe average “coming out” age is now 15 or 16years of age 12 . These research findings illustratehow the issues of sexual orientation and sexualidentity are relevant in today’s schools.What are the health, safety,and educational concerns ofsexual minority studentsin our schools today?Homophobia and HarassmentStudents may be harassed for being “gay” basedon their presumed sexual orientation or notconforming to gender expectations, though theharassers may know nothing of their victims’actual sexual orientation. The victimized studentsmay not be certain of their sexual orientationthemselves. Many students may have a sense ofthemselves as being ‘different’ in some way andvulnerable, but survive by “flying under theradar”. These students may prefer to not attractnegative attention and, therefore, wait to comeout later in more supportive environments.“That’s so gay” has become embedded in youthculture as the prime put-down equivalent to“stupid” or the opposite of cool 13 . Many studentsuse words like “faggot” and “homo” without aclear unders-tanding of how they may be affectingtheir peers. Often tolerated in schools, thesewords are one aspect of homophobic bullying,and, if left unchecked, further reinforce thehostility, intolerance and negative perceptionsof sexual minorities.Research indicates that experiences of discrimination,stigmatization, violence, and theassociated negative mental health outcomesdisproportionately impact the physical, emotional,and educational lives of sexual minorityyouth. A study of 1,598 adolescents from fivehigh schools in Ontario found “sexual minorityadolescents reported significantly higher ratesof bullying and sexual harassment than didhetero-sexual adolescents” and that lesbian, gay,bisexual students and “adolescents questioningtheir sexual orientation reported similar adjustmentdifficulties, victimization experiences, andperceived [lack of] social support” 14 . ”In Canada,a 2008 survey conducted by the Centre for Addictionand Mental Health found that one-thirdof Grade 9 and Grade 11 boys reported beingvictims of homophobic insults, with roughlyequal numbers of boys reporting having beenperpetrators of such insults. Slightly fewer girlsin Grade 9, about one-quarter, reported beingvictims and perpetrators of homophobic insults;among Grade 11 girls, reports of being victimsand perpetrators of homophobic insults dropsubstantially 15 .Mental HealthStigma, prejudice, and discrimination cancreate a hostile and stressful social environmentfor sexual minority youth. This can leadto youth developing expectations of rejection,internalized homophobia, hiding their sexualorientation, feelings of shame negative copingmechanisms, and hiding their sexualorientation 16 .3

Questions & Answers: Sexual Orientation in Schools4INTERNALIZED HOMOPHOBIA:A diminished sense of personal self-worthor esteem felt by an individual as a result ofthe experienced or presumed homophobiaof others.Current research exploring key stressors in thelives of sexual minority youth identify that theseyouth experience greater and more severe riskfactors, such as bullying and homophobic victimizationand higher incidence of depressionand substance abuse when compared withtheir heterosexual peers 17 . In particular, sexualminority youth who also face other risk factors,such as being an ethno-cultural minority, beinghomeless, living in care and/or being involvedwith the corrections system may be at furtherrisk for negative health outcomes.SuicideResearch studies focused on adolescent healthconsistently indicate that suicide is one of theleading causes of death of today’s youth 18 . Forsexual minority youth, suicide is the number onecause of death 19 . Research identifies that sexualMSM:An acronym to describe men who have sexwith men. The acronym is used to reflectthe complexity of sexual orientation and,in particular, that some men who have sexwith men do not identify as gay.WSW:An acronym to describe women who havesex with women. The acronym is used toreflect the complexity of sexual orientationand, in particular, that some women whohave sex with women do not identify aslesbian.minority youth are 1.5 to 7 times more likely toattempt suicide than their heterosexual peers 20 .Key risk factors for adolescent suicide, in general,include feelings of hopelessness, a history offamily dysfunction, sexual abuse, substanceabuse, and the recent or attempted suicide of afamily member or close friend 21 . In addition tothese general risk factors, sexual-minority youthalso face other risk factors including younger ageof disclosure/coming out 22 , lack of family acceptance,and more frequent interpersonal conflict(such as bullying) regarding their sexuality 23 .One Canadian study found that lesbian, gay, andbisexual youth, when compared to their heterosexualpeers, were more likely to:• have had suicidal thoughts and a historyof suicide attempts;• experience greater physical and sexualabuse;• have higher rates of harassment in schooland discrimination in the community;• have run away from home once or morein the past year;• be sexually experienced and have eitherbeen pregnant or to have gotten someonepregnant;• be current smokers and have triedalcohol, or used other drugs;• report higher rates of emotional distress;• participate less frequently in sports andphysical activity;• report higher levels of computer usage/time; and• feel less cared about by parents/caregiversand less connected to their families 24 .Other Health RisksFailure to provide accurate, non-judgmental,and age-appropriate information on sexualorientation within the school system representsnot only a pressing safety and educationalconcern, but also a significant public health issue.The United Nations and the United States’Centers for Disease Control (CDC) indicate thatyoung gay and bisexual males and young menwho have sex with men are at significantly increasedrisk for HIV infection 25 . This risk can be

Questions & Answers: Sexual Orientation in Schoolsattributed to the experience of multiple formsof discrimination, a lack of access to inclusivesexual health education, a sense of hopelessnessand suicidal tendencies. 26 It is, therefore,critical that broadly-based sexual health educationaddress the needs and concerns of thosewho are the most vulnerable in our society.All educators, health care professionals, andpolicy-makers have a duty of care and professionalresponsibility to facilitate inclusivesexual health education in order to support thehealth and well-being of all Canadian youth.What do I do if a student disclosestheir sexual orientation to me?If a student discloses their sexual orientationto you, you should respect that disclosure andhonour the student’s right to confidentiality 27 .Confidentiality is a major concern for many youthwho may be questioning their sexual orientation,have concerns for their safety, and/or are afraidof their parents’/caregivers’ potential reaction todisclosure. A student’s decision to come out isstrongly influenced by issues of safety, vulnerability,individual comfort, and perceived levelsof support and acceptance by significant peoplein their lives. If a student discloses their sexualorientation to you, they trust that you will receivethis information in a positive and/or supportiveway. Failing to protect a student’s confidentialitymay pose significant risks to the student if he orshe is “outed” to their family, friends, teachers,coaches, or faith leaders before they themselvesare ready and willing.Researchers suggest that the coming out andcoming to terms processes impact the mentalhealth and emotional well-being of all sexualminority youth 28 . If sexual minority youth perceivetheir school environment as a threateningor hostile space, they may experience a profoundsense of isolation, alienation, and fear ofexposure, which may impact their feelings ofself-worth, academic achievement, and senseof school connectedness. The coming outexperience is also just the beginning of a largerprocess of learning, understanding, negotiationand acceptance, which involves both the individualwho discloses their non-heterosexualidentity and the recipient of that disclosure(i.e. parents and caregivers).These students can be supported by creating asafe space for youth to explore and express theirsexual diversity. This could start by paying attentionto and addressing instances of homophobiaHOMOPHOBIA:Fear and/or hatred of homosexuality inothers, often exhibited by prejudice,discrimination, intimidation, or acts ofviolence. Similarly, “transphobia” refersto the fear and/or hatred of transgenderindividuals and is exhibited by prejudice,discrimination, intimidation, or acts ofviolence. “Biphobia” refers to the fearand/or hatred of bisexual individuals andis exhibited by prejudice, discrimination,intimidation or acts of violence.when, and if, they occur and demonstrating anattitude of acceptance for sexual minority youth.When acts of homophobia are observed and/orreported, educators and administrators havea duty to react immediately and to create anenvironment where disrespect of any kind willnot be ignored, and to build an understandingamong all students of how both words and actionscan hurt others 29 . There are many differentways for educators to deal with situations ofhomophobia in the school, including 30 :• addressing assumptions that being a sexualminority is a bad thing and reinforcingthat everyone in the school environmentdeserves to be respected;• confronting the stereotypes and misinformationbehind the insults and abuse; and• making a plan with students to developmore appropriate responses to insultsrather than physical violence or reversename-calling.5

Questions & Answers: Sexual Orientation in Schools6Educators can also do a number of other thingswithin their school environment to help supportsexual minority youth. First, they can informthemselves about issues affecting sexual minorityyouth in their school environment. Second,teachers can help to support the formation ofa gay-straight student alliance 31 . Another wayto support sexual minority youth is through theprovision of inclusive sexual health programming,in which students can access age-appropriateinformation about issues impacting their lives.A student’s sexual orientation is not a “lifestyle”choice and under no circumstances should astudent be counselled to change or attempt to“repair” their sexual orientation. These kinds of“conversion” or “reparative” therapies have beencriticized and discouraged by the AmericanPsychological Association 32 and by many teacherassociations across Canada 33 . Clinical researchhas demonstrated that these approaches arelargely ineffective, ignore the impact of socialstigmatization on mental health, and in somecases, can be extremely dangerous, particularlyfor vulnerable youth 34 . Instead of attempting tochange a student’s sexual orientation, educators,administrators, and health care professionalsshould focus on helping the youth and theirfamily to develop active coping mechanisms toaddress issues related to internalized homophobia,stigma, prejudice and discrimination. Accessto age-appropriate and non-judgmental informationwill help students work towards positivelyintegrating their sexual orientation intotheir sense of self.What can schools do to supportand improve the health and safetyof sexual minority students?Comprehensive school health, including broadlybasedsexual health education, involves theentire school community coming together towork collectively to create an inclusive schoolenvironment, which emphasizes the values of“reciprocity, equality, and respect … [as the] prerequisitesfor healthier and safer sexual andsocial relationships” 35 . One of the successfulprograms at improving the feelings of safety ofsexual minority students and reducing incidentsof homophobic violence within schools, hasbeen Gay/Straight Alliances (GSAs) 36 . GSAs havethe advantage of requiring that their membersdeclare only a concern to counteract homophobicharassment and not their sexual orientationto join. They build on the principle that socialnetworks can overcome the paralysing isolationfelt by so many lesbian, gay and bisexual studentsand other students vulnerable to being labelledas gay. They can also create a safe space and acounterweight to the intimidation exerted byharassers. A guide on how to create a GSA isincluded in the Resources section at the endof this document.In creating a safe space at school, lesbian, gayand bisexual students may come out at schoolbefore they come out at home. It is importantthat disclosure remain in the hands of the individualstudent who can gauge when or if itmay be safe to disclose at home. Schools thatprematurely reveal students’ lesbian, gay orbisexual identity may risk setting them up forviolence or expulsion from home.HETEROSEXISM:The assumption that everyone is heterosexualand that this sexual orientation issuperior. Heterosexism is often expressed inmore subtle forms than homophobia.What you can doThe following suggestions for teachers, schools,and the larger community are provided to stimulatethought and discussion on what educationalstakeholders can do to create an environment inwhich broadly-based sexual health educationis considered an absolute right for all studentsregardless of their sexual orientation.

Questions & Answers: Sexual Orientation in SchoolsPersonally• Educate yourself and provide professionaldevelopment opportunities for your schoolstaff and school board members.• Reflect critically on your personal valuesregarding sexuality. Take inventory of howthese values may interfere with yourprofessional obligation to provide educationand services that respect the rights andneeds of sexual minority youth.• Make your classroom a safe andwelcoming space by challengingstereotypes, name-calling, andhomophobic bullying whenever yousee or hear it occur 37 .• As part of broadly-based sexual healtheducation, learn how to talk openly aboutsex, sexuality, and sexual orientation.• Explore how to approach issues of sex,sexuality, and sexual orientation with yourcolleagues and school administration.• Articulate and support a rights-basedapproach in which knowledge, skills, andattitudes are linked to universally acceptedhuman rights principles 38 .• Never counsel or attempt to “change”a student’s sexual orientation.• Assist sexual minority youth in identifyingresources where they can get informationand support 39 .• Maintain student confidentiality when andwhere it is professionally appropriate.• Consider supporting the creation of aGay-Straight Student Alliance as a safespace in your school 40 .• Seize a teachable moment to educatestudents about sexual orientation,prejudice, and homophobia.• Address assumptions that being gay,lesbian or bisexual is a bad thing andreinforce that everyone in the schoolenvironment deserves to be respected.• Confront the stereotypes andmisinformation behind insults and abuseof sexual minority youth.TWO-SPIRIT:Some Aboriginal people identify themselvesas two-spirit rather than as bisexual, gay,lesbian or transgender. Historically, in manyAboriginal cultures, two-spirit persons wererespected leaders and medicine people.Before colonization, two-spirit persons wereoften accorded special status based upontheir unique abilities to understand bothmale and female perspectives.• Confront the stereotypes and homophobiaof your colleagues.• Explore with students more appropriateresponses to insults than physicalviolence or reverse name-calling.In the schools• Advocate at the local, provincial andterritorial levels for the use of theCanadian Guidelines for Sexual HealthEducation as a framework for developinga broadly-based sexual health curriculum,which includes sexual orientation andgender identity.• Establish clear school policies to supportteachers in the discussion and delivery ofbroadly-based sexual health educationin the classroom.• Read your provincial/territorial curriculato identify where and how sexual orientationis addressed. If it is not included,contact your Ministry representative.• Encourage your school district to developclear safe school policies, which explicitlyprotect sexual minorities and same-sexparented families against discrimination.7

Questions & Answers: Sexual Orientation in Schools8• Become knowledgeable of communitybasedsupports and services designed toassist sexual minority youth and theirfamilies in the coming out and comingto-termsprocesses.• Help sexual minority youth identifyhealthy and unhealthy behaviours, whichimpact their mental, physical, and sexualhealth.• Increase educational and social supportsfor sexual minority youth by developingevidence-based programming (i.e. Gay-Straight Alliances and safe spaces) tofoster peer acceptance, school connectedness,and student safety.• Make available to all staff training sessionson sexual orientation issues. For example,Professional Development days couldhave workshops or presentations to raiseawareness and levels of knowledge aboutthe experiences and needs of sexualminority students. These workshops couldprovide an opportunity to discuss the skillsneeded to be a good ally and to developan ‘action plan’ or list of concrete actionsneeded to improve the school environmentfor people of all sexual orientations 41 .ALLY:A person, regardless of his or her sexualorientation, who supports the human, civil,and sexual rights of sexual minoritiesIn the community• Advocate for the basic human and sexualrights of sexual minorities to be treatedwith equality, dignity, and respect.• Support the adaptation and ageappropriatedelivery of current andbroadly-based sexual health educationat all grade levels.• Emphasize that education in your schoolis for all students.• Challenge inaccurate or sensationalizedmedia stereotypes or misinformation.What can I do to support theparents/caregivers of sexualminority youth?Families are not always a safe place for sexualminority youth. It is, therefore, important not toinvolve the parents/caregivers of sexual minorityyouth unless the youth themselves have alreadydisclosed their identity to their families or youhave a legal duty to report such as in the case ofrisk of self-harm. Involving parents/caregiversbefore a student has disclosed their identityto them may put the student at risk of mental,physical, or emotional harm within theirhomes. Parents/caregivers whose children“come out” to them may have a variety of reactionsranging from loving acceptance to rejectionandexpulsion of the child from the home 42 .All parents/caregivers of sexual minority youthcan be supported by directing them to communityand counselling resources and support groups tohelp deal with the range of emotions includingrelief, shock, anger, grief, guilt, and shame.Parents/caregivers will likely be seeking answersto many questions and should be provided withinformation on sexual orientation to educate themon what their child is experiencing and why, aswell as the health and safety concerns of theirsexual minority child 43 . Parents/caregivers ofsexual minority youth may need help in understandingthat their child’s sexual orientationwas not caused by poor parenting, nor didtheir child choose it.Well-informed and accepting parents/caregiverscan be allies in ensuring the healthy developmentand resiliency of sexual minority youth. Parents/caregivers can help sexual minority youth learntechniques of recognizing and combating stigma,

Questions & Answers: Sexual Orientation in SchoolsLGBTTQ:A commonly used acronym for the constellationof lesbian, gay, bisexual,transgender,transsexual, two-spirited, and queer identities.Sexual minority is a synonymous term.discrimination, and verbal abuse, and to developcoping strategies 44 . All children, regardless ofsexual orientation, need support, acceptance,and compassion from their families to thriveand parents/caregivers should be supported inthis role to ensure the healthy development ofsexual minority youth.How can I help to build theresiliency of sexual minorityyouth?Resiliency (or protective factors) can be consideredas the internal and external influences thatcan have a positive impact on healthy youthdevelopment. They help to protect youth fromengaging in unhealthy behaviours or destructivecoping mechanisms. Individuals are born withan innate resiliency and the capacity to work todevelop protective factors.Research identifies the following key attributesthat are often exhibited by resilient childrenand youth 45 :• Ability to solve problems proactivelyand think for themselves;• Capacity to understand complexemotions and deal with frustration;• Strong internal sense of control andsense of personal autonomy;• Awareness of the structures ofoppression, such as a hostile orhomophobic school environment;• Healthy self-concept and positive visionfor the future;• Resist internalizing put-downs andnegative self-labelling;• Have a sense of humour and a tendencynot to hold grudges;• Feel they have the ability to live ameaningful and rewarding life; and• Work to develop and build friendshipsbased on mutual support and trust.Based upon these attributes, “schools, institutions,and community groups can foster these qualitiesby helping young people establish relationshipswith caring adult role models and by providingenvironments that recognize achievements, providehealthy expectations, nurture self-esteem,and encourage problem-solving and criticalQUEER:Historically, a negative term forhomosexuality. More recently, the LGBTTQcommunity has reclaimed the word anduses it as a positive way to refer to itself.thinking skills” 46 .Teachers and schools can do several key thingsto build the resiliency of sexual minority youth,including:• Creating a support or social group wherethey feel part of a community can lead togreater sense of self-worth and increase thelikelihood that they will remain in school.Research conducted in Canadian schoolsindicates that low behavioural attachmentand high feelings of alienation within schoolleads to greater risk of dropping out 47 .• Making resources on sexual orientationavailable in the school libraries andincluded in the curricula. For example,consider introducing books into lessonplans which address prejudices and sexualorientation issues (for a list of resources,see the list at the end of this document).Exposing students to issues of sexualorientation and related resources willnot cause students to question theirsexual orientation. Rather, it providesassurance to the student who already9

Questions & Answers: Sexual Orientation in Schools10knows that they are different and whooften suffers the consequences of thatdifference (i.e., name-calling, harassmentetc.) that they are not alone.While some sexual minority youth experiencesignificant negative school and life experiencesbecause of prejudice and stigmatization, othersexual minority youth do not experience thesenegative mental health and educational outcomes.The difference between those youth at-risk andthose who are resilient is often the differing levelsof support they receive from important adults intheir lives, such as their parents/caregivers, teachers,administrators, coaches, or faith leaders.Although many sexual minority youth experiencerisk and protective factors which are the same astheir heterosexual peers, several critical factorshave been identified to help support these youthin the development of a “resilient mindset” 48 .These protective factors include:• supportive and caring teachers andadults;• a sense of belonging and safety at school;• a strong sense of family connectedness;and• access to community resources 49 .All of these factors are critical targets for interventionsdesigned to help sexual minority youthmove from feeling at-risk to becoming resilientin their schools, families, and communities. Targetedinterventions should also include dedicatedwork with families and caregivers of sexual minorityyouth to help them positively address issues ofsexual identity. In doing so, families and caregiverswill be able to support the enhanced mental health,safety, emotional well-being, and personal resiliencyof sexual minority youth in their care.Concluding PerspectiveUltimately, when working with sexual minorityyouth, educators should always strive to respect astudent’s human rights and dignity. Evidence-basedstrategies should be used to support age-appropriatediscussions on sexuality, sexual health,and informed decision-making. The CanadianGuidelines for Sexual Health Education representsone important resource educators can use inassessing their current sexual health educationprograms to ensure that they are accurate,evidence-informed, and non-judgmental. TheGuidelines also provide guidance on how toplan, implement, and evaluate sexual healtheducation that is inclusive of the health, safety,and educational needs of sexual minority youth.The failure to respond adequately to the pressingeducational, social, cultural, and public healthneeds of sexual minorities removes these youthfrom key supports and protective factors in theirlives. These critical absences exacerbate thecomplex and multiple risk factors they experienceas vulnerable youth who need to be supportedto grow into resilience and become healthy,happy, and productive adults.

Questions & Answers: Sexual Orientation in SchoolsAdditional ResourcesThe opinions expressed in these resources arethose of the authors/organizations and do notnecessarily reflect the official views of the PublicHealth Agency of CanadaNote: Before using these resources with students,it is advisable to preview them as some maycontain sensitive content and may not beappropriate for all ages.I. OrganizationsAlberta Government's Officefor the Prevention of Family Violenceand BullyingHomophobic Bullyingwww.b-free.ca/ (Resources for Youth)www.bullyfreealberta.ca/(Resources for Parents/caregivers)Government of AlbertaPO Box 1333, Edmonton, Alberta T5J 2N2Tel: (780) 427-2711 • Fax: (780) 422-2852Alberta Teachers’ AssociationSexual Orientation and Gender Identitywww.teachers.ab.ca (Click on Issues inEducation, Diversity, Equity & Human Rights,Sexual Orientation and Gender Identity)Edmonton Office (Barnett House)11010 142 Street NWEdmonton, Alberta T5N 2R1Tel: (780) 447-9400 • Toll free: 1-800-232-7208Fax: (780) 455-6481Calgary Office (SARO)3016 5 Avenue NE Suite 106Calgary, Alberta T2A 6K4Tel: (403) 265-2672 • Toll free: 1-800-332-1280Fax: (403) 266-6190This website has been designed to assist educatorsin their legal, professional and ethicalresponsibilities to protect all students and tomaintain a safe, caring and inclusive learningenvironment. Addressing homophobia, transphobiaand heterosexism is an important partof that obligation. This website provides Albertateachers with information, contacts and resourcesthat can assist them in creating safe, caring andinclusive learning environments for LGBTQ students,staff and same-gender parented families.AlterHéroswww.alterheros.comC.P. 476, succursale C,Montréal, Québec H2L 4K4Tel: (514) 846-1398Email: info@alterheros.comAlterHéros is a non-profit organization thatserves gay, lesbian, bisexual and transgenderyouth. The organization disseminates informationto youth, parents, family and friends; providessupport to youth; and creates a mutualaid network for youth where they can shareexperiences and connect with others.British Columbia Teachers’ FederationLesbian, Gay, Bisexual, Transgender andQuestioning (LGBTQ) Issues in Schoolswww.bctf.ca/SocialJustice.aspx(Click on Issues and LGBTQ Issues in Schools)100 - 550 West 6 th Avenue,Vancouver, British Columbia V5Z 4P2Tel: (604) 871-2283 • Toll free: 1-800-663-9163The British Columbia Teachers’ Federation hascreated the Lesbian, Gay, Bisexual, Transgenderand Questioning (LGBTQ) Action Group to helpsupport you in your work as teachers or socialjustice activists. One of our immediate goalsis to improve access to resources on LGBTQissues for teachers. Another goal is to providesupport for rural and isolated locales. We havedeveloped a comprehensive action plan withactions and timelines over a multi-year period.11

Questions & Answers: Sexual Orientation in Schools12Calgary Health Region(Alberta Health Services)www.teachingsexualhealth.caAlberta Health Services Corporate Office700 Manulife Place10180 - 101 St.,Edmonton, Alberta T5J 3S4Tel: (780) 342-2000 • Toll free: 1-888-342-2471Fax: (780) 342-2060An innovative website developed by Alberta educatorsand health professionals to help achieveexcellence in teaching sexual health.Canadian Federation for Sexual Healthwww.cfsh.ca2197 Riverside Drive, Suite 403Ottawa, Ontario K1H 7X3Tel: (613) 241-4474 • Fax: (613) 241-7550Email: admin@cfsh.caCentre for Suicide Preventionwww.suicideinfo.caSuite 320, 1202 Centre Street S.E.Calgary, Alberta T2G 5A5Tel: (403) 245-3900 • Fax: (403) 245-0299Email: csp@suicideinfo.caThe Centre for Suicide Prevention (CSP) is aneducation centre specializing in curriculumdevelopment; training programs; library andinformation services. The purpose of the Centreis to inform and equip people with additionalknowledge and skills in the preventionof suicide.Egale Canadawww.egale.caTel: (613) 230-1043Toll • Free: 1-888-204-7777Fax: (416) 642-6435Email: egale.canada@egale.caEgale Canada is a national organization committedto advancing equality and justice for lesbian,gay, bisexual and trans-identified people,and their families, across Canada.Elementary Teachers’ Federationof Ontario – Challenging Homophobiaand Heterosexismwww.etfo.ca/AdvocacyandAction(Click on Social Justice and Equity)480 University Avenue, Suite 1000Toronto, Ontario M5G 1V2Tel: (416) 962-3836 • Toll Free: 1-888-838-3836Fax: (416) 642-2424Part of the Elementary Teachers’ Federation ofOntario’s mission is the education, stimulation,and transformation of provincial and localorganizations to be responsive to the diverseneeds of the membership, and to be a positiveinfluence for change at a societal level. TheElementary Teachers’ Federation of Ontariostrives to reflect diversity in all aspects of itsoperations.Fondation Émergencewww.fondationemergence.orgC.P. 1006, succursale CMontréal, Québec H2L 4V2Tel: (514) 866-6788 • Fax: (514) 866-8157Email: courrier@fondationemergence.orgFondation Émergence works to fight prejudiceagainst sexual minorities through educationalcampaigns and research, dissemination of educationalmaterial to the public, and financialsupport to organizations providing services tosexual minorities.Gai Écoutewww.gaiecoute.orgC.P. 1006, succursale CMontréal, Québec H2L 4V2Tel: 1-888-505-1010 or (514) 866-0103 or*1010 for Telus customersFax: (514) 866-8157Email: aide@gaiecoute.org

Questions & Answers: Sexual Orientation in SchoolsGai Écoute offers confidential, anonymous,and free services to those with questions aboutsexual orientation. Gai Écoute is committedto fighting feelings of isolation, solitude andinvisibility among gay and lesbian youth. Theyprovide telephone support with trained supportstaff; dissemination of printed materials; emailsupport; and one-on-one chats. Gai Écoute alsooffers suicide prevention support.GRIS Montréalwww.gris.caGRIS-Montréal204-2075 rue PlessisMontréal, Québec H2L 4K4Tel: (514) 590-0016 • Fax: (514) 590-0764Email: info@gris.caGRIS-Montreal (Groupe de Recherche etd’Intervention Sociale) is a non-profit organizationwhich aims to create a better awareness ofhomosexuality and issues faced by gay, lesbianand bisexual individuals. GRIS-Montreal focusesmost of its actions in the school system. Someof their work includes providing workshops onhomosexuality to schools and other institutionsor organizations in the Greater Montreal Area.Other Locations:GRIS-Chaudière-Appalacheswww.grischap.qc.ca253, route 108,Beauceville, Québec G5X 2Z3Tél: 418-774-4210 • Téléc: 418-948-9154Courriel: infogrisca@gmail.comGRIS-Québecwww.grisquebec.org201-363, rue de la CouronneQuébec, Québec G1K 6E9Tél: 418-523-5572Courriel: info@grisquebec.orgPFLAG Canadawww.pflagcanada.ca1633 Mountain RoadBox 29211, Moncton, New Brunswick E1G 4R3Tel: (506) 869-8191Toll Free: 1-888-530-6777 (English)Toll Free French Support Line: 1-888-530-6483Fax: (506) 387-8349Email: execdirector@pflagcanada.caPFLAG Canada is a national voice that speaksfor a more accepting Canadian society byproviding support, education and resources onissues of sexual orientation and gender identity.Projet 10www.p10.qc.ca307-2075 rue Plessis,Montréal, Québec H2L 2Y4Tel: (514) 989-4585 • Email: projet10@p10.qc.caProjet 10 works to promote the personal, social,sexual and mental well being of lesbian, gay,bisexual, transgender, transsexual, two-spirit,intersex and questioning youth and adults aged14-25 years, living in the greater Montreal area.They offer a phone line for peer support, crisiscounselling, information and referrals to LG-BITTQ services; individual counselling sessionsfor youth and/or their families to discuss issuesrelated to sexual orientation and/or gender identity;accompaniment services (e.g., to doctor’sappointments, HIV testing, social assistanceoffices, interviews for cooperative housing, courtappearances); drop-in, facilitated group sessions;social assistance in finding affordable housing,employment, changing name and sex designationon official identity papers, accessing sexchangesurgery, immigration/refugee status, filinglegal complaints; educational workshops foryouth, teachers, and health and social serviceworkers who interact with youth of diverse sexualand/or gender identities; and establishing a TransHealth Database of physicians, therapists, andother health care professionals who are equippedto work with Trans individuals in an open andnon-judgmental way.13

Questions & Answers: Sexual Orientation in Schools14Public Health Agency of Canadawww.publichealth.gc.ca/stiSexual Health and Sexually Transmitted InfectionsSectionCommunity Acquired Infections DivisionCentre for Communicable Diseases and InfectionControl100 Eglantine Driveway, Health Canada BuildingA.L. 0602C, Tunney's PastureOttawa, Ontario K1A 0K9Fax: (613) 957-0381Sexuality and Uwww.sexualityandu.caThe Society of Obstetricians andGynaecologists of Canada780 Echo Drive,Ottawa, Ontario K1S 5R7Tel: (613) 730-4192 • Toll free: 1-800-561-2416Fax: (613) 730-4314Email: helpdesk@sogc.comwww.sexualityandu.ca is committed to providingyou credible and up-to-date information andeducation on sexual health.Suicide Action Montréalwww.suicideactionmontreal.org2345 Bélanger St,Montréal, Québec H2G 1C9Tel: (514) 723-4000or 1-866-277-3553 elsewhere in QuébecSuicide Action Montreal is an organizationwhich aims to prevent suicide and help survivorsof suicide cope with the repercussions.The organization offers services to people contemplatingsuicide, to their social network and tothe health and social service professionals whowork with them. They offer support services,crisis intervention, and monitoring for peoplewho are at risk of committing suicide, for theirfriends and family, and for people affected bysuicide. All communication is confidential,available 24 hours a day, 7 days a week andis free of charge.II. ProgramsAmerican Library AssociationRainbow Projectwww.rainbowlist.wordpress.comThe Rainbow Project is a joint project of theGay, Lesbian, Bisexual, and TransgenderedRound Table and the Social ResponsibilitiesRound Table of the American Library Association.The Rainbow Project presents an annualbibliography of quality books with significantand authentic GLBTQ content, which arerecommended for people from birth througheighteen years of age.Camp fYreflywww.fYrefly.ualberta.ca7-104 Education NorthFaculty of Education, University of AlbertaEdmonton, Alberta T6G 2G5Tel: (780) 492-0772 • Fax: (780) 492-2024Email: fyrefly@ualberta.caCamp fYrefly is an educational, social, and personallearning retreat for lesbian, gay, bisexual,trans-identified, two-spirited, queer, and allied(LGBTTQ&A) youth. It focuses on building andnurturing their leadership potential and personalresiliency in an effort to help them learn how tomake significant contributions to their own livesand to their schools, home/group-home environments,and communities. The camp is designedfor LGBTTQ&A youth between the ages of14 and 24.Institute for Sexual Minority Studiesand Serviceswww.ismss.ualberta.ca7-104 Education NorthFaculty of Education, University of AlbertaEdmonton, Alberta T6G 2G5Tel: (780) 492-0772 • Fax: (780) 492-2024Email: iSMSS@ualberta.ca

Questions & Answers: Sexual Orientation in SchoolsThe Institute's mission is to help enhancepossibilities for groundbreaking research, policydevelopment, education, community outreach,and service provision focused on sexual minoritiesand their issues and concerns.Mental Health AmericaWhat Does Gay Mean? How to Talk with KidsAbout Sexual Orientation and Prejudicewww.mentalhealthamerica.net/go/what-does-gay-mean2000 N. Beauregard Street, 6 th FloorAlexandria, Virginia 22311Tel: (703) 684-7722 • Toll free: 1-800-969-6642Fax: (703) 684-5968Email: infoctr@mentalhealthamerica.netWhat Does Gay Mean? is a new anti-bullyingprogram designed to improve understanding andrespect for youth who are gay/lesbian/bisexual/transgender (GLBT). Centered on an educationalbooklet, called “What Does Gay Mean?” Howto Talk with Kids About Sexual Orientation andPrejudice, the program encourages parents andothers to communicate and share values ofrespect with their children.Rainbow Resource Centrewww.rainbowresourcecentre.org170 Scott Street,Winnipeg, Manitoba R3L 0L3Tel: (204) 474-0212 • Fax: (204) 478-1160Email: info@rainbowresourcecentre.orgThe Rainbow Resource Centre is a not-for-profitcommunity organization that provides supportand resources to the gay, lesbian, bisexual, transgenderand two-spirit communities of Manitobaand North Western Ontario.Supporting our Youthwww.soytoronto.org333 Sherbourne Street, 2 nd FloorToronto, Ontario M5A 2S5Tel: (416) 324-5077 • Fax: (416) 324-4188Email: soy@sherbourne.on.caSupporting Our Youth (SOY) is an exciting,dynamic community development projectdesigned to improve the lives of lesbian, gay,bisexual, transsexual and transgendered youthin Toronto through the active involvement ofyouth and adult communities. It works to createhealthy arts, culture and recreational spaces foryoung people; to provide supportive housingand employment opportunities; and to increaseyouth access to adult mentoring and support.III. Non-fiction booksCanadian Federation for Sexual Health. (2002).Finding Our Way: A Sexual and ReproductiveHealth Sourcebook for Aboriginal Communities.Ottawa, ON: Canadian Federation for SexualHealth.“Finding Our Way is the first comprehensiveCanadian resource on sexual and reproductivehealth within an Aboriginal cultural context.This 335-page Sourcebook includes up-to-dateinformation, teaching resources, program models,and personal stories on sexual and reproductivehealth issues as defined by Aboriginal peoples.It was co-produced by the Aboriginal NursesAssociation of Canada and the CanadianFederation for Sexual Health.” 50Gay and Lesbian Educators of BC. (2004).Challenging Homophobia in School(2 nd Edition). Vancouver, BC: GALE BC.“A K to 12 resource for educators, counsellorsand administrators to aid in the support of, andeducation about, Gay, Lesbian, Bisexual andTransgender youth and families.” 51Gay and Lesbian Educators of BC. (2004).Creating and Supporting a Gay/StraightAlliance (2 nd Edition). Vancouver, BC: GALE BC.Gay and Lesbian Medical Association. (2006).Guidelines for care of lesbian, gay, bisexual,and transgender patients. San Francisco, CA:Gay and Lesbian Medical Association.15

Questions & Answers: Sexual Orientation in Schools16Lagartera, R. (2009). Shout Out: AgainstHomophobia, Biphobia, Transphobia andHeterosexism. Winnipeg, MB: RainbowResource Centre.“The purpose of this booklet is to share informationabout some of the challenges, provideresources to help you cope, and let you knowloud and clear: you are not alone!” 52Perrotti, J. & Westheimer, K. (2001). Whenthe Drama Club is Not Enough. Lessons fromthe Safe Schools Program for Gay and LesbianStudents. Boston, MA: Beacon Press.“When the Drama Club Is Not Enough presentsthe work of two young activists who have beenat the forefront of the successful Safe SchoolsProgram for Gay and Lesbian Students inMassachusetts, a model for states and schooldistricts nationwide. They give concrete, hardwon,and often inspiring lessons on integratinggay and lesbian issues to create powerful changefor school communities.” 53Public Health Agency of Canada. (2008).Canadian Guidelines for Sexual Health Education.Ottawa, ON: Public Health Agency of Canada.IV. Fiction booksGarden, S. (2004). Molly's Family. New York,NY: Farrar, Straus and Giroux.“The members of Ms. Marston's kindergartenclass are cleaning and decorating their room forthe upcoming Open School Night. Molly andTommy work on drawing pictures to put on thewalls. Molly draws her family: Mommy, MamaLu, and her puppy, Sam. But when Tommy looksat her picture, he tells her it's not of a family."You can't have a mommy and a mama," hesays. Molly doesn't know what to think; no oneelse in her class has two mothers. She isn't sureshe wants her picture to be on the wall for OpenSchool Night. Molly's dilemma, sensitively exploredin words and art, shows readers that evenif a family is different from others, it can still behappy, loving, and real.” 54LaRochelle, D. (2005). Absolutely, PositivelyNot. Markham, ON: Scholastic Inc.“Steven's a 16-year-old boy with two obsessions:sex and getting his driving license. The problemis, Steven's not thinking girls when he's thinkingsex. Could he be — don't say it — gay? Stevensets out to get in touch with his inner he-manwith Healthy Heterosexual Strategies such as"Start Hanging Out with the Guys," and "BeginIntensive Dating." But are Steven's tactics goingto straighten him out, or leave him all twistedup? Absolutely hilarious. Positively sidesplitting.But absolutely, positively NOT GAY!” 55Sanchez, A. (2004). So Hard to Say. New York,NY: Simon & Schuster Inc.“When Frederick shows up at school, Xio isthrilled. The new boy is shy, cute, and definitelygood boyfriend material. Before long, she pullshim into her lively circle of friends. Frederickknows he should be flattered by Xio's attention.After all, she's popular, pretty, and a lot of fun.So why can't he stop thinking about Victor, thecaptain of the soccer team, instead?” 56Setterington, K. (2004). Mom and Mumare Getting Married. Toronto, ON: SecondStory Press.“This is a celebration of love and family. WhenRosie comes home to find her Mom dancingalone in the living room - on a school day - sheknows something wonderful is about to happen.So when one of her two mothers announces,"Your Mum and I are getting married!" they can'twait to start planning the big day. Rosie has somany questions. Will she get to be a flower girl?Can she get a new dress? Will there be food anda fabulous wedding cake? At this party, friends,family and fun come together for a joyouscelebration of love in a changing world.” 57

Questions & Answers: Sexual Orientation in SchoolsV. FilmsApples and Oranges. (2005).Run time: 18 minutes, Rating: NR (Not Rated)“Apples and Oranges is designed to raiseawareness of the harmful effects of homophobiaand gender-related name calling, intolerance,stereotyping and bullying.” 58It’s Elementary: Talking About Gay Issues inSchools. (1996).Run time: 78 minutes, Rating: NR (Not Rated)“It's Elementary takes cameras into classroomsacross the U.S. to look at one of today's mostcontroversial topics — whether and how gayissues should be discussed in schools. Ratherthan focusing on the political debate betweenadults, though, the film takes the point of viewof the school children. At its heart are inspiringscenes in which elementary and middle schoolteachers find creative ways to confront anti-gayprejudice. Each DVD comes with an electronicand print version of an extensive curriculum guidethat can be easily used by parent advocates,university educators, or K-12 educators.” 59That's a Family! (2000).Run time: 35 mintues, Rating: NR (Not Rated)“With revealing honesty and a touch of humor,children from over 50 diverse families open thedoor to their homes and explain things like"divorce," "mixed race," "gay and lesbian parents,""birth mom," "single parent," "guardian," and"stepdad" — and get right to the point of whatthey wish other people would understand abouttheir families.” 60Endnotes1 Egale Canada. (2009). Youth speak up abouthomophobia and transphobia: The first nationalclimate survey on homophobia in Canadianschools Phase One Report — March 2009.Retrieved from Egale Canada http://www.egale.ca/index.asp?lang=&menu=1&item=1401.Accessed on 29 January 2010.; GLSEN & HarrisInteractive. (2008). The principal’s perspective:School safety, bullying and harassment, a surveyof public school principals. New York: GLSEN;Grace, A. P., & Wells, K. (2009). Gay and bisexualmale youth as educator activists and culturalworkers: The critical praxis of three Canadianhigh-school students. International Journal ofInclusive Education, 3(1), 23-44. doi:10.1080/1360311070125412; Grace, A. P., &Wells, K. (2005). The Marc Hall prom predicament:Queer individual rights v. institutional churchrights in Canadian public education. CanadianJournal of Education, 28(3), 237-270.2 Public Health Agency of Canada. (2008).Canadian guidelines for sexual health education(3 rd Ed.). Ottawa, ON.3 Public Health Agency of Canada 1.4 For more information on gender identity in theschools, please refer to “Questions and Answers:Gender Identity in Schools” in this series.5 Frankowski, B. L., & Committee on Adolescence.(2004). Sexual orientation and adolescents [ClinicalReport]. Pediatrics, 113(6), 1827-1832. p. 1828.6 Perrin, E.C. (2002). Sexual Orientation in Childand Adolescent Health Care. New York, NY:Kluwer Academic/Plenum Publishers; Rowlett,J.D.; Patel, D.; Greydanus, D.E. (1992). Homosexuality.In D.E. Greydanus, M.L. & Wolraich,(Eds.), Behavioral Pediatrics. (pp.37-54). NewYork, NY: Springer-Verlag; Savin-Williams, R.C.(1988). Theoretical perspectives accounting foradolescent homosexuality. Journal of AdolescentHealth Care, 9, 95–104.7 Frankowski & Committee on Adolescence.8 APA Task Force on Appropriate TherapeuticResponses to Sexual Orientation. (2009). Reportof the task force on appropriate therapeuticresponses to sexual orientation. Washington,DC: American Psychological Association.17

Questions & Answers: Sexual Orientation in Schools189 Public Health Agency of Canada. (2010).Questions & Answers: Gender identity in schools.Ottawa.10 Birkett, M.; Espelage, D.L.; & Koenig, B. (2009).LGB and questioning students in schools: themoderating effects of homophobic bullying andschool climate on negative outcomes. Journal ofyouth and adolescence, 38(7), 989-1000; Wells,K. (2008, Winter). Generation queer: Sexualminority youth and Canadian schools. EducationCanada, 48(1), 18-23.11 Yau, M., & O’Reilly, J. (2007). 2006 Studentcensus: System overview. Toronto, ON: TorontoDistrict School Board.12 Ryan, C., & Futterman, D. (1998). Lesbian andgay youth: Care and counseling. New York:Columbia University Press.13 Pascoe, C.J. (2005). ‘Dude, You’re a Fag’:Adolescent masculinity and the fag discourse.Sexualities, 8(3), 329-346.14 Williams, T.: Connolly, J.; Pepler, D.; & Craig, W.(2005). Peer victimization, social support, andpsychosocial adjustment of sexual minority adolescents.Journal of Youth and Adolescence, 34(5),471-482. p. 476, 480.15 Wolfe, D.A. & Chiodo, D. (2008). Sexual Harrassmentand Related Behaviours Reported amongYouth from Grade 9 to Grade 11. Toronto: CAMHCentre for Prevention Science. Retrieved From :https://ozone.scholarsportal.info/bitstream/1873/9750/1/279283.pdf. Accessed on: 4 February 2010.16 Government of Alberta. (2008). Homophobicbullying [Fact Sheet]. Edmonton, AB: Author.Retrieved from http://www.bullyfreealberta.ca/pdf/Homophobic%20Bullying%20fact%20sheet_FINAL.PDF. Accessed on 29 January 2010;Government of Alberta. (2008). About Bullying.[Web resource]. Government of Alberta.Accessible from http://www.b-free.ca/about.html.Accessed on 29 January 2010.17 Birkett, Espelage, & Koenig.18 Child Death Review Unit — BC CoronersService. (2008). "Looking for something to lookforward to…”: A five-year retrospective reviewof child and youth suicide in British Columbia.Vancouver, BC; Remafedi, G. (Ed.). (1994). Deathby denial: Studies of suicide in gay and lesbianteenagers. Boston: Alyson Publications.; Russell,S.T., & Joyner, K. (2001). Adolescent sexualorientation and suicide risk: Evidence from anational study. American Journal of PublicHealth, 91 (8), 1276-1281.19 Campos, D. (2005). Understanding gay andlesbian youth: Lessons for straight school teachers,counselors, and administrators. Lanham, MD:Rowman & Littlefield Education.20 Suicide Prevention Resource Center. (2008).Suicide risk and prevention for lesbian, gay,bisexual, and transgender youth. Newton, MA:Education Development Center, Inc.21 Remafedi; Russell & Joyner.22 Lampinen, T.M.; Chan, K.; Anema, A.; Miller,M.L.; Schilder, A.J.; Schechter, M.T.; Hogg, R.S.;Strathdee, S.A. (2008). Incidence of and RiskFactors For Sexual Orientation-Related PhysicalAssault Among Young Men Who Have Sex WithMen. American Journal of Public Health, 98(6),1028-1035.23 Friedman, M. S.; Koeske, G. F.; Silvestre, A. J.;Korr, W. S.; & Sites, E. W. (2006). The impact ofgender-role nonconforming behavior, bullying,and social support on suicidality among gay maleyouth [Adolescent Health Brief]. Journal of AdolescentHealth, 38, 621-623.24 Saewyc, E.; Poon, C.; Wang, N.; Homma, Y.;Smith, A.; & the McCreary Centre Society. (2007).Not yet equal: The health of lesbian, gay, &bisexual youth in BC. Vancouver, BC: McCrearyCentre Society.25 UNAIDS. (2009). UNAIDS action framework:Universal access for men who have sex with menand transgender people. Geneva, Switzerland;U.S. Department of Health and Human Services& Centre for Disease Control. HIV/AIDS andyoung men who have sex with men [Fact Sheet].Retrieved from: http://www.cdc.gov/HealthyYouth/sexualbehaviors/pdf/hiv_factsheet_ymsm.pdf. Accessed on 29 January 2010.

Questions & Answers: Sexual Orientation in Schools26 Dean, L.; Meyer, I.H.; Robinson, K.; Sell, R.L.;Sember, R.; Silenzio, V.M.B.; Bowen, D.J.;Bradford, J.; Rothblum, E.; White, J.; Dunn, P.;Lawrence, A.; Wolfe, D.; & Xavier, J. (2000).Lesbian, gay, bisexual, and transgender health :Findings and concerns. Journal of the Gay andLesbian Medical Association, 4(3), 102-151.27 Wells, K., & Tsutsumi, L. M. (2005). Creating safeand caring schools for lesbian, gay, bisexual, andtrans-identified students: A guide for counsellors.Edmonton, AB: The Society for Safe and CaringSchools and Communities.28 Herek, G.M.& Garnets, L.D. (2007). SexualOrientation and Mental Health. Annual Reviewof Clinical Psychology, 3, 353-375;Ryan & Futterman.29 Goodman, J.M. (2005). Homophobia Preventionand Intervention in Elementary Schools:A Principal’s Responsibility. Journal of Gay &Lesbian Issues in Education, 3(1), 111-116.30 Ibid.31 Canadian Teachers’ Federation. (2006).The gay–straight student alliance handbook:A comprehensive resource for Canadian K-12teachers, administrators, and school counsellors.Ottawa, ON: Author.32 APA.33 Canadian Teachers’ Federation. (2004). Policy onAnti-homophobia and Anti-heterosexism. Accessiblefrom: http://www.galebc.org/CTFPolicy.pdf.Accessed on: 5 February 2010; Grace, A. P.(2008). The charisma and deception of reparativetherapies: When medical science beds religion.Journal of Homosexuality, 55(4), 545-580.34 APA; Ryan & Futterman.35 United Nations Educational, Scientificand Cultural Organization (UNESCO). (2009).International guidelines on sexuality education:An evidence informed approach to effectivesex, relationships and HIV/STI education. Paris,France, p. 6. The Canadian Guidelines for SexualHealth Education also emphasize these values inits philosophy and guiding framework.36 Russell, S.T; Clarke, T.J.; & Laub, C. (2009).Understanding School Safety and Intersections ofRace, Ethnicity, and Sexual Orientation (CaliforniaSafe Schools Coalition Research Brief no. 10). SanFrancisco, CA: California Safe Schools Coalition.37 Schrader, A. M., & Wells, K. (2007). Challengingsilence, challenging censorship: Inclusive resources,strategies, and policy directives for addressing BGLTTrealities in school and public libraries. Ottawa,ON: Canadian Teachers’ Federation.38 Public Health Agency of Canada p. 6.39 For a list of resources related to sexualorientation, see the resource list at the endof this document.40 Canadian Teachers’ Federation.41 Grossman, A.H, & D’augelli, A.R. (2006).Transgender Youth. Journal of Homosexuality,51(1), 111-128.42 Mallon, G. P.; & DeCrescenzo, T. (2006).Transgender children and youth: A child welfarepractice perspective. Child Welfare, 85(2),215-241.43 See the resource section at the end of thisdocument for websites and print material thatmay be helpful for parents/caregivers. Thisdocument itself will provide parents/caregiverswith evidence based answers to many of thequestions they are likely to have.44 Perrin, E.C. (2002). Sexual orientation in child andadolescent health care. New York: Springer.45 Thompson, R. A. (2006). Nurturing futuregenerations: Promoting resilience in childrenand adolescents through social, emotional, andcognitive skills (2 nd ed.). New York: Routledge.46 Ibid p. 71.47 Archambault, I.; Janosz, M.; Fallu, J-S.; & Pagani,L.S. (2009). Student engagement and itsrelationship with early high school dropout.Journal of Adolescence, 32(3), 651-670.48 Goldstein, S., & Brooks, R. B. (2005). Why westudy resilience? .In S. Goldstein and R. B. Brooks(Eds.), Handbook of resilience in children (pp. 3-15).New York: Kluwer, p. 3.19

Questions & Answers: Sexual Orientation in Schools2049 Eisenberg, M. E., & Resnick, M. D. (2006). Suicidalityamong gay, lesbian, and bisexual youth: Therole of protective factors. Journal of AdolescentHealth, 39, 662-668; Fenaughty, J., & Harré, N.(2003). Life on the seesaw: A qualitative studyof suicide resiliency factors for young gay men.Journal of Homosexuality, 45(1), 1-22.; Russell,S. T. (2005). Beyond risk: resilience in the lives ofsexual minority youth. Journal of Gay & LesbianIssues in Education, 2(3), 5-18.50 Canadian Federation for Sexual Health. “FindingOur Way: A Sexual and Reproductive HealthSourcebook for Aboriginal Communities.”Accessed from: http://www.cfsh.ca/resources/educational_and_training_tools/finding-our-wayaboriginal-sourcebook.aspx.Accessed on:February 4, 2010.51 GALE BC. “Challenging Homophobia in School.”Accessed from: http://www.galebc.org/handbook.htm. Accessed from: February 4, 2010.52 Rainbow Resource Centre. “Shout Out: AgainstHomophobia, Biphobia, Transphobia andHeterosexism.” Accessed from: http://www.rainbowresourcecentre.org/documents/ShoutOutweb.pdf. Accessed on: February 5, 2010.53 Amazon. “When the Drama Club is Not Enough.Lessons from the Safe Schools Program for Gayand Lesbian Students.” Accessed from:http://www.amazon.com/gp/product/productdescription/0807031313/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books. Accessed on:February 4, 2010.54 Amazon. “Molly’s Family.” Accessed from:http://www.amazon.com/gp/product/productdescription/0374350027/ref=dp_proddesc_0?ie=UTF8&n=283155&s=booksl. Accessed on:February 3, 2010.55 Amazon. “Absolutely Positively Not.” Accessedfrom: http://www.amazon.com/Absolutely-Positively-Not-David-LaRochelle/dp/0439591104/ref=dp_return_2?ie=UTF8&n=283155&s=books.Accessed on: February 4, 2010.56 Amazon. “So Hard to Say.” Accessed from:http://www.amazon.com/gp/product/productdescription/1416911898/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books. Accessed on:February 4, 2010.57 Amazon. “Mom and Mum are Getting Married.”Accessed from: http://www.amazon.com/Mom-Mum-Are-Getting-Married/dp/1896764843/ref=sr_1_1?ie=UTF8&s=books&qid=1265333337&sr=1-1. Accessed on: February 4, 2010.58 Saskatchewan Ministry of Education. “Applesand Oranges.” Accessed from: http://videodb.mg.sk.ca/pdfguides/G1213%20-%20Apples%20and%20Oranges.pdf. Accessed on:February 4, 2010.59 New Day Digital. “It’s Elementary.” Accessedfrom: http://www.newdaydigital.com/index.php?page=shop.product_details&category_id=453&flypage=shop.flypage_newday&product_id=8018&option=com_virtuemart&Itemid=59. Accessedon: February 4, 2010.60 New Day Digital. “That’s a Family!” Accessed from:http://www.newdaydigital.com/index.php?page=shop.product_details&category_id=462&flypage=shop.flypage_newday&productid=8024&option=com_virtuemart&Itemid=59&vmcchk=1.Accessed on: February 4, 2010.