Renewal– but virtually and socially distanced

I can't mask the pandemic like it isn't happening...

2020 transformed everything. The COVID-19 pandemic changed how the world operated. As of now, classrooms across the country are still virtual or socially distanced to suppress the transmission of the virus. Many classrooms look like the image below: empty. Teachers are adapting to these changes, but are often lacking the resources and support needed. One friend of mine, a school administrator, spoke about how her school district purchased an online teaching platform and teachers were given less than a week to implement it, experiencing technology outages during the process. Other friends of mine who are teachers have spoken about how coworkers got the virus through teaching in person, despite implementing socially distanced policies. This results in schools often being understaffed because of the required quarantines, according to my friend.  As schools reopen, the United Nations recommends focusing on equity and inclusion (United Nations, 2020). Children who faced adversity before the pandemic, whether that be socioeconomic status, disability, sexuality, or gender identity/expression, should be prioritized so their future is not jeopardized. Although youth have significantly lower mortality rates from COVID-19, youth are at high risk for problems related to mental health and well-being (CDC, 2020). With LGBTQ youth experiencing higher mental health and well-being risks before the pandemic, they are an especially vulnerable group.

Image source: americanprogress.org

Sharpening the values

It can be helpful to categorize four values and approaches in order to support LGBTQ youth during the pandemic. Stephen Covey says there are four dimensions of renewal: physical, mental, spiritual, and social/emotional.

Physically, schools are either virtual or minimizing extracurricular activities. The lack of physical space for students to socialize and connect presents additional problems within the other dimensions of renewal. Furthermore, housing instability is something of concern. Increased exposure to unsupportive families within the home may result in  increased risk of homelessness, something LGBTQ youth experience at a greater rate than their peers because parents kick them out for their sexuality or gender identity/expression (Green, et al., 2020). Studies suggest that only one-third of LGBTQ youth experience parental acceptance, while one-third experience parental rejection, and one-third did not disclose their sexuality or gender identity/expression to parents for fear of rejection.

Mentally, "COVID-19 may cause increases in youth anxiety related to the health of themselves and their loved ones, potential interactions with the U.S. healthcare system, and continued ability to meet basic need" (Green, et al., 2020, p. 7). Additionally, counselors and mental health care resources are more difficult to access during the pandemic.

Spiritually, LGBTQ youth may struggle with envisioning their future more (Green, et al., 2020). These anxieties definitely existed prior to the pandemic and resulted in increased suicide rates, but the pandemic has increased suicidal ideation by 1.6 times, and suicide attempts by 1.77 times (Hill, et al., 2020). The pandemic exacerbates LGBTQ youth significantly regarding suicidal ideation.

Socially and emotionally, LGBTQ youth will have less positive connections and interactions in person. "Disruptions in social connections can increase overall risk for suicide at a societal level" (Green, et al., 2020, p. 3). Students rely on each other for support, and LGBTQ youth in particular find connection through LGBTQ community which often buffers the stigma on mental health issues (Green, et al., 2020). Additionally, extracurricular activities have decreased, and the lack of programs like GSA's can hinder the support that a student may be able to receive.

Are the needs impossible?

The solution almost seems impossible. How do we promote the mental, spiritual, and social/emotional health of LGBTQ youth and protect them from the physical dangers of the COVID-19 pandemic? The Universal Wheel of Needs demonstrates how the need of safety is almost shattered with disturbed order. LGBTQ youth already experienced hardship with community, and their needs of belonging, support, and  self-confidence. When one aspect of the wheel of needs is taken away, other needs suffer. The need for rest is effected when student's do not experience the need for empathy- or connection, support, and love. The increased anxiety effects sleep, mourning, and balance. Bullying does not stop when the physical space is taken away. It instead can take the form of cyber-bullying, which can effect LGBTQ youth from the need of transcendence, or finding meaning, purpose, and stability within their individuality. There is a need for safe virtual spaces.

Image Source: The Wheel of Needs

We can virtually make this happen.

For all the parents, students, and faculty who are working towards LGBTQ inclusive education environments, I've asked you to take action... but I admittedly haven't provided you with the ideas on how to execute these calls to action during a pandemic. Let me adjust that!

For parents of LGBTQ youth: I still recommend emailing your local school board in support of LGBTQ inclusion, but the Equality Act may guarantee federal protections, as well. The Equality Act has passed in the House of Representatives, and now must pass in the Senate. You can utilize Gov Track to find out how to contact your senators. I also recommend reaching out to them on social media!

For LGBTQ students: While some may think GSA's are impossible, there has actually been some great success virtually! In HRC's 'Time To Thrive' workshop, LGBTQ youth shared their best practices for virtual GSA spaces on Zoom. First, consider safety. Some LGBTQ youth will not be out at home, although they'll access the GSA Zoom online from home. Remember, unsupportive family members may walk into the room at any time which could potentially be harmful for the student. Recommend headphones if a student is not out and does not feel safe coming out at home. Utilizing the chat feature may be useful if the student cannot speak about their identity safely. They recommend changing their preferred name and pronouns only if its safe. Also, video may not be ideal when considering safety of the LGBTQ youth. One student recommended to reach out via instagram or email prior to the meeting to make sure virtual attendance doesn't drop. The Gay, Lesbian & Straight Education Network (GLSEN) provides some amazing ideas on how to organize an agenda, consider LGBTQ people with disabilities, how to practice patience, and more HERE. 

If you do not have a GSA, explore safe LGBTQ communities online, like Trevor Space. Trevor Space is a social media platform hosted by the Trevor Project, and connects LGBTQ youth (ages 13-24) in an affirming, international online space.

For teachers and faculty: Showing a sign of support can be important, like a rainbow lanyard. With virtual spaces, though,  it can be a little trickier. One Texas teacher at Roma High School was suspended for showing an LGBTQ poster on her virtual classroom. Consider other subtle changes, like including your preferred pronouns in your displayed name area and email signature. Also, make sure students are aware of their mental health resources, like school counselors. For school counselors, it may be helpful to be proactive in reaching out to students. One student in a video on the Chronicle of Higher Education said the most impactful thing one of his teachers did was email to ask how he was doing. 

Image source: Texas Tribune.

What ideas do you have about creating LGBTQ inclusive educational environments online? Share below!

References

Centers for Disease Control and Prevention. (2020). Severe outcomes among patients with coronavirus disease 2019 (COVID-19) – United States, February 12-March 16, 2020. Morbidity and Mortality Weekly Report (MMWR). (69)12. 343-346. https://www.cdc.gov/mmwr/volumes/69/wr/mm6912e2.htm?s_cid=mm6912e2_w

Green, A., Price-Feeney, M., & Dorison, S. (2020). Implications of COVID-19 for LGBTQ youth mental health and suicide prevention. The Trevor Project. https://www.thetrevorproject.org/wp-content/uploads/2020/04/Implications-of-COVID-19-for-LGBTQ-Youth-Mental-Health-and-Suicide-Prevention.pdf

Hill, R.M., Rufino, K., Kurian, S., Saxena, J., Saxena, K., & Williams, L. (2020). Suicide ideation and attempts in a pediatric emergency department before and during COVID-19. Pediatrics. doi: 10.1542/peds.2020-029280. https://pediatrics.aappublications.org/content/pediatrics/early/2020/12/15/peds.2020-029280.full.pdf

United Nations. (2020, August). Policy brief: Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf

Media Sources

Frey, G. (2020, May). [Image: A teacher at her desk in an empty classroom in Provo, Utah]. Center for American Progress. https://cdn.americanprogress.org/content/uploads/2020/07/16085030/ReopeningSchoolsSafelyColumn-1024x683.jpg

Lifka, T. (2020, August 26). [Image: Taylor Lifka, an advanced English teacher at Roma High School, set up her virtual classroom to resemble her physical class]. The Texas Tribune. https://thumbnails.texastribune.org/hPexDLlLPXBpQO4NkT88zfU1rEA=/1550x1038/smart/filters:format(webp):quality(75)/https://static.texastribune.org/media/files/c5b82a264dbfb41ec214d75becbdfa38/ROMA%20ISD%20Lifka%20Virtual%20Class%20TT.jpg