The Role of School Climate in Rates of Depression and Suicidal Ideation Among School-Attending Foster Youth in California Public Schools

Drawing from the 2013-2014 and 2014-2015 administrations of the California Healthy Kids Survey, this study explored the relationships between school climate and depression tendency and suicidal ideation among foster youth in California public schools. This research also evaluated the data for the secondary purpose of examining the possible differences in the levels of depression tendency and suicidal ideation among foster youth by race and gender. Findings indicated a positive school climate is associated with lower rates of depression tendency and suicidal ideation among foster youth. In addition, female foster youth reported higher rates of depression tendency and suicidal ideation when compared to their male counterparts. We also discovered foster youth of color were significantly less likely to report depression tendency and suicidal ideation than their White peers. Results of this study stand to inform current and future school-based programs and supports for foster youth

Exploring Physical, Nonphysical, and Discrimination-Based Victimization among Transgender Youth in California Public Schools

Research has shown elevated rates of peer victimization among transgender youth in schools, placing them at risk of an array of negative social and psychological outcomes well into adulthood. We conducted a secondary analysis of the 2015–2016 California Healthy Kids Survey to examine rates of physical victimization (physical acts such as being pushed or shoved) and nonphysical victimization (nonphysical acts such as having mean rumors spread about them) and discriminatory peer bullying (any act of bullying based on gender, perceived lesbian or gay identity, and race) among transgender and nontransgender youth. In addition, this study explored the intersection of race and transgender identity and associations with victimization. Chi-square tests and logistic regression results indicated that transgender youth reported significantly higher rates of physical and nonphysical victimization and discriminatory peer bullying than nontransgender peers. Logistic regression results also revealed that disparities in race-based discriminatory peer bullying between transgender and nontransgender youth were greater among Latinx students than White students. The study’s findings illustrate the need for schools to create affirming environments for racially diverse transgender youth

Creating Restorative and Affirming Classrooms for LGBTQ+ Students

It is critical that educators gain an understanding of the lived experiences of queer college students and to develop inclusive practices (e.g., restorative practices) to make college classrooms more affirming. In this chapter, we describe the research on the lived experiences of queer college students. In particular, we focus on sexual and gender minority stress theory to show that LGBTQ+ college students are vulnerable to mental health issues and other negative outcomes, while also showing the LGBTQ+ community\u27s unique capacity to be resilient in the midst of homophobic and transphobic adversity. In the second half of this chapter, we outline restorative pedagogy as an approach for creating brave and safe classroom spaces for queer college students.https://digitalcommons.chapman.edu/education_books/1158/thumbnail.jp