THERE'S NO PRIDE IN PREJUDICE:
SUPPORTING GENDER & SEXUALLY DIVERSE STUDENTS IN K-12 EDUCATIONAL ARENAS
Gender and sexually diverse students continue to experience a complex educational landscape. Sociopolitical influences oftentimes run orthogonal to evidence-based practices, resulting in diminished academic and social emotional success within the educational environment. Advancing legal assaults on the rights of LGBTQ+ students further complicate these dynamics, despite significant gains across some elements of case and statute. This presentation will update attendees on the latest legal complexities impacting gender and sexually diverse students across PreK-12 education. Consideration of ongoing best practice recommendations will ensure the behavioral health community continues to raise social consciousness and advocacy within this student population.
1. Explain substantive national supportive and adversarial statutory legislation affecting LGBTQ+ students since 2019 and their impact on educational equity within the PreK-12 environment.
2. Identify at least 3 key elements of the Bostock Supreme Court decision that impact various non-discrimination statues within education, particularly Title IX, and prohibition of sex and gender-based discrimination for LGBTQ+ students that will usher in new legal protections onward
3. Demarcate universal, targeted, and intensive tier, evidence-based supports that behavioral health providers can provide within the PreK-12 educational arena towards advancing the civil rights and comprehensive supports of LGBTQ+ students.
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There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award number H027A210111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.