OutFront Minnesota Community Services
Report date
August 2017
What has been most instrumental to your progress?
Developing and implementing K-12 staff and administrator trainings:
During the first half of the 2017 calendar year, the Youth & Schools Program trained 736 Minnesota educators and administrators, far exceeding the goal of training 150 educators included in our proposal. Teachers request trainings and resources so that they are able to better support and understand their LGBTQ students. Once educators are able to participate in a conversation using a student’s correct pronouns and name and affirm who they are, they are able to develop a more trusting relationship with students. These trainings provide education regarding terminology, socio-cultural frameworks that define sex-assigned at birth, gender identity, sexual orientation, and information regarding the intersection of identities, as well as power, privilege and oppression. In order for LGBTQ students to achieve their highest academic abilities and emotional growth potential, it is essential that teachers have access to tools and strategies to address bullying and create an inclusive school environment.
During the first half of the 2017 calendar year, the Youth & Schools Program trained 736 Minnesota educators and administrators, far exceeding the goal of training 150 educators included in our proposal. Teachers request trainings and resources so that they are able to better support and understand their LGBTQ students. Once educators are able to participate in a conversation using a student’s correct pronouns and name and affirm who they are, they are able to develop a more trusting relationship with students. These trainings provide education regarding terminology, socio-cultural frameworks that define sex-assigned at birth, gender identity, sexual orientation, and information regarding the intersection of identities, as well as power, privilege and oppression. In order for LGBTQ students to achieve their highest academic abilities and emotional growth potential, it is essential that teachers have access to tools and strategies to address bullying and create an inclusive school environment.
The ability to develop programming and resources that assist LGBTQ students and GSA advisors in establishing new GSA groups and supporting the continual growth of these groups:
OutFront’s Youth & Schools GSA Network (Gender & Sexuality Alliance) has currently expanded to 160 groups. Our original objective was to expand from 65 to 115 GSAs. We will be assisting in the creation of more groups before the end of 2017. The importance of having a GSA group in middle and high schools is two-fold: First, GSAs provide a safer space for LGBTQ students and their allies to meet under the supervision and guidance of a trusted educator. LGBTQ students are often not supported at home and the GSA may be the only place that they are able to feel safe and valued for being who they are. Secondly, we know that schools that have established GSA groups have a more positive cultural climate for all students- even students who may not attend GSA meetings. Visual safety cues, such as rainbow posters that advertise meetings encourage most students to understand that diversity is valued and respected in a school. We provide ongoing training and support to the GSAs in the network.
OutFront’s Youth & Schools GSA Network (Gender & Sexuality Alliance) has currently expanded to 160 groups. Our original objective was to expand from 65 to 115 GSAs. We will be assisting in the creation of more groups before the end of 2017. The importance of having a GSA group in middle and high schools is two-fold: First, GSAs provide a safer space for LGBTQ students and their allies to meet under the supervision and guidance of a trusted educator. LGBTQ students are often not supported at home and the GSA may be the only place that they are able to feel safe and valued for being who they are. Secondly, we know that schools that have established GSA groups have a more positive cultural climate for all students- even students who may not attend GSA meetings. Visual safety cues, such as rainbow posters that advertise meetings encourage most students to understand that diversity is valued and respected in a school. We provide ongoing training and support to the GSAs in the network.
The work supporting the passage of the MN Transgender School Kit (voted through by the Minnesota Department of education SSTAC committee July 19, 2017):
The passage of the MN Transgender Tool Kit by the Schools Safety Technical Center with the collaborative support of OutFront’s staff, GSA students and interns was a critical accomplishment this year. It can be used to provide guidance and protection for educators working to make their schools inclusive, safe and affirming for all students. Despite a fierce (and stronger than ever) resistance to equal protections for Transgender and Gender Non-Conforming students and their families, youth fearlessly shared their testimonials and spoke out against discrimination and intolerance. We have already received calls from parents and teachers who are asking for our assistance in helping them urge their school boards and administrators to adopt the recommendations in the Trans Tool Kit. As the only organization in MN that does this work, with this historic passage, we anticipate increased requests going forward for trainings to create classrooms that model equitable and affirming spaces for all students.
The passage of the MN Transgender Tool Kit by the Schools Safety Technical Center with the collaborative support of OutFront’s staff, GSA students and interns was a critical accomplishment this year. It can be used to provide guidance and protection for educators working to make their schools inclusive, safe and affirming for all students. Despite a fierce (and stronger than ever) resistance to equal protections for Transgender and Gender Non-Conforming students and their families, youth fearlessly shared their testimonials and spoke out against discrimination and intolerance. We have already received calls from parents and teachers who are asking for our assistance in helping them urge their school boards and administrators to adopt the recommendations in the Trans Tool Kit. As the only organization in MN that does this work, with this historic passage, we anticipate increased requests going forward for trainings to create classrooms that model equitable and affirming spaces for all students.
Key lessons learned
We were not surprised to learn that LGBTQ youth in Greater MN are at high risk for suffering from the crippling effects of isolation, bullying, and violence. When considering that many LGBTQ rural youth may belong to other marginalized groups which further increases these issues, there is a desperate need, to not only provide resources, but to listen to them and to identify their specific needs. For example, on the Iron Range, LGBTQ students and their families experience poverty in different ways than youth in inner cities. In metro areas, there are more potential resources for LGBTQ youth and their families who experience poverty, whereas, in rural, more socio-economically depressed areas, LGBTQ youth find themselves with no options. They are often unable to find LGBTQ support and support services to help address issues related to poverty.
While we assumed this to be true before, now we are able to understand it at a deeper and more personal level, as we have begun to present staff and GSA trainings to more students and faculty in Greater MN.
While we assumed this to be true before, now we are able to understand it at a deeper and more personal level, as we have begun to present staff and GSA trainings to more students and faculty in Greater MN.
While we have made much progress in our work to support youth leadership through the GSAs, the Youth Leadership Council and the annual Youth Summit, there has been an increase in anti-LGBTQ organizations targeting schools to work against inclusive policies and practices. The trainings and individual assistance we provide educators and administrators can bring controversy because some people accuse us of having a political agenda to promote an unhealthy or immoral lifestyle and organize public campaigns against GSAs, trainings and policy changes. We educate administrators, teachers and youth on countering hostility and calls for discrimination, but often people are surprised at how negative and hurtful the campaigns can be. For instance, one principal in northern MN was excited to have our staff lead a student assembly training about countering bullying. Unfortunately, he decided to cancel the training the night before because some parents objected to it. There have been petitions, public forums and campaigns and lawsuits launched by anti-LGBTQ organizations working to stop inclusion. This is first time in OutFront’s 30 years we are seeing campaigns against LGBTQ youth.
Reflections on inclusive, collaborative or resourceful problem-solving
Recently, we recognized the importance of building a collaborative environment for GSA advisors from across the state so we held our first GSA Advisor Training & Meet-up this year that wasn’t associated with the Youth Summit. This was the response from one of our advisors: “THANK YOU for the wonderful gathering today. You don't know this, but I've been waiting 20 years for something like today! You fulfilled the DREAM! Seriously.”
In addition to bringing the advisors together to support and learn from and with each other, we are now working on innovative ways to bring students together from GSAs all over MN. Currently, we have 4 students from Greater MN on the Leadership Council. This has helped in creating programming that is inclusive of the needs and interests of diverse LGBTQ students from different regions of our state. We have been resourceful in providing our low-income students monetary support to attend meetings.
We strive to intentionally make space in order to include and elevate POC voices in our work. These leaders are also provided the support they need to participate in the work.
In addition to bringing the advisors together to support and learn from and with each other, we are now working on innovative ways to bring students together from GSAs all over MN. Currently, we have 4 students from Greater MN on the Leadership Council. This has helped in creating programming that is inclusive of the needs and interests of diverse LGBTQ students from different regions of our state. We have been resourceful in providing our low-income students monetary support to attend meetings.
We strive to intentionally make space in order to include and elevate POC voices in our work. These leaders are also provided the support they need to participate in the work.
Other key elements of Community Innovation
Yes. In addition to these three key elements, we have learned that compassion and empathy are essential in innovation that identifies the needs of our LGBTQ youth and adult communities. Being able to “meet people where they are at” is vital. During our GSA Advisor Meet-up, we included a session on racial justice training. The advisors were almost all white and they slowly felt comfortable enough to share their fears and challenges with each other and with us. We practiced “calling people in” in this instance, instead of “calling them out.” By utilizing compassion as an element of our community process, they were able to successfully navigate some of the internalized fear that they had been experiencing. No one can help identify community needs without understanding how institutional power, privilege, and oppression has historically functioned to hierarchically stratify us all. Compassion and empathy break down barriers between people who share common identities as well as those who exhibit differing identities. It is essential to find the empowerment in making a mistake and accepting the authentic experiences of others that will build our collaborative energies.
Understanding the problem
Our work has led us to more clarity in two distinct ways. First, in finding innovative solutions to the needs that we have learned exist from LGBTQ youth and adults, it has become clear to us that the need for education and support continues to grow. Each time we present at a school, it most often generates more training requests. As school districts learn that we are working with staff and administrators in their area, they request a meeting.
The second aspect of clarity comes from putting in practice the idea of building relationships through openness, respect and vulnerability. We are invited into spaces where many teachers and school officials might identify as “the undecided middle.” They are unsure of what to say or do to support LGBTQ students, so they often elect to say and do nothing, for fear of “doing the wrong thing” or inviting negative repercussions from unsupportive people. We let them know that we are there to educate regarding LGBTQ identities and that these tools that will assist them in creating safer classrooms and schools where all of their students can thrive. This approach is most always met with the willingness to learn and take risks.
The second aspect of clarity comes from putting in practice the idea of building relationships through openness, respect and vulnerability. We are invited into spaces where many teachers and school officials might identify as “the undecided middle.” They are unsure of what to say or do to support LGBTQ students, so they often elect to say and do nothing, for fear of “doing the wrong thing” or inviting negative repercussions from unsupportive people. We let them know that we are there to educate regarding LGBTQ identities and that these tools that will assist them in creating safer classrooms and schools where all of their students can thrive. This approach is most always met with the willingness to learn and take risks.
If you could do it all over again...
We would coax ourselves to celebrate the small victories. We have learned that it is equally inspiring to train large student bodies or groups of teachers. And at the same time, being present and listening to one or two students in Greater MN who meet quasi-secretly with a supportive faculty member changes their perception in a positive way. These students often characterize the Youth & Schools Staff as “superheroes.” And while we cannot be physically present every day, they have been able to share their stories, needs, and aspirations and they know that we are working to ensure their safety. They have told us that they “feel seen for who they are” and that it “rarely happens at their school.” When one sees someone, they are often moved to see them self. This is both a small and a gigantic victory.
One last thought
This funding has allowed us to develop materials and programming for staff trainings and also to support the establishment of GSAs all over MN. The requests for our presentations is currently much greater than our current staff capacity and budget. Since October of 2016, our requests for GSA visits and staff presentations have increased by over 40%. We extend our gratitude to The Bush Foundation and sincerely hope that you will be able to understand the imminent need to continue to provide resources, education, and advocacy for LGBTQ students and their families, teachers, and communities throughout the state. We aspire to be a positive model to create LGBTQ supportive schools in the state and country.