From Teasing to Torment: School Climate Revisited - A Survey of U.S. Secondary School Students and Teachers

From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers provides an in-depth look at the current landscape of bias and peer victimization as reported by students and teachers from across the nation. In addition to examining various types of bias, including those based on race/ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools. Comparing findings to a similar survey we conducted in 2005, the report discusses the progress that has been made over the past ten years, as well as highlights the challenges that remain. It also offers recommendations and strategies to improve school climate for all students.Specifically, the research report addresses:Student and teacher perceptions of school climate; Student experiences of safety, bullying, and harassment, including biased incidents based on race/ethnicity, sexual orientation, body size, gender, religion, ability, economic status, and gender expression;Teacher intervention in bullying and incidents of bias; LGBT-supportive teacher practices, such as advising GSA or including LGBT content in teaching;Teacher professional development (pre-service and in-service) in bullying, diversity, and LGBT issues; andDifferences in students' school experiences based on race/ethnicity, LGBTQ status, gender nonconformity, and geography (i.e., urbanicity, region), among others

From Teasing to Torment: School Climate Revisited - A Survey of U.S. Secondary School Students and Teachers, Executive Summary

From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers affords us the opportunity to document the current state of safety, bias, and bullying in schools and assess potential disparities based not only on LGBTQ status, but also on race/ethnicity, sex, gender expression, and socioeconomic status. As school climate is determined not only by the existence or absence of victimization, we also explore students' experiences with school disciplinary actions and extracurricular activities, seeking to develop a more complete picture of the student experience. In addition, we again document students' access to resources that may improve school climate, such as student clubs that address LGBTQ student issues, inclusive curriculum, and anti-bullying/harassment policies. Moreover, in this report, secondary school teachers offer their perceptions on bias, bullying, and LGBTQ students' safety, and provide valuable information about the preparation they may have received to address these issues. We also document teachers' practices in regards to combating bias and supporting LGBTQ students specifically, including the potential barriers to doing so. Lastly, we offer recommendations for both further research and specific programmatic and policy strategies that may help schools reduce the risk of peer victimization, counter the damaging effects of bias, and provide safe and supportive learning environments for all LGBTQ and non-LGBTQ students alike