INVISIBLE YOUTH:
The Health of Lesbian, Gay, Bisexual,
and Questioning Adolescents
in Minnesota
A report
Rainbow Health Initiative
2021 East Hennepin Avenue, Suite 220
Minneapolis, MN 55413
(612) 206-3180 • rainbowhealth.org
Invisible Youth:
The Health of Lesbian, Gay, Bisexual, and
Questioning Adolescents in Minnesota
A Report
AUTHOR
Brady Hanson, MSW
EDITORS
John Azbill-Salisbury, MPH
Heidi Johnson, MA
Jessie Kember, MA
DESIGNER
Emma Marchese
This report was made possible through funding from the
Community Health Initiative, a partnership from Medica
and the University of Minnesota Office for Business and
Community Economic Development.
Rainbow Health Initiative would also like to acknowledge
the invaluable assistance received from the staff at the
Minnesota Center for Health Statistics at the Minnesota
Department of Health.
Published October 2015.
All photos used are licensed under a Creative Commons Attribution
4.0 International License
Contents
Introduction1
Purpose1
Minnesota Student Survey
2
National Landscape 2
Report Organization 3
Data Sources and Report Analysis
3
Heterosexual Discordant 4
Gender Identity
4
Numbers5
Grade6
Sex6
Race and Ethnicity
7
Sexually Discordant Youth
9
Socio/Economic Home Indicators11
Free and Reduced Lunch
12
Meal Scarcity
12
Homelessness13
Home Environment
Parental and Relative Support
Emotional, Physical, and Sexual Abuse
Running away and homelessness
15
16
18
20
School Climate
22
LGBQ Perception of Educators
and School Environment
23
Peer Relationships
26
School-based Bullying and Harassment
26
Physical Harassment
32
Safety35
Skipping and School Transfers
36
Education38
Care about School/Pay Attention in
Class/Useful/Interest
Individualized Education Plans and Grades
After School Goals/Plans
39
42
44
Community engagement/out of school activities
Perception of Community Acceptance
Out of School Activities
Screen Time
Organized Activities Done Outside the School Day
Reasons for Not Participating in Organized Activities
47
48
48
52
54
56
Mental Health
Internal and External Distress
Reports of Either Having or Having Been Treated for
a Mental, Behavioral, Emotional, or Drug Problem
Self-Harm, Suicide Risk, and Suicide Attempts
59
60
64
67
Physical Health
Self-Reported Health Status
Body image and body mass index (BMI)
Sick Days, Doctors Visits, and Nurses’ Office Visits
71
72
73
76
Behaviors79
Tobacco Use
80
Alcohol81
Marijuana and Other Drug Use
82
Sexual Activity
84
Recommendations and Citations
Recommendations89
Citations90
88
Figures
FIGURE 2.1 | Sexual orientation by sex and grade numbers
6
FIGURE 2.2 | Sexual orientation by sex and grade by percentage
7
FIGURE 2.3 | Ethnicity and sexual orientation — percentage (number)
8
FIGURE 2.4 | Race and sexual orientation
9
FIGURE 2.5 | Heterosexual identified students reporting same sex partners
by sex
10
FIGURE 3.1 | Free and reduced lunch by sexual orientation
12
FIGURE 3.2 | Food insecurity measures by sexual orientation
13
FIGURE 3.3 | Experiences of homelessness in the last twelve months by
sexual orientation
14
FIGURE 4.1 | Maternal support and presence by sexual orientation
16
FIGURE 4.2 | Paternal support and presence by sexual orientation
17
FIGURE 4.3 | Perception of parental caring by sexual orientation
17
FIGURE 4.4 | Perception of adult relatives caring by sexual orientation
18
FIGURE 4.5 | Verbal abuse in the home by sexual orientation
19
FIGURE 4.6 | Physical abuse in the home by sexual orientation
19
FIGURE 4.7 | Sexual abuse in the home by sexual orientation and sex
20
FIGURE 4.8 | Running away from home in the last year by sexual orientation
21
FIGURE 5.1 | Perceptions of fairness by sexual orientation
23
FIGURE 5.2 | Perceptions of adults in schools by sexual orientation
24
FIGURE 5.3 | Perceptions of teachers’ interest/care by sexual orientation
25
FIGURE 5.4 | Perceptions of teachers or other adults at school caring by
sexual orientation
25
FIGURE 5.5 | Perceptions of friends caring about you by sexual orientation
26
FIGURE 5.6A | Bullying and harassment for race, ethnicity or national origin
by sexual orientation
27
FIGURE 5.6B | Bullying and harassment for religion by sexual orientation
27
FIGURE 5.6C | Bullying and harassment for gender by sexual orientation
28
FIGURE 5.6D | Bullying and harassment for being or being perceived as
gay or lesbian by sexual orientation
28
FIGURE 5.6E | Bullying and harassment for disability by sexual orientation
29
FIGURE 5.6F | Bullying and harassment for weight or physical appearance
by sexual orientation
29
FIGURE 5.7 | Sexual harassment by sexual orientation
30
FIGURE 5.8 | Mean rumors and lies by sexual orientation
31
FIGURE 5.9 | Social exclusion by sexual orientation
31
FIGURE 5.10 | Cyberbullying by sexual orientation
32
FIGURE 5.11 | Threats of physical violence by sexual orientation
33
FIGURE 5.12 | Threats/injury with a weapon by sexual orientation
33
FIGURE 5.13 | Damage to physical property by sexual orientation
34
FIGURE 5.14 | Experiences of physical violence by sexual orientation
35
FIGURE 5.15 | Perceptions of safety by sexual orientation
36
FIGURE 5.16 | Unexcused absences and changing schools by
sexual orientation
37
FIGURE 6.1 | Caring about doing well in school by sexual orientation
and sex
39
FIGURE 6.2 | Importance attached to being a student by sexual
orientation and sex
40
FIGURE 6.3 | Perception that things learned in school are useful by sexual
orientation and sex
40
FIGURE 6.4 | Paying attention in class by sexual orientation and sex
41
FIGURE 6.5 | Studying and homework outside of school by
sexual orientation
42
FIGURE 6.6 | Individualized Education Program (IEP) or special education by
sexual orientation and sex
43
FIGURE 6.7 | Grades by sexual orientation
43
FIGURE 6.8 | After school plans: four-year college or university by sexual
orientation and sex
44
FIGURE 6.9 | After school plans: work at a job by sexual orientation and sex
45
FIGURE 6.10 | After school plans: not graduating by sexual orientation and sex
FIGURE 7.1 | Perceptions of Support by adults in the community by
sexual orientation
46
48
FIGURE 7.2 | After school acitivities by sexual orientation
49
FIGURE 7.3 | Outside of school acitivities by sexual orientation
51
FIGURE 7.4 | Employment/working by sexual orientation
52
FIGURE 7.5 | Screen time activities by sexual orientation
53
FIGURE 7.6 | Participation in organized acitvities by sexual orientation
55
FIGURE 7.7 | Reasons for non-participation in outside activities
57
FIGURE 8.1 | GAINS-SS Internal Distress question
60
FIGURE 8.2 | Percent students reporting high levels of internal distress
by sexual orientation and sex (A score of 4 or 5 on the GAIN-SS Internal
Distress Assessment)
61
FIGURE 8.3 | Reports of symptoms of depression in the last 12 months
by sexual orientation and sex
62
FIGURE 8.4 | Reports of symptoms of anxiety in the last 12 months by
sexual orientation and sex
63
FIGURE 8.5 | GAINS-SS External Distress question
63
FIGURE 8.6 | Percent students reporting high levels of external distress by
sexual orientation and sex
64
FIGURE 8.7 | Reports of long-term mental, emotional, or behavioral health
problem by sexual orientation and sex
65
FIGURE 8.8 | Reports of treatment for long-term mental, emotional, or
behavioral health problem by sexual orientation and sex in the past year
66
FIGURE 8.9 | Reports of treatment for an alcohol or drug problem by
sexual orientation
67
FIGURE 8.10 | Report of self-harm or injury by sexual orientation and sex 68
FIGURE 8.11 | Suicidal Ideation in the past year by sexual orientation
and sex
69
FIGURE 8.12 | Suicide attempts in the past year by sexual orientation
and sex
70
FIGURE 9.1 | Perceptions of Health by sexual orientation and sex
72
FIGURE 9.2 | Self report of physical disabilities or long-term health by
sexual orientation and sex
73
FIGURE 9.3 | Perceptions of own weight as overweight by sexual
orientation and sex
74
FIGURE 9.4 | Overweight/Obese by calculated BMI by sexual orientation
and sex
75
FIGURE 9.5 | Overweight/Obese by calculated BMI by sexual orientation
and sex
75
FIGURE 9.6 | Missing school due to illness by sexual orientation and sex
76
FIGURE 9.7 | Visits to medical/dental professional in the last year by sexual
orientation and sex
77
FIGURE 9.8 | Visits to the school nurse’s office in the last 30 days by
sexual orientation and sex
78
FIGURE 10.1 | Cigarette or cigar/cigarillo use in the last 30 days by
sexual orientation
80
FIGURE 10.2 | Chewing tobacco or snuff use by sexual orientation
and sex
81
FIGURE 10.3 | Alcohol use by sexual orientation
82
FIGURE 10.4 | Marijuana/hashish use by sexual orientation
83
FIGURE 10.5 | Use of prescription drugs not as prescribed or use
of other drugs by sexual orientation
84
FIGURE 10.6 | Sexual activity by sexual orientation
85
FIGURE 10.7 | Pregnancies, alcohol/drug use before sex, condom
use of sexually active students by sexual orientation
86
Executive Summary
The Minnesota Student Survey provides the most comprehensive data on the
life experiences of Minnesota youth. It is a snapshot of current Minnesota stu-
dents’ school and home lives, creating a vital stream of trend data that maps
how Minnesota student outcomes improve or falter over time. With the addition of a sexual identity marker on the 2013 survey, lesbian, gay, bisexual, and
questioning students can now enjoy the benefit of having their story told. Data
on this population will provide undeniable and invaluable statistical support
for LGBQ youth advocates, allowing policy makers, educators, healthcare providers, and families to make substantial changes for LGBQ youth.
Though including LGBQ youth in the 2013 survey
is something to be celebrated, it cannot diminish
the bleak picture this report has developed. On
nearly every measure assessed in the 2013 survey,
LGBQ youth had consistently worse experiences
and outcomes compared to their straight peers.
This data suggests a connection between the
lived experiences of LGBQ youth and their educational outcomes, mental and physical health,
and behaviors. These same patterns are reflected
in the current research done on youth populations and LGBT youth.
•
Being sexually abused by relatives (5.5 to 9
times higher than straight youth)
•
Running away from home (2 to 3.5 times higher than straight youth)
•
Being homeless without a relative or guardian (3 to 5 times higher than straight youth)
SCHOOL CLIMATE
LGBQ youth consistently reported negative opinions toward their school environments and experienced more peer victimization than straight students. LGBQ youth had significantly higher rates of:
HOME LIFE
LGBQ youth reported living in homes of lower
economic status and had more family based trau- •
ma than straight students. A greater percentage
of LGBQ students reported:
•
Receiving free and reduced lunch and skipping meals during the week because they or •
their families could not afford food
•
Not being able to talk to their mothers or
fathers about their problems at higher rates
than straight youth
•
•
Physical abuse in their household (1.5 to 2.5
times higher than straight youth)
•
Believing that educators did not care for them
or their classmates, teachers were uninterested in them as individuals, and that the school
rules were unfair
Peer harassment on every indicator — race,
religion, gender, disability, physical appearance, and sexual orientation — compared to
straight students.
Sexual harassment perpetrated by their classmates (30 to 48 percent for LGBQ students
compared to 21 percent of straight students).
Peer isolation, being the subject of rumors,
and cyberbullying.
•
Being physically assaulted at school (1.5 to 2 •
times higher than straight students).
• Skipping class and full school days.
•
Not feeling safe at school (2 to 3 times higher
than straight students).
EDUCATION OUTCOMES
LGBQ youth consistently reported more negative
educational outcomes and goals than straight
students, including the following:
LGBQ females are 2 to 4.5 times more likely to practice self-harm (purposely cutting,
burning, or bruising) than straight females.
GBQ males are 2.5 to 5 times more likely to
harm themselves than straight males. PHYSICAL HEALTH LGBQ youth were more likely to report a negative
body image and physical health issues, especially
LGBQ females:
•
•
LGBQ youth were more likely to be on an Individualized Education Program (IEP).
•
LGBQ youth had pointedly lower grades.
•
LGBQ youth reported lower educational aspirations. More reported planning on getting •
a job rather than continuing to a 2 or 4 year
educational institution after graduation.
LGBQ youth were more likely to report having poor health and being overweight than
straight youth.
• Questioning males and LGBQ females were
more overweight--according to BMI scores-than their straight peers.
LGBQ youth reported more long-term health
problems than straight youth. • Significantly more LGBQ youth (between 1 HEALTH-RELATED BEHAVIORS and 7 percent) reported that they were not fin- LGBQ youth were more likely to engage in risky
ishing high school compared to their straight behaviors than straight students, including:
peers (between 0.12 and 0.34 percent).
• Using tobacco products (cigarettes, chew,
MENTAL HEALTH
snuff, dip, cigars, and cigarillos).
In no area are the data on LGBQ youth more
alarming than their mental health status. LGBQ • Drinking alcohol and binge drinking
youth reported significant mental health distress
on every measure asked in the MSS:
• Using marijuana
•
LGBQ females were more likely to report men- •
tal health issues on every question asked in the
2013 survey, more than any other population.
Using prescription drugs or other drugs, including narcotics, heroin, methamphetamine,
MDMA, LSD, or inhalants.
•
LGBQ youth reported higher internal and exter- •
nal distress than their straight peers.
•
LGBQ youth reported higher rates of depressive symptoms. Female LGBQ youth reported
depression symptoms at rates between 61
and 74 percent and LGBQ males between 38
and 54 percent. Straight females and males reported rates at 37 and 21 percent, respectively.
Having sex, getting someone or having been
pregnant, using drugs or alcohol before sex,
and having sex without a condom.
INTRODUCTION
Chapter 1
PURPOSE
This report explores the outcomes, disparities, and strengths
of the LGBQ student population. The results of this study can
be used to shape policy and programs to improve the educational, health, and social outcomes for LGBQ youth. Since
this is the first MSS to ask about sexual orientation, trend data
for LGBQ students in Minnesota is unavailable. Future MSS
data can be used to map the improvement of educational
outcomes, health conditions, and social lives of LGBQ youth
in Minnesota.
In 2013, the triannual Minnesota Student Survey (MSS) was
administered in school districts across the state. An additional identity marker asking about students’ sexual orientation
was added to the survey for the first time in its twenty-four
year existence, creating a new pool of data on the education,
health, behavior, and home lives of a significant sector of
Minnesota’s school population: Lesbian, Gay, Bisexual, and
Questioning (LGBQ) students. The addition of this question
created one of the largest data pools on this youth population within the United States.
LGBQ students are an integral part of Minnesota’s school
population. However, the data show that their life and educational experiences are drastically different from those of
the straight majority. This report aims to provide evidence to
help create tools that will reduce the disparities LGBQ students face on a daily basis.
1 |
MINNESOTA STUDENT SURVEY
The Minnesota Student Survey has been given every three years since 1989 and is a joint effort of
the Minnesota Departments of Education, Health,
Human Services, and Public Safety. Questions are
chosen by Minnesota stakeholders. In 2013, the
survey was administered during January through
May. Approximately 280 out of 334 school districts participated statewide. Participation in the
MSS has been historically high, with 84% of Minnesota school districts participating in 2013.
non-participation include absence from school,
drop out, and parental approval. The 2013 MSS
was the first year schools could administer the
survey either by pencil and paper bubble survey
or via the web.
NATIONAL LANDSCAPE
Nationally, LGBQ student data collection has
been limited in its scope and effectiveness.
The United States Centers for Disease Control
and Prevention (CDC) has conducted the nationAll students in 5th, 8th, 9th, and 11th grades were al Youth Risk Behavior Surveillance Survey (YRBS)
invited to take the survey anonymously. Prior since 1990. The goal of the survey is to monitor
to the 2013 MSS, students in 6th, 9th, and 12th health risk behaviors that contribute to the leadgrades were asked to take the survey. Concerns ing causes of death, disability, and social probwere raised around the quality of data collected lems among youth and adults in the US. Though
from Minnesota 12th graders, resulting in the multiple states, school districts, and urban areas
change of grades which received the survey.
have asked youth to identify their sexual identity
and sexual activity on the YRBS, there are no existThree versions of the survey were developed spe- ing comprehensive state-wide reports documentcifically for students in 5th, 8th, and combined 9th ing LGBQ outcomes.
and 11th grade. The survey was administered to
students within alternative and juvenile correc- The Gay Lesbian and Straight Education Network
tional facilities, but their data is recorded separately and is not included in this report.
For more information about the
Data obtained from the combined 9th and 11th
grade survey is the focus of this report. The MSS
collects data on a variety of protective and risk
factors related to academic and school connectedness, school climate, violent and anti-social behaviors, mental health, alcohol/tobacco/drug use,
sexual activity, physical activity and nutrition, families, and out-of-school activities. The questions for
the 2013 MSS were also updated to include information on homelessness, parental incarceration,
eating and sleeping habits, missing school, and
distracted driving.
The MSS is administered anonymously with no
names or identifying information collected from
participants. The survey takes one class period
to administer and is voluntary, meaning students
can opt out of taking the MSS. Other reasons for
YRBS and states who include LGBQ
youth in their YRBS data, visit: cdc.
gov/lgbthealth/youth-programs.htm
(GLSEN) has conducted a biannual national survey
on the experiences of lesbian, gay, bisexual, and
transgender (LGBT) students since 1999. However,
the study is a survey of self-identified LGBT youth
who voluntarily chose to complete the survey, creating possible bias in data collection.
A list of surveys that collect data on LGBQ youth is
presented below. Though LGBQ students are included in multiple surveys across the country, the
Minnesota Student Survey and this report stand
out in significant ways. The MSS is a census given
| 2
to any district in Minnesota who wants to partici- This includes a report outline, references, figure
pate, with 84% of Minnesota school districts par- index, and demographic breakdown of the MSS
ticipating in 2013. Though other states collect data data.
on the LGBQ population, there is not a comprehensive report constructed from census gathered Chapters 3 and 4 explore the home lives of LGBQ
data on LGBQ youth home lives, educational expe- youth. The socio/economic indicators and home enriences, and health outcomes in these states.
vironment are presented, establishing a picture of
LGBQ student home environment.
Other data sources on LGBQ students
and their outcomes:
GLSEN’s National School Climate Survey
National Health and Nutrition
Examination Survey
Seattle Teen Health Risk Survey
British Columbia Adolescent Health Survey
The Juvenile Wellness and Health Survey-76
Oregon Healthy Teens Survey
National Longitudinal Survey of Adolescent
Health (Add Health)
Healthy Passages
California Health Interview Study
National Survey of Family Growth (Cycle 6)
Chapters 5, 6, and 7 describe the school environment and community engagement of the LGBQ
student population. Chapter 5 outlines the environment surrounding LGBQ students. Chapters
6 and 7 explain the effects that this environment
may have on student achievement and school/
community engagement, respectively.
Finally, Chapters 8, 9, and 10 illuminate how the
experiences discussed in previous chapters have
an effect on the physical health, mental health, and
behaviors of LGBQ students.
DATA SOURCES AND REPORT ANALYSIS
All data analysis for this report comes from the
Minnesota Student Survey. Additional information
about LGBQ student outcomes is drawn from academic research and additional reports.
The 2013 MSS was the first year a question about
REPORT ORGANIZATION
sexual identity was included. Both 9th and 11th
This report provides both a comprehensive pic- grade students responded to this survey item. The
ture of LGBQ adolescent health and a detailed question specifically read:
analysis of individual topics that contribute to the
home, academic, and social lives of these youth, Which of the following best describes you?
as well as their mental health. The report begins Heterosexual (straight)
by discussing LGBQ students’ experiences in Bisexual
two important ecological systems, the home and Gay or Lesbian
school, and describes how these experiences af- Not sure (questioning)
fect sexual minority youth as individuals, including
mental health, physical health, and behaviors.
This report will use the word “straight” to describe
students who identify as “Heterosexual (straight)”
Chapters 1 and 2 provide the foundational in- and “questioning” for students who identified as
formation needed to understand the analysis “not sure (questioning)”.
presented within the report.
3 |
“Gay” is used to describe male students who chose GENDER IDENTITY
the “Gay or Lesbian” option, however “gay/lesbian” In its current incarnation, the MSS does not ask
will be used to describe female students.
for the gender identity of Minnesota’s student
populations, making trans and gender non-conComparative analysis was conducted between stu- forming students invisible within the MSS data.
dents who identify as Heterosexual and students The MSS asks students to identify as “male” or
who identify as Lesbian, Gay, Bisexual, or Ques- “female”, which can be interpreted as their sex
tioning (LGBQ). All data were rounded up or down assigned at birth or their gender identity. Some
to the nearest whole number, with percentages peoples’ sex assigned at birth and gender idenbelow .50 rounded down and percentages above tity does not match. The umbrella term for these
rounded up. Where there was a pattern of differ- people is transgender.
ences between male and female LGBQ students
in a topic area, those results were disaggregated The definition of transgender (trans) is a person/
by sex. For example, in the discussion of mental student whose gender identity or expression is
and physical health, the results are reported on by different from the one typically associated with
sexual orientation and sex, because the analysis their assigned sex at birth3. In a survey that does
showed persistent differences between male and not ask a gender identity question, transgender
female LGBQ students.
individuals are often forced to identify as a gender or sexual identity that does not correlate with
HETEROSEXUAL DISCORDANT
their authentic gender or sexual identity.
Disparities among a population classified as
Heterosexually Discordant (Hetero-discordant) In future surveys, it is recommended that two
is an important research area to consider to ful- questions be developed that asks both sex asly understand how sexual identity affects edu- signed at birth and gender identity. These two
cational, mental, and behavioral outcomes. This questions can be used to address the known dispopulation is defined as students who checked parities that trans individuals face and develop acthe identity marker “Heterosexual (straight)”, but curate information about this student population.
later identified sexual partners of the same sex in
the MSS. This population is of interest because of
its large representation in the sample population.
Additionally, studies have shown that youth are
more comfortable identifying same-sex sexual
behaviors (having same-sex sexual partners) or
identifying sexual attraction, rather than identifying as lesbian, gay, or bisexual1. Though they may
not be comfortable identifying as LGBQ, or may
not be LGBQ, sexually discordant youth are still
surrounded by the stigma that LGBQ students
face daily2.
| 4
NUMBERS
Chapter 2
The Minnesota Student Survey is the first wide
scale student census to ask about sexual identi-
ty as an identity marker. This makes it one of the
most comprehensive data pools on the lived experience of lesbian, gay, bisexual, and questioning
(LGBQ) students in the country. The sexual identity item was used only on the 9th and 11th grade
versions of the MSS. This chapter will describe the
population numbers collected by grade, gender,
and race/ethnicity. Finally, there will be some dis-
cussion of sexually discordant youth, students who
identified themselves as straight on the Minnesota
Student Survey, but reported sexual activity with
partners of the same sex.
5 |
Grade6
Sex6
Race and Ethnicity
7
Sexually Discordant Youth
9
GRADE
A total of 72,798 ninth and eleventh graders took
the Minnesota Student Survey in 2013 (FIGURE
2.1). There are more 9th graders represented in
the MSS data than 11th graders, with 38,565 and
34,233 students completing the survey, respectively. Approximately 6 percent of students from
each grade level identified as a sexual minority.
More specifically, 1 percent of students identified
as gay or lesbian, 2 percent as questioning, and 3
percent identified as bisexual.
SEX
Differences between the sexes were consistent
across grade levels (FIGURE 2.1). Males and
females in both grades were less likely to identify
as gay or lesbian than bisexual or questioning.
However, females were more likely to identify
as bisexual compared to males. Three percent
of males and females identified themselves as
questioning. Females identified themselves
as bisexual at much higher rates than males,
making it the largest sexual orientation group
outside of straight students.
FIGURE 2.1 | Sexual orientation by sex and grade numbers
Q: Are you (male/female)?
Q: What is your grade in school right now? (9th/11th)
9th
11th
Male
Female
Male
Female
19,620
18,945
17,424
16,809
Bisexual
262
955
245
761
Gay or lesbian
179
149
209
118
Not sure (questioning)
573
667
443
399
20,634
20,716
18,321
18,087
Heterosexual (straight)
| 6
FIGURE 2.2 | Sexual orientation by sex and grade by percentage
Q: Are you (Male/Female)?
Q: What is your grade in school right now? (9th/11th)
9th
11th
Male
Female
Male
Female
95%
92%
95%
93%
Bisexual
1%
5%
1%
4%
Gay or lesbian
1%
1%
1%
1%
Not sure (questioning)
3%
3%
2%
2%
100%
100%
100%
100%
Heterosexual (straight)
RACE AND ETHNICITY
Immigration status, culture, religion, race, ethnicity, and family structure create significant nuances
in the lives of all students. A more comprehensive understanding of cultural identities and the
role that these identities play in the experiences
of Minnesota’s LGBQ youth is needed to improve
LGBQ outcomes. Future Minnesota Student Surveys can use longitudinal data to thoroughly analyze sexual identity and its intersectionality with
race/ethnicity.
7 |
Youth from ethnic and racial minority populations
were more likely to identify themselves as LGBQ
than their white peers (FIGURE 2.3). The small
sample size represented in these populations
does not allow for further analysis aside from reporting comparison sizes within each population
at this time.
FIGURE 2.3 | Ethnicity and sexual orientation — percentage (number)
Q: Are you a member of any of the following ethnic or cultural groups?
Hispanic/Latino
Somali
Hmong
Straight
92% (4,804)
84% (624)
90% (2,039)
Bisexual
4% (224)
4% (28)
3% (60)
Gay/lesbian
1% (67)
4% (27)
3% (29)
Questioning
3% (136)
9% (66)
6% (127)
100%
100%
100%
| 8
FIGURE 2.4 | Race and sexual orientation
Q: In addition, what is your race? — Percentage (Number)
American
Indian/
Alaskan
Native
Asian
African
American/
Black,
African
Native
Hawaiian
or Other
Pacific
Islander
White
Straight
88%
(3,426)
91%
(4,925)
89%
(5,698)
84%
(667)
94%
(60,868)
Bisexual
7%
(287)
3%
(146)
5%
(328)
6%
(50)
3%
(1,746)
Gay/lesbian
1%
(56)
1%
(73)
2%
(113)
3%
(24)
1%
(474)
Questioning
4%
(140)
6%
(300)
4%
(239)
7%
(52)
2%
(1518)
100%
(3,909)
100%
(5,444)
100%
(6378)
100%
(793)
100%
(64,406)
SEXUALLY DISCORDANT YOUTH
As stated in the introduction, sexually discordant
youth are students who identified themselves as
straight on the Minnesota Student Survey, but reported sexual activity with partners of the same
sex. This is an important population to consider because a person’s sexual identity may not
match their sexual activity or sexual attractions,
depending on their understanding of or beliefs
surrounding sexual orientation. Current studies
9 |
conducted on the difference between sexual
identity (publicly stating to be straight, gay, lesbian, bisexual, or another sexual identity), sexual
activity (having sexual intercourse or encounters
with a person of the same or opposite sex), and
sexual attraction (who a person has been or is
sexually, emotionally, or romantically interested
in) concluded that these identities, behaviors,
and feelings might be very different depending
on the individual’s environment. For youth, there
can be variance between being comfortable with
identifying as LGBQ, reporting sexual behavior,
or expressing same-sex attraction1,2,3. Generally,
questions measuring sexual attraction tend to elicit a larger proportion of sexual minority youth4,5,6,7.
However, the MSS only reports sexual identity and
sexual activity.
The MSS data can provide evidence of this discordance and should be an area of further research.
Even though students may not be identifying as
LGBQ, they may still be a part of the sexual minority population and face the same hardships as
their peers who identified as LGBQ.
Female students were less likely to report sexually discordant behavior than males (FIGURE
2.5). It is possible that females reported less
sexually discordant behavior because they were
over three times as likely to identify as bisexual
than males. More research should be done on
the discrepancies between gender identity and
sexual activity.
Two percent of the males who took the MSS in
2013 reported sexually discordant behavior. This
population is larger than those who reported being bisexual or gay, and is slightly less than those
who labeled themselves as questioning, which
suggests that there is a large discrepancy between male sexual identity and male sexual activity. Further research needs to be conducted to
better understand differences between adolescent sexual identity, activity, and attraction.
FIGURE 2.5 | Heterosexual identified students reporting same sex partners by sex
Q: During the last 12 months, with how many different male partners have you
had sexual intercourse? (More than one)
Q: During the last 12 months, with how many different female partners have you
had sexual intercourse? (More than one)
96%
96%
4%4%
Sexuallyactive
active
Sexually
Sexually
active
straight males
straight
females
straight females
87%
87%
13%
13%
Opposite sex partners only
Same sex partners
Sexually
active
Sexually
active
Sexually
active
straight
females
straight
males
straight
males
Opposite
sexsex
partners
only
Opposite
partners
only
Same
sexsex
partners
Same
partners
| 10
Heterosexual
identifying
students
reporting
same
sexsex
partners
byby
sexsex
Heterosexual
identifying
students
reporting
same
partners
Q: During the last 12 months, with how many different male
SOCIO/ECONOMIC
HOME INDICATORS
Chapter 3
Socio-economic status and family life have a profound effect on all students in Minnesota schools.
The economic, structural, and emotional stability
of families influences student behavior, educational performance, health, and mental development.
However, LGBQ students are disparately impacted
by potential economic and social risk factors within
their homes at different rates and in different ways
than their straight peers1,2. This section outlines
the socioeconomic structure of LGBQ students’
households while chapter 4 explores the home
environment experienced by LGBQ students.
11 |
Free and Reduced Lunch
12
Meal Scarcity
12
Homelessness13
FREE AND REDUCED LUNCH
The school lunch program provides lunches at no
cost for students with household incomes below
130 percent of the federal poverty level, and at a
reduced price for students between 130 percent
and 185 percent below the federal poverty level (a family of four with a household income of
$40,793 in 2009 would be at 185% below poverty level). In Minnesota’s K-12 public schools, well
over one-third of students (36.7%) received free
or reduced-price lunch during the 2010-2011
school year. Compared to their straight counterparts, LGBQ students were more likely to report
participation in the free and reduced lunch program. Twenty-five percent of straight students reported receiving free and reduced lunches. Over
one-third of bisexual and questioning students
and one third of lesbian and gay students reported the same (FIGURE 3.1).
FIGURE 3.1 | Free and reduced lunch by sexual orientation
Q: Do you currently get free or reduced-price lunch at school? (Yes)
Questioning
35%
Gay/lesbian
33%
Bisexual
42%
Straight
25%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
MEAL SCARCITY
LGBQ students were more likely to miss meals
during the month prior to taking the MSS
(FIGURE 3.2). LGBQ students skipped breakfast at significantly higher rates than their straight
peers. Lesbian, gay, and bisexual students were
also three times as likely to skip a meal because
their family could not afford to buy food.
Free and reduced lunch by sexual orientatio
Q: Do you currently get free or reduced-pric
| 12
FIGURE 3.2 | Food insecurity measures by sexual orientation
Q: During the last 30 days, have you had to skip meals because your family did
not have enough money to buy food? (Yes)
Q: During the last 7 days, on how many days did you eat breakfast? (Zero days)
Questioning
9%
12%
Gay/lesbian
14%
17%
Bisexual
14%
16%
Straight
4%
9%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Family skipped meals in last 30 days
No breakfast in last seven days
HOMELESSNESS
Lesbian, gay, and bisexual youth were more likely to report homelessness with family members
than straight students (FIGURE 3.3). Eight percent
of bisexual students and 7 percent of lesbian and
gay students reported being homeless with family
members in the past twelve months, compared to
just three percent of straight students.
Lesbian, gay, and bisexual youth were more likely
to report homelessness on their own, without an
adult family member, than straight students. Five
percent of bisexual students and 5 percent of lesbian and gay students reported being homeless
without family members in the past twelve months,
compared to just 1 percent of straight students.
Food insecurity measures by sexual orienta
Q: During the last 7 days, on how many days
(zero days) / During the last 30 days, have yo
because your family did not have enough m
(yes)
13 |
FIGURE 3.3 | Experiences of homelessness in the last twelve months by
sexual orientation
Q: During the past 12 months, have you stayed in a shelter, somewhere not intended as a place to live, or someone else’s home because you had no other
place to stay? (Yes)
Questioning
3%
3%
Gay/lesbian
5%
7%
Bisexual
5%
8%
Straight
1%
3%
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
On their own without any adult family member
With parents or adult family member
Many of these socioeconomic indicators are related to the environmental
experiences LGBQ students face at home. As the next chapter will explain,
LGBQ students are more likely than their straight peers to report a home
environment that is unstable, unsupportive, and abusive, likely contributing to higher rates of homelessness, mental health problems, physical
Experiences
health issues, and behavioral
risks. of homelessness in last 12
months by
Q: During the past 12 months, have you stayed i
where not intended as a place to live, or someon
cause you had no other place to stay? (yes)
| 14
HOME ENVIRONMENT
Chapter 4
One of the most important indicators for positive education, health, and social outcomes in a
young person’s life is growing up in a stable and
supportive home. Youth whose guardians care for
them, listen, and provide safe home environments
are more likely to live healthy lives and do better in
school1,2. However, many environmental stressors
can strain the home environment, having a negative impact on students4. Unlike their heterosexual
peers, LGBQ youth are more likely to face rejection at home because of their sexual orientation3.
This chapter explores LGBQ youth perceptions of
guardian support, guardian abuse, and experiences of housing instability such as homelessness and
running away.
15 |
Parental and Relative Support
16
Emotional, Physical, and
Sexual Abuse
18
Running away and Homelessness
20
PARENTAL AND RELATIVE SUPPORT
Overall, Minnesota students felt like they could
talk to their mothers about their problems more
than their fathers. However, LGBQ students were
more likely to report not being about to talk to
either parent about their problems compared to
straight students (FIGURE 4.1). Fourteen percent
of straight students reported they were “not very
often” or “not at all” able to talk to their mothers
about their problems. About a fourth to a third of
LGBQ youth felt the same way. LGBQ students
were also more likely to report that their “mother
is not around.”
FIGURE 4.1 | Maternal support and presence by sexual orientation
Q: Can you talk to your mother about problems you are having? (No, not at all/
No, not very often, My mother is not around)
Questioning
24%
4%
Gay/lesbian
30%
7%
Bisexual
32%
5%
Straight
14%
2%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
No, not at all all; No, not very often
Mother is not around
Maternal support and presence by sexual orientation
Over one-third of lesbian, gay, and bisexual stu- students who reported the same (FIGURE 4.2).
talk
to very
youroften”
motherLesbian,
aboutgay,
problems
you students
are having?
dents reported Q:
thatCan
theyyou
were
“not
and bisexual
were twice as
or “not at all” able
talkattoall/my
their fathers
about
to report that their father was “not around”
(no,tonot
mother
is notlikely
around)
their problems, compared to one fifth of straight compared to straight students.
| 16
FIGURE 4.2 | Paternal support and presence by sexual orientation
Q: Can you talk to your father about problems you are having? (No, not at all/
No, not very often, My father is not around)
Questioning
31%
12%
Gay/lesbian
39%
18%
Bisexual
41%
19%
Straight
22%
8%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
No, not at all all; No, not very often
Father is not around
LGBQ students’ perception
of parental
parents
cared for
them at that level (FIGURE 4.3).
Paternal support
andcaring
presence
by sexual
orientation
was lower as well. Q:
Eighty-nine
percent
straight
youth
were alsoyou
3 to are
4 times
more likely
Can you
talk toofyour
fatherLGBQ
about
problems
having?
(no,than
students believed that their parents cared for straight youth to think that their parents cared for
all/my
father
is not
them quite a bit ornot
veryatmuch.
LGBQ
youth
werearound)
them a little or not at all (FIGURE 4.3).
12 to 24 percentage points less likely to feel their
FIGURE 4.3 | Perception of parental caring by sexual orientation
Q: How much do you feel your parents care about you?
77%
11%
12%
Questioning
Gay/lesbian
Very much, quite a bit
17Perception
|
65%
18%
17%
69%
13%
18%
Some
Bisexual
89%
7%
4%
Straight
A little, not at all
of parental caring by sexual orientation
Q: How much do you feel your parents care about you?
LGBQ youth also felt like their adult relatives cared
less about them than straight students. Roughly
80 percent of straight students reported that their
adult relatives cared about them “quite a bit” or
“very much.” When asked the same question,
LGBQ students were 16 to 47 percentage points
less likely to say their relatives cared for them very
at that level. Lesbian, gay, and bisexual students
were 3 times and questioning students were 2.5
times more likely than their heterosexual peers to
say that their relatives cared for them a little or not
at all (FIGURE 4.4).
FIGURE 4.4 | Perception of adult relatives caring by sexual orientation
Q: How much do you feel other adult relatives care about you?
67%
17%
16%
Questioning
60%
18%
22%
Gay/lesbian
Very much, quite a bit
83%
11%
6%
56%
23%
21%
Some
Bisexual
Straight
A little, not at all
Perception of adult relatives caring by sexual orientation
Q: How much
do you feel
adult
relatives care about you?
EMOTIONAL,
PHYSICAL,
ANDother
SEXUAL
ABUSE
Minnesota students responded to multiple questions pertaining to emotional and physical abuse
experienced in their homes. Lesbian, gay, and
bisexual youth were 3 to 9 times more likely to
report being verbally abused than straight youth.
Outside research shows that experiences of
verbal abuse are often correlated with negative
outcomes such as poorer mental health outcomes, substance abuse and school-related
problems for LGB youth5. Over one-quarter of
lesbian, gay, and bisexual students and over onethird of questioning students reported being verbally abused at home, compared to 13 percent of
straight students.
| 18
FIGURE 4.5 | Verbal abuse in the home by sexual orientation
Q: Does a parent or other adult in your home regularly swear at you, insult you, or
put you down? (Yes)
22%
Questioning
Gay/lesbian
28%
Bisexual
35%
Straight
13%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Verbal abuse in the home by sexual orientation
Q:lesbian,
Does gay,
a parent
or other
adult
in your
home regularly
swear atthe same
Over a quarter of
and bisexual
stupercent
of straight
students reporting
you,being
insult hit,
you,
or put
youordown?
(yes) (FIGURE 4.6).
dents also reported
beat,
kicked,
experience
physically hurt by an adult, compared to 12
FIGURE 4.6 | Physical abuse in the home by sexual orientation
Q: Has a parent or other adult in your household ever hit, beat, kicked or
physically hurt you in any way? (Yes)
Questioning
18%
Gay/lesbian
27%
Bisexual
30%
Straight
12%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
19 |
Physical abuse in the home by sexual orientation
Q: Has a parent or other adult in your household ever hit, beat,
kicked or physically hurt you in any way? (yes)
LGBQ students reported high rates of sexual abuse by family members. Three percent of
straight female students and 1 percent of straight
male students reported being sexually abused by
a family member (FIGURE 4.7). When asked the
same question, 17 percent of lesbian/gay females
and 9 percent of gay males reported the same
abuse. These numbers are 5.5 to 9 times higher
than their straight peers. Questioning males and
females were 2 to 6 times more likely to report
sexual abuse on the MSS than straight students.
LGBQ youth are often seen as vulnerable targets
for abuse within the home because of their sexual
orientation. Current research and data collected
from academic studies and the CDC’s YRBS point
to a few factors that may increase rates of sexual
violence against sexual minority youth, including
gender non-conformity and responses to coming
out as a sexual minority7.
FIGURE 4.7 | Sexual abuse in the home by sexual orientation and sex
Q: Has any older or stronger member of your family ever touched you or had you
touch them sexually? (Yes)
Questioning
7%
6%
Gay/lesbian
9%
17%
Bisexual
6%
12%
Straight
1%
3%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Male
Female
RUNNING AWAYSexual
AND HOMELESSNESS
abuse in the home by sexual orientation and sex
Youth who face emotional
andolder
physical
in rate
of running
away and,
subsequently,
homelessQ: Has any
orabuse
stronger
member
of your
family
ever touched
8
the home are more likely to run away or become ness . LGBQ youth are two to three times more likeyou who
or had
you
homeless than those
have
safetouch
homethem
envi- sexually?
ly to report running away from home than straight
ronments. As the previous data expressed, LGBQ youth (FIGURE 4.8). One in five bisexual youths and
youth are more likely to report living in unsupport- 1 in 6 lesbian/gay youths has run away from home
ive and abusive homes than straight youth. Re- in the past twelve months. Only 1 in 26 straight
search has shown that the experiences discussed young people reported the same experience.
in this chapter are associated with an increased
| 20
FIGURE 4.8 | Running away from home in the last year by sexual orientation
Q: During the last 12 months, how often have you run away from home? (Yes,
One or more times)
Questioning
13%
Gay/lesbian
19%
Bisexual
23%
Straight
6%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Running away from home in the last year by sexual orientation
Running away leads
to higher
rates
people
3 tohave
5 times
more
likely
to report
Q: During
the
lastof12homemonths,
how are
often
you
run
away
frombeing
lessness among youth, correlating to high rates homeless without an adult family member comhome? (yes —9 one or more times)
of LGBQ reported homelessness . LGBQ young
pared to their straight peers (See Figure 3.3)
The data in chapter 4 suggest that LGBQ students face higher rates of
negative home life experiences than straight students on every measure
assessed in the Minnesota Student Survey. LGBQ youth felt significantly
less cared for and supported by their families and also reported higher
rates of emotional, physical, and sexual abuse4 in their homes and higher rates of running away and homelessness. Studies have shown that increased rates of stress at home causes negative outcomes on all education, health, and behavior indicators10. These negative home experiences
can have a profound effect on LGBQ youth outcomes. The next section
explores the educational environment experienced by LGBQ students.
21 |
SCHOOL CLIMATE
Chapter 5
The culture within a school can create a sense of security for students, which fosters their ability to grow
academically and personally. When students feel safe,
supported, and cared for, they report better emotional
and academic outcomes1,2,3,4. However, LGBQ students
may often feel insecure at school because of their identity. Administrators and teachers often lack the resources or knowledge to appropriately support LGBQ students. In some settings, the school faculty is the cause
of hostility toward LGBQ students, contributing to their
victimization. The data below show that Minnesota
LGBQ students experience their school environment
in a very different way than their heterosexual counterparts - particularly in regards to perception of fairness,
positive connection to teachers and staff, bullying and
harassment. This chapter explores the school climate
for LGBQ students within Minnesota, including LGBQ
student perceptions of their educators, peers, bullying,
physical harassment, and school safety.
LGBQ Perception of Educators
and School Environments
23
School-based Bullying
and Harassment
26
Peer Relationships
26
Physical Harassment
32
Safety35
Skipping and
School Transfers
36
| 22
LGBQ PERCEPTION OF EDUCATORS AND
SCHOOL ENVIRONMENT
LGBQ students were more likely to feel their
schools rules were unfair. Studies have shown
that this opinion is often related to rules inhibiting
LGBQ students’ expression, which force LGBQ
students to hide or refrain from acknowledging
their identities. This can include a school’s refusal
to discuss sexual orientation in their curriculum,
provide anti-discrimination policies that protect
LGBQ students, or allow students to openly recognize their identities. Over one-third of lesbian/
gay and bisexual students and over one-quarter of questioning students reported that they
did not believe their school rules were fair
(FIGURE 5.1).
FIGURE 5.1 | Perceptions of fairness by sexual orientation
Q: How much do you agree or disagree with the following statement?
• The school rules are fair (Disagree/Strongly disagree)
Questioning
26%
Gay/lesbian
31%
Bisexual
36%
Straight
22%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Perceptions of fairness by sexual orientation
FIGURE 5.2 outlines student perceptions of dents are treated fairly in their schools compared
Q: How much do you agree or disagree with the following stateadults in their school. LGBQ students consistently to straight and questioning youth (FIGURE 5.2).
ment:
The school
disagree)
reported feeling less
supported
by the rules
adults are
in fair.
Well(disagree/strongly
over one-third of lesbian/gay
and bisexual
their schools than straight students. Lesbian/gay students did not agree that adults in their schools
and bisexual youth were less likely to feel that stu- “listen to the students” (FIGURE 5.2).
23 |
FIGURE 5.2 | Perceptions of adults in schools by sexual orientation
Q: How much do you agree or disagree with the following statement?
• Adults at my school listen to the students (Disagree/Strongly disagree)
• Overall, adults at my school treat students fairly (Disagree/Strongly disagree)
Questioning
28%
18%
Gay/lesbian
34%
27%
Bisexual
36%
31%
Straight
21%
17%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Adults at my school listen to students
Adults at my school treat students fairly
Perceptions of adults in school by sexual orientation
Howpeers,
much
do you
agreecompared
or disagree
theoffollowing:
Overall,
Compared to theirQ:
straight
LGBQ
students
to 31with
percent
straight students.
One
were less likely to feel
that teachers
at their school
in five lesbian/gay
and bisexual students
did not
adults
at my school
treat students
fairly(disagree/strongly
disagree)
were interested in them as a person or cared believe their teachers cared about the students
/ Adults at my school listen to the students (disagree/strongly
about them (FIGURE 5.3). Over 40 percent of in their school. LGBQ students were also twice as
disagree)
lesbian/gay and bisexual
students did not think likely to feel that their teachers cared about them
their teachers were interested in them as people,
a little or not at all (FIGURE 5.4).
| 24
FIGURE 5.3 | Perceptions of teachers’ interest/care by sexual orientation
Q: How much do you agree or disagree with the following statement?
• Most teachers at my school are interested in me as a person
(Disagree/Strongly disagree)
• At my school, teachers care about students (Disagree/Strongly disagree)
Questioning
18%
31%
Gay/lesbian
23%
42%
Bisexual
22%
47%
Straight
12%
32%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
At my school, teachers care about students
Most teachers at my school are interested in me as a person
Perceptions of teachers interest/care by sexual orientation
Q: How much do you agree or disagree with the following
FIGURE 5.4 | Perceptions of teachers or other adults at school caring by
statement: Most teachers at my school are interested in me as a
sexual orientation
person (disagree/strongly disagree) / At my school, teachers care
Q: How much about
do you
feel teachers/other
adults
at school care about you?
students
(disagree/strongly
disagree)
(A little/Not at all)
Questioning
33%
Gay/lesbian
38%
Bisexual
43%
Straight
24%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
25 |
Perceptions of teachers or other adults at school caring
Q: How much do you feel teachers / other adults at school care
about you? (a little/not at all)
PEER RELATIONSHIPS
The Minnesota Student Survey asks several questions pertaining to bullying and peer victimization both within and outside the school environment. The comparison data collected from LGBQ
and straight students was disquietingly disparate. LGBQ youth were more likely to feel that
their friends care about them a little or not at all
compared to their straight peers (FIGURE 5.5).
One-in-five lesbian and gay students felt that
their friends care about them a little or not at all.
Eighteen percent of questioning and 15 percent
of bisexual students felt the same way, compared
to just seven percent of straight students.
FIGURE 5.5 | Perceptions of friends caring about you by sexual orientation
Q: How much do you feel friends care about you? (A little/Not at all)
Questioning
18%
Gay/lesbian
20%
Bisexual
15%
Straight
7%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Perceptions of friends caring about you by sexual orientation
Q: How much do you feel friends care about you?
SCHOOL-BASED BULLYING
ANDlittle)
HARASSMENT
(not at all/a
LGBQ students reported higher instances of bullying and harassment. FIGURE 5.6A-F breaks
down LGBQ harassment experiences based on
race, religion, disability, sexual orientation, gender, and weight or physical appearance. On all six
identity markers asked in the MSS, LGBQ students
were 1.5 to 14 times more likely to report being
bullied or harassed in the past 30 days than their
straight peers. Over half of lesbian/gay students
(58%) reported being bullied over the past thirty
days because they were gay or thought to be gay.
LGBQ students were three times as likely to report
daily bullying on all six identity markers as their
straight peers.
| 26
FIGURE 5.6A | Bullying and harassment for race, ethnicity or national origin by
sexual orientation
Q: During the last 30 days, how often have other students harassed or bullied
you for any of the following reasons?
• Your race, ethnicity or national origin (One or more times, Every day)
Questioning
16%
3%
Gay/lesbian
17%
4%
Bisexual
14%
2%
Straight
8%
1%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
One or more times
Every day
FIGURE Bullying
5.6B | Bullying
and harassment
religion
sexualorigin
orientation
and harassment
for race,for
ethnicity
orby
national
by
sexual orientation
Q: During the last 30 days, how often have other students harassed or bullied
Q: During the last 30 days, how often have other students harassed
you for any of the following reasons?
or bullied
for or
anymore
of thetimes,
following
reasons?
• Your
religionyou
(One
Every
day) Your race, ethnicity
or national origin (more than once/every day)
Questioning
14%
3%
Gay/lesbian
16%
4%
Bisexual
15%
2%
Straight
7%
0%
Every day
Bullying and harassment for religion by sexual orientation
Q: During the last 30 days, how often have other students harassed
20%
18%
16%
14%
12%
10%
27 |
8%
6%
4%
2%
One or more times
FIGURE 5.6C | Bullying and harassment for gender by sexual orientation
Q: During the last 30 days, how often have other students harassed or bullied
you for any of the following reasons?
• Your gender — being male or female (One or more times, Every day)
Questioning
12%
3%
Gay/lesbian
19%
3%
Bisexual
16%
2%
Straight
5%
0%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
One or more times
Every day
FIGURE 5.6D
| Bullying
and harassment
for being
or being
perceived as gay or
Bullying
and harassment
for gender
by sexual
orientation
lesbian by sexual orientation
Q:During the last 30 days, how often have other students harassed
for how
any of
the following
reasons?
Your
genderor
(being
Q: During or
thebullied
last 30you
days,
often
have other
students
harassed
bullied
you for anymale
of the
following
reasons?
or female)
(more
than once/every day)
• Because you are gay or lesbian or because someone thought you were
(One or more times, Every day)
Questioning
21%
4%
Gay/lesbian
58%
16%
Bisexual
39%
4%
Straight
4%
1%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
One or more times
Every day
| 28
Bullying and harassment for being or being perceived as gay or
FIGURE 5.6E | Bullying and harassment for disability by sexual orientation
Q: During the last 30 days, how often have other students harassed or bullied
you for any of the following reasons?
• A physical or mental disability (One or more times, Every day)
Questioning
12%
3%
Gay/lesbian
14%
3%
Bisexual
14%
2%
Straight
4%
1%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
One or more times
Every day
FIGURE 5.6F | Bullying and harassment for weight or physical appearance by
Bullying and harassment for disability by sexual orientation
sexual orientation
Q: During the last 30 days, how often have other students harassed
Q: Duringorthe
last 30
days,
how
have other
students
harassed
or bullied
bullied
you
for any
of often
the following
reasons?
A physical
or mental
you for any
of the following
disability
(more thanreasons?
once/every day)
• Your weight or physical appearance (One or more times, Every day)
29 |
The MSS also asks about specific types of bullying that students experienced regularly, including
sexual harassment, mean rumors or lies, social
isolation, and cyberbullying. Consistent with the
statistics previously mentioned, LGBQ students
experienced these types of bullying at alarmingly high rates compared to their straight peers.
Rates of sexual harassment at school were over
two times higher for lesbian/gay and bisexual
students than straight students (FIGURE 5.7) All
LGBQ students were 2 to 3 times more likely to experience sexual harassment on a daily basis than
their straight peers.
FIGURE 5.7 | Sexual harassment by sexual orientation
Q: During the last 30 days, how often have other students at school made sexual jokes, comments or gestures towards you? (One or more times, Every day)
Questioning
30%
6%
Gay/lesbian
48%
11%
Bisexual
47%
8%
Straight
21%
3%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
One or more times
Every day
Lesbian/gay
andHarassment
bisexual students
were 1.5
to having mean rumors and lies spread about them
Sexual
by sexual
orientation
2 times as likely to report having mean rumors on a daily basis at rates 5 to 7 times higher than
Q: During the last 30 days, how often have other students at school
and lies spread about them than straight stu- straight students.
made sexual
comments
or gestures towards you?
dents (FIGURE
5.8). Alljokes,
LGBQ students
reported
| 30
FIGURE 5.8 | Mean rumors and lies by sexual orientation
Q: During the last 30 days, how often have other students at school spread
mean rumors or lies about you? (Ever, Every day)
Questioning
28%
4%
Gay/lesbian
39%
6%
Bisexual
45%
5%
Straight
22%
1%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
Ever
Every day
LGBQ students experienced social exclusion 21 percent of straight students. LGBQ students
Mean rumors
lies5.9).
by sexual
orientation
more often than straight
students and
(FIGURE
were also
5 to 8 times more likely than straight
Between 30 and Q:
38 During
percent of
LGBQ
students
students
to feel
excluded
a daily basis.
the
last 30
days, how
often
have
other on
students
at school
felt socially excluded from friends, compared to
spread mean rumors or lies about you? (more than once/every day)
FIGURE 5.9 | Social exclusion by sexual orientation
Q: During the last 30 days, how often have other students at school excluded
you from friends, other students or activities? (Ever, Every day)
Questioning
30%
5%
Gay/lesbian
38%
8%
Bisexual
37%
6%
Straight
21%
1%
40%
36%
32%
28%
24%
20%
16%
12%
31 |
8%
4%
Ever
Every day
Social exclusion by sexual orientation
Q: During the last 30 days, how often have other students at school
Cyberbullying is the use of electronic communication and social media to harass, defame, or spread
rumors about an individual7. This can be done
through text, chatrooms, websites, smart phone
applications, or email. Cyberbullying has a profound effect on the intended victim because of its
ability to reach large populations in a short period
of time, spread across multiple electronic formats,
and inability to be erased, controlled, or removed
once released on a media format8,9,10,11. Lesbian
and gay students were almost three times as likely
to report cyberbullying in the past thirty days, and
over four times as likely to report daily cyberbullying, than their straight peers (FIGURE 5.10).
FIGURE 5.10 | Cyberbullying by sexual orientation
Q: During the last 30 days, how often have you been bullied through e-mail,
chat rooms, instant messaging, websites or texting? (Ever, Every day)
Questioning
21%
3%
Gay/lesbian
28%
4%
Bisexual
31%
2%
Straight
12%
1%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Ever
Every day
Cyberbullying by sexual orientation
PHYSICAL HARASSMENT
During
the
last 30 Mindays, threatened
how often with
havephysical
you been
bullied
Consistent with theQ:
bullying
data
collected,
violence
at school,
nesota’s LGBQ students
reported
facingchat
the threat
to less than one-tenth
of or
their
straight
through
e-mail,
rooms,compared
instant messaging,
websites
texting?
and execution of physical harm at much higher peers (FIGURE 5.11). LGBQ students were also two
(more than once/everyday)
rates than their straight peers. Nearly one fifth of to four times more likely to report being physically
all LGBQ students in Minnesota reported being threatened on a daily basis than straight students.
| 32
FIGURE 5.11 | Threats of physical violence by sexual orientation
Q: During the last 30 days, how often have other students at school threatened to beat you up? (Ever, Every day)
Questioning
17%
3%
Gay/lesbian
21%
4%
Bisexual
21%
2%
Straight
8%
1%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Ever
Every day
LGBQ youth reported significantly higher rates compared to only one in 25 straight students havof being threatened
with of
a weapon
school ing
sameorientation
experience. Approximately 10 perThreats
physicalatviolence
by the
sexual
(FIGURE 5.12). One in seven lesbian and gay cent of bisexual and questioning students also
Q: During the last 30 days, how often have other students at school
students had been threatened with a weapon at reported being threatened with a weapon, which
beatthe
you
up? (more
thanthe
once/everyday)
school in the thirtythreatened
days prior toto
taking
MSS,
is over twice
percentage of straight students.
FIGURE 5.12 | Threats/injury with a weapon by sexual orientation
Q: During the last 30 days, on how many days have other students at school
threatened or injured you with a weapon (gun, knife, club, etc.)? (One or
more days)
Questioning
9%
Gay/lesbian
14%
Bisexual
11%
Straight
4%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
33 |
Threat/injury with a weapon by sexual orientation
Q: During the last 30 days, on how many days have other students at school threatened or injured you with a weapon (gun,
LGBQ students were more likely to report threats
to their property at school than straight students
(FIGURE 5.13). Over one in six bisexual and questioning students had their property damaged
during the thirty days prior to taking the MSS.
One in five lesbian/gay students reported the
same experience, compared to only one-tenth of
straight students.
FIGURE 5.13 | Damage to physical property by sexual orientation
Q: During the last 30 days, on how many days have other students at school
stolen or deliberately damaged your property such as clothing, books or car?
(One or more days)
Questioning
16%
Gay/lesbian
22%
Bisexual
19%
Straight
10%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Damage to physical property by sexual orientation
The MSS also asked
often students
ex- likely
to report
assaulted
Q:how
During
the last have
30 days,
on how
manybeing
daysphysically
have other
stu- one or
perienced being pushed, shoved, slapped, hit, more times during the past 30 days than straight
dents
at stolen
deliberately
damaged
yourtoproperty
such asLGBQ
or kicked by another
student
- whenorthey
were students.
Compared
straight students,
not kidding - within
the pastbooks
30 days
students
2 to 5 times more likely to report
clothing,
or(FIGURE
car? (more
than were
once)
5.14). LGBQ students were 1.5 to 2 times more physical assault on a daily basis.
| 34
FIGURE 5.14 | Experiences of physical violence by sexual orientation
Q: During the last 30 days, how often have other students at school pushed,
shoved, slapped, hit or kicked you when they weren’t kidding around?
(One or more times, Every day)
Questioning
19%
3%
Gay/lesbian
22%
5%
Bisexual
19%
2%
Straight
10%
1%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
One or more times
Every day
SAFETY
Experiences of physical violence by sexual orientation
Consistent with the bullying, harassment, and disagree or strongly disagree with these stateQ: During
the lastfelt
30signifidays, how
often
have other
students
at school
physical assault data,
LGBQ students
ments,
compared
to their
straight peers.
Ten to
cantly less safe atpushed,
school than
straightslapped,
students. hit15
LGBQ
students
unsafe travelshoved,
orpercent
kickedofyou
when
they felt
weren’t
The MSS asks if students agree or disagree with ing to and from school, compared to 6 percent
kidding around? (more than once/every day)
the following statements: “I feel safe going to and of straight students (FIGURE 5.13). Differences
from school,” and “I feel safe at school.” A major- in school safety perceptions were also disparate:
ity of both straight and LGBQ students strongly fourteen to 22 percent of LGBQ students felt unagreed or agreed with both of these statements. safe at school, compared to only 6 percent of
However, LGBQ students were much more likely to straight students (FIGURE 5.15).
35 |
FIGURE 5.15 | Perceptions of safety by sexual orientation
Q: How much do you agree or disagree with each of the following statements?
• I feel safe at school (Disagree/Strongly Disagree)
• I feel safe going to and from school (Disagree/Strongly Disagree)
Questioning
14%
11%
Gay/lesbian
22%
15%
Bisexual
18%
10%
Straight
6%
4%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
I feel safe at school
I feel safe going to and from school
Perceptions of safety by sexual orientation
Q: How TRANSFERS
much do you agree or disagree with each of the following
SKIPPING AND SCHOOL
statements?
I feel
safe at school
disagree)
I feel
The lack of support
from educators,
perpetuation
Over(disagree/strongly
one-quarter of LGBQ
students /reported
of bullying, and physical
threats
students
skipping
a full day of school,
the highest out of
safe going
to LGBQ
and from
school
(disagree/strongly
disagree).
experience in schools can lead to disengage- any student population in Minnesota (Figure
ment, having a profound effect on their educa- 5.16). All LGBQ youth were over twice as likely
tional experience. Nationally, LGBQ students are to change schools in the past year compared to
more likely to skip school and transfer than their straight students (Figure 5.16). Special attention
straight peers. Often times, LGBQ cite their expe- needs to be paid to LGBQ students in order to
riences within their educational settings as a rea- understand their lower attendance and alarmingson for skipping classes and leaving a school12. ly high school transfer rates.
| 36
FIGURE 5.16 | Unexcused absences and changing schools by sexual orientation
Q: During the last 30 days, how many times have you skipped or cut a FULL
day of school or classes without being excused? (One or more times)
Q: Since the beginning of this school year, how many times have you changed
schools? (One or more times)
Questioning
17%
12%
Gay/lesbian
26%
13%
Bisexual
19%
11%
Straight
9%
4%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Skipped or cut a full day of school without being excused in the last 30 days
Changed schools since the beginning of the school year
The data collected from the 2013 Minnesota Student Survey illustrates a
grave situation within Minnesota schools. LGBQ students generally feel
less supported, accepted, and safe within their schools. These issues combined with the statistics on their home experiences - do not indicate
positive outcomes for LGBQ students’ educational, physical, mental, and
behavioral success. The next chapter highlights LGBQ students’ perceptions of education, reported educational outcomes, and educational goals.
37 |
EDUCATION
Chapter 6
School climate has a profound effect on student
achievement. Students who feel safe, welcomed,
and cared for by educators and peers are more
engaged at school. Positive school climate and
student engagement are two significant indicators in predicting educational outcomes. LGBQ
students reported feeling less accepted by their
educators and peers. This can cause a student to
become disengaged at school, having a profound
impact on their educational goals and outcomes.
The following chapter will outline LGBQ students’
reported engagement in school, grades, and aspirations after graduating high school.
Care about School/
Pay Attention in Class/
Useful/Interest
Individualized Education
Plans and Grades
After School Goals/Plans
39
42
44
| 38
CARE ABOUT SCHOOL/PAY ATTENTION
IN CLASS/USEFUL/INTEREST
LGBQ students were less likely to report interest in
doing well in school and being a student. The MSS
asks if students care about doing well in school
and if being a student is an important part of who
they are (FIGURES 6.1 AND 6.2). Over one-quarter of gay, bisexual, and questioning males reported caring about doing well in school “some
of the time” or “none of the time,” compared to
15 percent of straight males. When asked if they
believed that “being a student is one of the most
important parts of who they are,” 51 percent of bisexual and 45 percent of gay males disagreed or
strongly disagreed with that statement. Straight
female students reported doing better in and caring about school at higher rates than male students. However, Minnesota’s LGBQ female students reported not caring at equal or higher rates
than straight males (FIGURE 6.1 AND 6.2). Over
one-quarter of lesbian/gay and bisexual females
said they cared about doing well in school only
“some of” or “none of the time,” which is three
times higher than straight female students. 51
percent of female bisexuals reported that being
a student is not an important part of who they are.
FIGURE 6.1 | Caring about doing well in school by sexual orientation and sex
Q: How often do you care about doing well in school? (Some of the time/
None of the time)
Questioning
27%
16%
Gay/lesbian
26%
25%
Bisexual
30%
27%
Straight
15%
8%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Male
Female
Caring about doing well in school by sexual orientation and sex
Q: How often do you care about doing well in school? (some of the
time/none of the time)
39 |
FIGURE 6.2 | Importance attached to being a student by sexual orientation and sex
Q: Being a student is one of the most important parts of who I am (Disagree/
Strongly disagree)
Questioning
39%
38%
Gay/lesbian
42%
49%
Bisexual
48%
52%
Straight
35%
28%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
LGBQ students were less likely to think that what most likely to report that what they are learning
Importance
attached
being
student
sexual orientation
they “learn at school
[is] useful” (FIGURE
6.3).to
Simis a
useful,
but by
lesbian/gay
and bisexual females
ilar to the data above,
straight females were the were the least likely to believe the same.
and sex
Q: Being a student is one of the most important parts of who I am
(disagree/strongly disagree)
FIGURE 6.3 | Perception that things learned in school are useful by sexual
orientation and sex
Q: How much do you agree or disagree with the following statement? I think
things I learn at school are useful (Disagree/Strongly disagree)
Questioning
29%
24%
Gay/lesbian
27%
31%
Bisexual
27%
33%
Straight
22%
19%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Male
Female
| 40
Perception that things learned in school are useful by sexual
LGBQ students’ lack of interest or caring in school
is reflected in the amount of time they pay attention
during class (FIGURE 6.4). Over one-quarter of GBQ
males and LGB females reported paying attention
only “some of the time” or “none of the time.”
FIGURE 6.4 | Paying attention in class by sexual orientation and sex
Q: How often do you pay attention in class? (Some of the time/none of the time)
Questioning
29%
20%
Gay/lesbian
26%
28%
Bisexual
30%
29%
Straight
19%
12%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Male
Female
Paying attention
class
LGBQ students reported
lower ratesinof
study- typical day. Over one-quarter of lesbian/gay feing and working Q:
on homework
outside
of
school
males and
gay males
reported
thetime/none
same. 24% of
How often do you pay attention
in class?
(some
of the
(FIGURE 6.5). Fifteen percent of straight students bisexual students reported doing no homework on
of the time)
reported doing zero hours of homework on a a typical day.
41 |
FIGURE 6.5 | Studying and homework outside of school by sexual orientation
Q: During a typical school day, how many hours do you do each of the following outside of school?
• Study or do homework (Zero hours)
22%
Questioning
Gay/lesbian
26%
Bisexual
24%
Straight
15%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Studying and homework outside of school by sexual orientation
INDIVIDUALIZEDQ:
EDUCATION
PROGRAMS
During a typical
school day, how many hours do you do each
AND GRADES
of the following outside of school? Study or do homework (zero
Roughly 15 percent of Minnesota students are students; nearly one-fifth of all LGBQ students
hours)
on an Individualized Education Program (IEP)2. reported being on an IEP (Figure 6.6). Over 25
Students who are on an IEP have been identified/diagnosed by educators or healthcare providers as having a disability that interferes with
their learning. The likelihood of LGBQ students
being on an IEP was higher compared to straight
percent of bisexual males stated they were on an
IEP, the highest among all populations. The rate
of female LGBQ students who reported having
an IEP was 2.5 times higher than that of straight
female students.
| 42
FIGURE 6.6 | Individualized Education Program (IEP) or special education by
sexual orientation and sex
Q: Do you have an IEP or get special education services? (Yes)
Questioning
28%
16%
Gay/lesbian
18%
18%
Bisexual
26%
17%
Straight
11%
6%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Male
Female
LGBQ students reported lower grades overall com- two-thirds of lesbian, gay, and bisexual students
Planreported
(IEP) or
special
sexualwere
pared to straightIndividualized
students (FIGUREEducation
6.7). Well over
those
same education
grades. LGBQby
students
three-quarters (78
percent) of straight
students re- 3 to 6 times more likely to report getting F’s or Inorientation
and sex
ported getting mostly A’s and B’s in school. Only completes than their straight counterparts.
Q: Do you have an IEP or get special education services? (yes)
FIGURE 6.7 | Grades by sexual orientation
Q: How would you describe your grades this school year?
68%
25%
4%
2%
Questioning
A's and B's
C’s and D's
43 |
65%
27%
7%
1%
Gay/lesbian
58%
36%
6%
<1%
Bisexual
F’s and incompletes
Not sure
78%
20%
2%
<1%
Straight
AFTER HIGH SCHOOL GOALS/PLANS
Straight students were more likely to report
plans to attend a four-year college or university after graduation (Figure 6.8). Seventy-two
percent of straight students said they were going to obtain a four-year degree after graduating high school, with 79 percent of females
and 65 percent of males choosing this option.
Only 54 percent of bisexual, 55 percent of questioning, and 59 percent of lesbian/gay students
stated that they plan on attending a four-year college or university. LGBQ students were more likely to state that they were going to get a job after
graduating than straight students.
FIGURE 6.8 | After high school plans: four-year college or university by sexual
orientation and sex
Q: What is the MAIN thing you plan to do RIGHT AFTER high school?
(Go to a four-year college or university)
Questioning
48%
63%
Gay/lesbian
62%
56%
Bisexual
52%
54%
Straight
65%
79%
80%
72%
64%
56%
48%
40%
32%
24%
16%
8%
Male
Female
After school plans: four-year college or university by sexual
orientation and sex
Q: What is the MAIN thing you plan to do RIGHT AFTER high
school? (Go to a four-year college or university)
| 44
FIGURE 6.9 | After high school plans: work at a job by sexual orientation and sex
Q: What is the MAIN thing you plan to do RIGHT AFTER high school?
(Work at a job)
Questioning
11%
6%
Gay/lesbian
6%
6%
Bisexual
8%
8%
Straight
6%
65%
3%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Male
Female
LGBQ students were also 7 to 21 times more likely were not planning to graduate from high school.
After school plans: work at a job by sexual orientation and sex
to report not planning to graduate from high school LGBQ youth of both genders reported significantly
Q: What
is the
MAIN
thing
planrates
to do
RIGHT to
AFTER
high
compared to straight
students
(FIGURE
6.8).
Lessyou
higher
of planning
drop out,
with 7 percent
than one percent school?
of all straight
students
(Work
at astated
job) they of gay males having the highest percentage.
45 |
FIGURE 6.10 | After high school plans: not graduating by sexual orientation
and sex
Q: What is the MAIN thing you plan to do RIGHT AFTER high school?
(I don’t plan to graduate from high school)
Questioning
5%
2%
Gay/lesbian
7%
3%
Bisexual
2%
1%
Straight
0%
0%
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
Male
Female
After
school
not graduating
by sexual
orientation
and
sex
The MSS
data
showplans:
that LGBQ
students were
more likely
to report
negative
perceptions
of istheir
learning
experiences,
educational
outcomes,
Q: What
the MAIN
thing
you plan to lower
do RIGHT
AFTER high
and lower
ambitions/goals
after
graduation.
Research
states that students
school?
(I don’t plan to
graduate
from high
school)
who do not feel supported at home or school are less likely to have positive educational outcomes. All of the data collected on LGBQ students’
educational perceptions and outcomes point to that same hypothesis. To
change LGBQ educational outcomes, Minnesota schools need to research
ways to support their LGBQ students.
| 46
COMMUNITY ENGAGEMENT/
OUT OF SCHOOL ACTIVITIES
Chapter 7
This chapter explores the lives of LGBQ students
outside of the school day and the home: their
perceptions of how the community perceives
them, where they go when the school day is over,
and time spent on activities outside of the school
day. Overall, LGBQ students are more likely
to participate in activities that are solitary than
straight students and are less likely to participate
in after school activities overall.
47 |
Perception of Community
Acceptance
48
Out of School Activities
48
Screen Time
52
Organized Activities Done
Outside the School Day
54
Reasons for Not Participating
in Organized Activities
56
PERCEPTION OF COMMUNITY ACCEPTANCE
LGBQ youth are less likely to feel as though
members of their community care about them
than straight youth (FIGURE 7.1). Thirty-seven
percent of straight youth felt like adults in their
community cared about them “quite a bit” or
“very much.” Between 16 and 28 percent of
LGBQ youth felt the same way.
FIGURE 7.1 | Perceptions of support by adults in the community by
sexual orientation
Q: How much do you feel adults in your community care about you (Quite a bit/
Very much)
Questioning
28%
Gay/lesbian
24%
Bisexual
16%
Straight
37%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Perceptions of support by adults in the community by
OUT OF SCHOOL ACTIVITIES
sexual orientation
The MSS asks where students usually go after community centers, religious centers, a job, or the
How
much
you feel
adults
care about
school (FIGUREQ:
7.2).
LGBQ
anddo
straight
youth
mallin
or your
moviecommunity
theaters. However,
LGBQ students
generally reported
toasimilar
places
af- were more likely to report going to the library and
you?going
(quite
bit, very
much)
ter school, including staying at school, going to parks than straight students.
someone else’s home or their own home, going to
| 48
FIGURE 7.2 | After school activities by sexual orientation
Q: Where do you usually go after school?
Your home or another home such as a friend’s, relative’s or neighbor’s
82%
Questioning
85%
Gay/lesbian
89%
Bisexual
88%
11%
10%
Straight
Questioning
Gay/lesbia
A library
I stay at my school or go to another school
31%
27%
Questioning
Gay/lesbian
28%
Bisexual
29%
Straight
Questioning
16%
Gay/lesbian
19%
Bisexual
Questioning
Questioning
8%
Gay/lesbia
15%
8%
9%
Straight
Questioning
Gay/lesbia
A church, synagogue, mosqu
A job
14%
11%
A rec, community or other yo
Some other place, such as a mall or movie theatre
15%
A park or other outdoor spa
20%
Gay/lesbian
19%
Bisexual
20%
7%
Straight
Questioning
6%
Gay/lesbia
After-school activities by sexual orientation
Q: Where do you usually go after school? (mark all
49 |
bor’s
%
ght
A park or other outdoor space
11%
10%
13%
8%
Questioning
Gay/lesbian
Bisexual
Straight
8%
10%
5%
Gay/lesbian
Bisexual
Straight
A library
%
11%
ht
Questioning
A rec, community or other youth center
%
ht
8%
9%
7%
67%
9%
Questioning
Gay/lesbian
Bisexual
Straight
A church, synagogue, mosque, or other spiritual/religious place
%
ght
7%
6%
5%
6%
Questioning
Gay/lesbian
Bisexual
Straight
xual orientation
after school? (mark all that apply)
| 50
LGBQ students reported spending their free
time doing multiple activities that vary from their
straight peers (FIGURE 7.3). The percentages
below represent those students who reported
spending at least one hour of time doing various
activities during their free time. LGBQ students
reported spending more time reading for pleasure or doing creative activities (like music, arts, or
crafts). Lesbian and gay students were also more
likely to report working one or more hours compared to their straight peers. (FIGURE 7.4)
FIGURE 7.3 | Outside of school activities by sexual orientation
Q: During a typical day, how many hours do you do each of the following outside of school? (1+ hours)
Questioning
57%
64%
51%
Gay/lesbian
55%
66%
42%
Bisexual
58%
78%
54%
Straight
63%
53%
34%
80%
72%
64%
56%
48%
40%
32%
24%
16%
8%
Go outside, take a walk or go for a bike ride
Do creative things like music, arts or crafts
Read for pleasure
Outside of school activities by sexual orientation
Q: During a typical day, how many hours do you do each of the
following outside of school? (1+ hours)
51 |
FIGURE 7.4 | Employment/working by sexual orientation
Q: During a typical week, how many hours do you work for pay outside of the
regular school day? (1+ hours)
Questioning
36%
Gay/lesbian
44%
Bisexual
39%
Straight
42%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
Employment/working by sexual orientation
SCREEN TIME
Q: During a typical week, how many hours do you work for pay
7
The National Heart,outside
Lung, andofBlood
Institute and
time
per day
Lesbian, gay, and bisexual students
the regular
school
day?
(1+. hours)
American Academy of Pediatrics (AAP) have set
recommendations for the amount of screen time
young people should experience on a daily basis.
Screen time includes watching television, using a
computer, playing video games, or using a handheld device like a phone or tablet. It is recommended that youth be limited to 2 hours of screen
reported more screen time on every device than
straight students (FIGURE 7.5). Though straight
and questioning students reported more similar
screen time use, questioning youth spent more
time using the computer, playing online games,
and watching TV shows, movies, or videos than
straight youth.
| 52
FIGURE 7.5 | Screen time activities by sexual orientation
Q: During a typical school day, how many hours do you do each of the
following outside of school? (3+ hours)
Using the computer
34%
Questioning
38%
Gay/lesbian
37%
Bisexual
19%
Straight
Talk on the phone or use an a
Playing video or online games
21%
Questioning
22%
Gay/lesbian
22%
Bisexual
14%
Straight
21%
Questioning
32%
Gay/lesbia
Watch TV shows, movies or v
Text
29%
44%
54%
38%
Questioning
Gay/lesbian
Bisexual
Straight
35%
38%
Questioning
Gay/lesbian
Screen time activities by sexual orientation
Q: During a typical school day, how many hours do
the following outside of school? (3+ hours)
53 |
ht
ht
t
Talk on the phone or use an app
21%
Questioning
32%
Gay/lesbian
35%
Bisexual
22%
Straight
Watch TV shows, movies or videos on a TV, computer, or phone
35%
38%
13%
28%
Questioning
Gay/lesbian
Bisexual
Straight
ORGANIZED ACTIVITIES DONE OUTSIDE THE
SCHOOL DAY
The Minnesota Student Survey also asks about
students’ involvement in organized activities outside of school. Figures below represent any student participating in that activity one or more days
per week (FIGURE 7.6). LGBQ students were less
likely to report playing on school and club sports
ual orientation
teams than straight students or being involved in
religious activities. However, LGBQ students were
ay, how many hours do you do each
of
more likely to report taking part in school-sponsored activities or taking outside lessons such as
ool? (3+ hours)
music, dance, tennis, or karate lessons.
| 54
FIGURE 7.6 | Participation in organized activities by sexual orientation
Q: During a typical week, how often do you participate in each of the
following activities outside of the regular school day? (One or more days)
Religious activities such as religious services, education or youth group
31%
Questioning
26%
Gay/lesbian
25%
Bisexual
42%
Straight
School sports teams
Lessons, such as music, dance, tennis, or karate lessons
25%
Questioning
27%
Gay/lesbian
21%
Bisexual
21%
Straight
33%
Questioning
29%
Gay/lesbian
Club or community sports teams
School sponsored activities or clubs that are not sports
33%
44%
37%
29%
24%
25%
20%
Questioning
Gay/lesbian
Bisexual
Straight
Questioning
Gay/lesbian
55 |
%
ght
%
ght
%
ht
School sports teams
33%
Questioning
29%
20%
Bisexual
Gay/lesbian
50%
Straight
Club or community sports teams
25%
20%
18%
35%
Questioning
Gay/lesbian
Bisexual
Straight
REASONS FOR NOT PARTICIPATING IN
ORGANIZED ACTIVITIES
Minnesota students were asked what caused
them to not participate in organized activities outside of the school day. LGBQ youth faced more
barriers to participating in after school activities
than straight students (FIGURE 7.7). LGBQ youth
often cited socio-economic barriers to participating in after school activities including cost,
transportation, and responsibility for taking care
of family members. Related to socio-economic
barriers, LGBQ youth were more likely to state
that their parents would not allow them to participate in after school activities. LGBQ youth were
also more likely to report that safety was a concern
that stopped them from participating in activities.
| 56
FIGURE 7.7 | Reasons for non-participation in organized activities
Q: What are the reasons you don’t participate in activities, programs or clubs
outside of the regular school day? (Mark all that apply)
It is not a safe space
5%
Questioning
7%
3%
Bisexual
Gay/lesbian
1%
Straight
My parents or guardians won
I have to take care of other family members
10%
9%
13%
7%
67%
Questioning
Gay/lesbian
Bisexual
Straight
8%
Questioning
8%
Gay/lesbian
Activities cost too much
I don’t have a way to get there or home
24%
22%
31%
15%
Questioning
Gay/lesbian
Bisexual
Straight
22%
Questioning
20%
Gay/lesbian
Reasons for non-participation in outside activities
Q: What are the reasons you don’t participate in acti
or clubs outside of the regular school day? (Mark all
57 |
My parents or guardians won't let me
8%
Questioning
8%
Gay/lesbian
10%
5%
Bisexual
Straight
31%
15%
Bisexual
Straight
Activities cost too much
22%
Questioning
20%
Gay/lesbian
in outside activities
Though LGBQ and straight youth share similar interests, disparities are still
don’t participate
in activities,
programs
present. LGBQ
youth are more likely
to engage in creative activities and
read for pleasure, but they do not participate in athletics at the rates of
school day?
(Mark
that
straight
students.all
While
LGBQapply)
students are participating in recreational
activities, they are less physically active and spend more time on screens
than straight students.
| 58
MENTAL HEALTH
Chapter 8
Previous chapters have outlined the home,
school, and community climate surrounding
LGBQ students. The bullying, abuse, and rejection reported by LGBQ students would have a
profound effect on any youth and, as this chapter will outline, a large percentage of Minnesota’s LGBQ youth are reporting symptoms of
poor mental health.
This chapter explores the mental health of LGBQ
students as reported in the Minnesota Student
Survey. Questions pertaining to depression,
anxiety, mental health problem/illness, drug
or alcohol addiction, and self-harm/suicide are
discussed. Consistent with the data in the pre-
vious chapters, LGBQ students reported mental
health distress at much higher rates than their
straight peers.
59 |
Internal and External Distress
60
Reports of Either Having
or Having Been Treated for
a Mental, Behavioral,
Emotional, or Drug Problem
64
Self-Harm, Suicide Risk, and
Suicide Attempts67
INTERNAL AND EXTERNAL DISTRESS
The MSS asks a series of five yes/no questions that
measure internal mental distress. Figure 8.1 is a
copy of this measure from the MSS. These questions are from the GAIN-SS Assessment, which is
the Global Appraisal of Individual Needs-Short
Screener1. A major goal of the GAINS-SS Assessment is to quickly and accurately identify individuals who possibly have one or more behavioral
health disorders.
FIGURE 8.1 | GAINS-SS Internal Distress question
Q: This question asks about SIGNIFICANT problems. Problems are considered
significant when you have them for two or more weeks, when they keep coming back, keep you from meeting your responsibilities, or make you feel like
you can’t go on. During the last 12 months, have you had SIGNIFICANT
problems …
•
With feeling very trapped, lonely, sad, blue, depressed or hopeless
about the future?
•
With sleep trouble, such as bad dreams, sleeping restlessly or falling
asleep during the day?
•
With feeling very anxious, nervous, tense, scared, panicked or like
something bad was going to happen?
•
With becoming very distressed and upset when something reminded
you of the past?
•
With thinking about ending your life or committing suicide?
These five questions create a scaled measure of
internal distress which ranges from 0 to 5. A student response of “yes” to any of these questions
results in 1 point given to the student respondent.
The points are then added to generate an internal distress score. A score of 0 to 1 signifies low
internal distress; 2 to 3 indicates a medium level
of internal distress; and 4 to 5 suggests a high level of internal distress within a student.
According to this scale, 37 to 59 percent of all female lesbian/gay, bisexual, and questioning students reported high internal distress, compared
to only 20 percent of straight females (FIGURE
8.2). 32 percent of bisexual and gay males reported high internal distress scores. Only 18 percent
of straight males had the same scores. Compared
to their straight peers, LGBQ students reported
higher levels of internal distress.
| 60
FIGURE 8.2 | Percent students reporting high levels of internal distress by sexual
orientation and sex (A score of 4 or 5 on the GAIN-SS Internal Distress Assessment)
Questioning
19%
37%
Gay/lesbian
32%
50%
Bisexual
32%
59%
Straight
10%
20%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
Percent students reporting high levels of internal distress by sexual
Two questions in orientation
the GAINS-SSand
Internal
(FIGUREInternal
8.3), with 74 and
sexDistress
(a scorefeelings
of 4 orof5 depression
on the GAIN-SS
Assessment can be used to identify students who 65 percent stating that they had felt significantly
Distress Assessment)
may be experiencing symptoms of depression or depressed in the past year, respectively. Over 50
anxiety. The first question asks whether the student is “feeling very trapped, lonely, sad, blue,
depressed or hopeless about the future.” This
is meant to identify possible depression within
a student. Out of all students, bisexual and lesbian/gay females were the most likely to report
61 |
percent of gay and bisexual males reported feeling significantly depressed, which is more than
twice the rate of straight males. Both questioning females and males were more likely to report
these feelings than their straight peers.
FIGURE 8.3 | Reports of symptoms of depression in the last 12 months by sexual orientation and sex
Q: During the last 12 months, have you had SIGNIFICANT problems with feeling
very trapped, lonely, sad, blue, depressed or hopeless about the future? (Yes)
Questioning
36%
61%
Gay/lesbian
53%
65%
Bisexual
54%
74%
Straight
21%
37%
80%
72%
64%
56%
48%
40%
32%
24%
16%
8%
Male
Female
The third question
in the GAIN-SS
Assessment
rates of anxiety
straight
students
(FIGURE
Reports
of symptoms
of depression
in thethan
last 12
months
by sexual
addresses problems with anxiety, asking whether 8.4). Nearly 50 percent of bisexual and gay males
orientation and sex
students have significant problems with “feeling reported problems with anxiety, compared to
Q: During
the last
12 months,
have
you had
SIGNIFICANT
problems
very anxious, nervous,
tense, scared,
panicked,
or only
22 percent
of straight
males. Over
two-thirds
like something bad
was feeling
going tovery
happen.”
Again,lonely,
of bisexual
females
and 63 percent
of lesbian/
with
trapped,
sad, blue,
depressed
or hopeless
females were more likely to report feeling anx- gay females reported that they had significant
about the future? (yes)
ious overall and LGBQ students reported higher anxiety problems.
| 62
FIGURE 8.4 | Reports of symptoms of anxiety in the last 12 months by sexual
orientation and sex
Q: During the last 12 months, have you had SIGNIFICANT problems with feeling
very anxious, nervous, tense, scared, panicked or like something bad was going
to happen?
Questioning
37%
55%
Gay/lesbian
48%
63%
Bisexual
49%
69%
Straight
22%
39%
80%
72%
64%
56%
48%
40%
32%
24%
16%
8%
Male
Female
Reports of symptoms of anxiety in the last 12 months by sexual
The question in Figure 8.5 measures external
orientation
andpoint
sex scale
distress on the using
a similar five
described in the internal distress question.
Q: During the last 12 months, have you had SIGNIFICANT problems
with feeling very anxious, nervous, tense, scared, panicked or like
somethingExternal
bad wasDistress
going toquestion
happen? (yes)
FIGURE 8.5 | GAINS-SS
Q: During the last 12 months, did you do any of the following TWO OR MORE
TIMES? (Yes)
•
Lie or con to get things you wanted or to avoid having to do something?
•
Have a hard time paying attention at school, work or home?
•
Have a hard time listening to instructions at school, work or home?
•
Be a bully or threaten other people?
•
Start fights with other people?
63 |
LGBQ students reported higher external distress than straight students. Over 14 percent
of lesbian, gay, and bisexual students had a
rating of 4 or 5, signifying high external distress.
Between 14 to 8 percent of questioning students
reported high external distress, compared to 8 to
5 percent of straight students.
FIGURE 8.6 | Percent of students reporting high levels of external distress by
sexual orientation and sex
Questioning
14%
8%
Gay/lesbian
17%
16%
Bisexual
14%
16%
Straight
8%
5%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Male
Female
Percent students reporting high levels of external distress by
and sex (a score of 4 or 5 on the GAIN-SS
REPORTS OF sexual
EITHER orientation
HAVING OR HAVING
BEEN TREATED
FOR
A
MENTAL,
BEHAVIORAL,
Internal Distress Assessment)
EMOTIONAL, OR DRUG PROBLEM
The indicators above suggest potential individual mental health problems. The results gathered
from these questions mirror reports of longterm mental health problems, mental health
treatment, and drug/alcohol-related treatment
among LGBQ youth. The MSS describes a longterm health problem as lasting a minimum of six
months. LGBQ students are 2 to 4 times more likely to report having a long-term mental, emotional, or behavioral health problem than straight students (FIGURE 8.6). Female students were more
likely to report a long-term mental, emotional, or
behavioral health problem than males for both
the straight and LGBQ student populations. Half
of bisexual females and 40 percent of lesbian/
gay females reported having a long-term mental, emotional, or behavioral health problem,
compared to 13 percent of straight females. One
quarter of gay males and one third of bisexual
males reported a long-term mental, emotional,
or behavioral health problem, a rate 2.5 to three
times higher than their straight peers (FIGURE
| 64
FIGURE 8.7 | Reports of long-term mental, emotional, or behavioral health
problem by sexual orientation and sex
Q: Do you have any long-term mental health, behavioral or emotional problems? Long-term means lasting 6 months or more. (Yes)
Questioning
21%
29%
Gay/lesbian
25%
43%
Bisexual
33%
52%
Straight
9%
13%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
LGBQ students were
2 to of
4 times
more likely
to males,
bisexualorstudents
were health
more likely to reReports
long-term
mental,
emotional,
behavioral
report receiving treatment for a mental, emotion- port being treated for a mental health problem
problem by sexual orientation and sex
al, or behavioral health problem than straight stu- than any other population (32 and 22 percent,
Q: Do
you were
havemore
any long-term
mental health,
behavioral
or higher than
dents (FIGURE 8.8).
Females
likely to respectively),
a rate 2.5
to three times
report being treated
than males.
For females
and theirmeans
straight peers
(FIGURE
8.7).
emotional
problems?
Long-term
lasting
6 months
or more. (yes)
65 |
FIGURE 8.8 | Reports of treatment for long-term mental, emotional, or
behavioral health problem by sexual orientation and sex in the past year
Q: Have you ever been treated for a mental health, emotional or behavioral
problem? (Yes, during the last year)
Questioning
12%
16%
Gay/lesbian
15%
30%
Bisexual
22%
32%
Straight
5%
9%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Male
Female
There was no noticable difference between past year (FIGURE 8.9). Lesbian/gay students
Reports
of treatment
long-term
mental,
emotional,
or being treated
males and females
on reported
addictionfor
treatwere eight
times as
likely to report
ment. However, there
was a significant
difference by
forsexual
a drug orientation
or alcohol problem
thanin
their
behavioral
health problem
and sex
thestraight
between straight and LGBQ students reporting peers in the last year.
past year.
treatment for an alcohol or drug problem in the
Q: Have you ever been treated for a mental health, emotional or
behavioral problem? (yes, during the last year)
| 66
FIGURE 8.9 | Reports of treatment for an alcohol or drug problem by
sexual orientation
Q: Have you ever been treated for an alcohol or drug problem?
(Yes, in the last year)
4%
Questioning
Gay/lesbian
8%
Bisexual
7%
Straight
2%
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
Reports of treatment for an alcohol or drug problem by
SELF-HARM, SUICIDE
RISK,
AND
sexual
orientation
SUICIDE ATTEMPTS
Q: Have you ever been treated for an alcohol or drug problem?
Higher rates of internal and external distress
(yes, in the
lasthigher
year) rates of
amongst LGBQ students
mirror
reported self-harm, suicidal ideation, and suicide
attempts than straight students. Self-harm is the
act of doing something to “purposely injure or
hurt (one)self without wanting to die”, such as cutting, burning, or bruising. Overall, LGBQ students
67 |
were 2 to 4.5 times more likely to self-harm in the
past 12 months than straight students (FIGURE
8.10). Females reported higher rates of self-harm
than males. Over half of lesbian/gay and bisexual
females reported harming themselves in the past
twelve months.
FIGURE 8.10 | Report of self-harm or injury by sexual orientation and sex
Q: During the last 12 months, how many times did you do something to purposely hurt or injure yourself without wanting to die, such as cutting, burning, or
bruising yourself on purpose? (One or more times)
Questioning
20%
38%
Gay/lesbian
30%
53%
Bisexual
36%
61%
Straight
8%
18%
70%
63%
56%
49%
42%
35%
28%
21%
14%
7%
Male
Female
The rates of suicidal
ideation
were similar
re- bisexual
females
and 40 percent
Report
of self-harm
ortoinjury
by sexual
orientation
and sexof gay/lesbian
ports of self-harm (FIGURE 8.11). LGBQ students females reported seriously considering suicide in
Q: During the last 12 months, how many times did you do
were 2 to 4 times more likely to report consider- the last year, a rate that is 3 to 4.5 times greater
ing suicide in thesomething
last year. For to
sexual
minority festraight
females without
(13 percent).
purposely
hurt than
or injure
yourself
wanting to
males, the numbers are staggering. Nearly half of
die, such as cutting, burning, or bruising yourself on purpose? (One
or more times)
| 68
FIGURE 8.11 | Suicidal Ideation in the past year by sexual orientation and sex
Q: Have you ever seriously considered attempting suicide? (Yes—in the past year)
Questioning
18%
28%
Gay/lesbian
22%
39%
Bisexual
30%
48%
Straight
7%
13%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
Finally, suicide attempts
among
the LGBQ
student
highest
of orientation
attempted suicide,
with one in
Suicidal
Ideation
in the
past year
by rates
sexual
and sex
population were 2 to 6 times higher than straight five bisexual females reporting a suicide attempt
Q:8.12).
HaveGBQ
you ever
attempting
suicide?
(yes,
in
students (FIGURE
malesseriously
were 3 toconsidered
in the last year.
Lesbian/gay
females and
question6 times more likely
attempt
the to
past
year)suicide than their ing females were 4.25 and 2 times more likely to
straight male peers. Bisexual females had the attempt suicide than straight females, respectively.
69 |
FIGURE 8.12 | Suicide attempts in the past year by sexual orientation and sex
Q: Have you ever actually attempted suicide? (Yes, in the past year)
Questioning
6%
8%
Gay/lesbian
9%
18%
Bisexual
12%
22%
Straight
2%
4%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Male
Female
Suicide attempts in the past year by sexual orientation and sex
Q: Have you ever actually attempted suicide? (yes, in the past year)
As the data show, Minnesota’s LGBQ students are reporting alarming rates
of mental health problems. Research and government data has shown that
home, school, and community environments have a profound effect on
development of self-esteem and mental health of young people. As the
previous chapters have discussed, LGBQ students are reporting high rates
of isolation, rejection, and bullying in their school and social environments.
The data in this chapter suggests that these experiences have a profound
effect on LGBQ students’ mental health. The rates of distress, depression,
mental health problems, addiction, and suicide all suggest that LGBQ students are often not receiving healthy support in their home, school, and
social lives. These environments likely contribute to the physical health
problems and increased rates of risky behavior for LGBQ students, as
shown in the subsequent two chapters.
| 70
PHYSICAL HEALTH
Chapter 9
A student’s social environment and mental health
can influence certain physical health outcomes.
As outlined in previous chapters, LGBQ students
are more likely to experience instability at home,
a lack of support at school, and increased levels of
Self-reported Health Status
72
Body image and body
mass index (BMI)
73
Sick Days, Doctors Visits,
and Nurses’ Office Visits
76
emotional distress, all of which can contribute to
negative physical health outcomes.
The Minnesota Student Survey asks questions
targeting self-reported health, perceived body
image, body mass index, healthy eating habits,
physical activity, and health care access. On all
measures, LGBQ students were more likely to re-
port factors that would indicate poorer physical
health status than their straight peers.
| 71
REPORTED HEALTH STATUS
LGBQ students are two to three times more likely
to describe their health as “fair” or “poor” compared to straight students (FIGURE 9.1). Females
who identify as lesbian, gay or bisexual had the
highest rates of self-described fair or poor health
among all represented populations. Well over a
quarter of female LGB students described their
health as “fair” or “poor,” compared to only 9 percent of straight females.
FIGURE 9.1 | Perceptions of health by sexual orientation and sex
Q: How would you describe your health in general (Fair/poor)
Questioning
15%
17%
Gay/lesbian
18%
27%
Bisexual
17%
27%
Straight
6%
9%
30%
27%
24%
21%
18%
15%
12%
9%
6%
3%
Male
Female
Rates of self-reported
fair or poor
mirror
long-term
health problem
is defined as lasting
Perceptions
ofhealth
health
by sexual
orientation
and sex
higher rates of long-term health problems and/ a minimum of six months. LGBQ youth reportQ: How would you describe your health in general?
or disabilities amongst LGBQ youth. The MSS ed higher rates of ongoing health problems and
provides examples(fair/poor)
of long-term health problems disabilities compared to their straight peers (FIGand disabilities, which include asthma, cancer, URE 9.2). Over a quarter of lesbian and bisexual
diabetes, and epilepsy. According to the MSS, a females reported long-term conditions.
72 |
FIGURE 9.2 | Self report of physical disabilities or long-term health problems
by sexual orientation and sex
Q: Do you have any physical disabilities or long-term health problems — such as
asthma, cancer, diabetes, epilepsy or something else? (Yes)
Questioning
18%
18%
Gay/lesbian
18%
31%
Bisexual
22%
27%
Straight
13%
16%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Male
Female
BODY IMAGE AND
BODY
MASS
INDEX (BMI)
Self
report
of physical
disabilities or long-term health problems by
LGBQ youth weresexual
more likely
to perceive
orientation
andthemsex body status as “overweight.” Only 22 percent of
selves as overweight than their straight peers. straight females described themselves as overDo you
have
andtophysical
or long-term
health
problems
LGBQ females were
more
likely
describedisabilities
weight. Over
a quarter of gay
males
and 20 percent
themselves as overweight
GBQcancer,
males and
of bisexual
males
themselves
as over(such as than
asthma,
diabetes,
epilepsy
ordescribed
something
else) (yes)
straight students (FIGURE 9.3). Forty percent of weight, compared to 14 percent of straight males.
bisexual and lesbian/gay females described their
| 73
FIGURE 9.3 | Perceptions of own weight as overweight by sexual orientation
and sex
Q: How would YOU describe your weight? (Overweight)
Questioning
18%
34%
Gay/lesbian
28%
40%
Bisexual
21%
43%
Straight
14%
22%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
Male
Female
Perceptions of own weight as overweight by sexual orientation
The MSS asks students to report their weight in weight or obese than straight males. However,
andinsex
pounds and height
feet, which is then used to gay and bisexual males’ BMI scores were equal to
How
would
YOU
weight?
calculate a bodyQ:
mass
index
(BMI).
Thedescribe
Minneso- your
or lower
than(overweight)
straight males (FIGURE 9.4). Questa Department of Health converts this data to ki- tioning males had the highest BMI scores of all
lograms and meters. Using the formula — weight males, suggesting they are more likely to be over(in kilograms)/height squared (in meters) — a BMI weight or obese than their male peers.
score is calculated for each student. This score is
used to assess whether a person is underweight, Lesbian/gay females were the most likely to
normal weight, overweight, or obese.
have BMI scores that indicate being overweight
or obese compared to all other sexual identities
According to the BMI measure used in the MSS, (FIGURE 9.4). According to the BMI measure, 41
there is a discrepancy in males’ perceptions of percent of lesbian/gay females were overweight
being overweight and having a BMI that suggests or obese. Bisexual and questioning females had
being overweight or obese. GBQ males were higher BMI scores than straight females, but lowmore likely to perceive themselves as being over- er than questioning males.
74 |
FIGURE 9.4 | Overweight/obese calculated BMI by sexual orientation and sex
Questioning
31%
28%
Gay/lesbian
26%
41%
Bisexual
32%
37%
Straight
26%
17%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
Male
Female
Reported physical activity was lower for LGBQ reported the same level of weekly physical acstudents than straight
students for both genders
tivity.
percentBMI
of straight
females had 60
Overweight/obese
according
toForty
calculated
by sexual
(FIGURE 9.5). Fifty-six percent of straight males minutes of physical activity, five or more days in
orientation and sex
reported being physically active for 60 min- the last week. Only 25 to 32 percent of LGBQ feutes or more, five or more days in the last week. males reported the same.
For LGBQ males, between 32 and 42 percent
FIGURE 9.5 | Self report of physical activity by sexual orientation and sex
Q: During the last 7 days, on how many days were you physically active for at
least 60 MINUTES PER DAY? (Active 5 or more days)
Questioning
42%
27%
Gay/lesbian
32%
32%
Bisexual
38%
25%
Straight
56%
40%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
Self report of physical activity by sexual orientation and sex
Q: During the last 7 days, on how many days were you physically
active for at least 60 MINUTES PER DAY? (active 5 or more days)
| 75
SICK DAYS, DOCTORS VISITS, AND NURSES’
OFFICE VISITS
Gay males and LGB females were more likely to report missing school due to illness in the thirty days
prior to completing the MSS than their straight
counterparts (FIGURE 9.6). Fifty-six percent of gay/
lesbian females and 50 percent of gay males
reported staying home from school from because
of illness. Out of all identity categories, bisexual
females were the most likely to report missing
school because they were sick (59 percent).
FIGURE 9.6 | Missing school due to illness by sexual orientation and sex
Q: During the last 30 days, how many times have you stayed home because you
were sick (One or more times)
Questioning
42%
48%
Gay/lesbian
50%
56%
Bisexual
42%
59%
Straight
42%
50%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
Missing
school
sexual
orientation
and
sexhad a health exam
Though LGBQ youth
reported
higherdue
ratesto
ofillness
long- by
percent
of gay
and lesbian
youth
term health problems,
they were
lesslast
likely
reporthow
compared
to 62have
percent
straighthome
youth. LGBQ
Q: During
the
30todays,
many times
youofstayed
seeing a medical professional for a check-up or youth were also less likely to see a dentist or dental
were
sick
(One
more times)
physical during thebecause
past year you
(FIGURE
9.8).
Only
53 orhygienist
than straight youth.
76 |
FIGURE 9.7 | Visits to medical/dental professional in the last year by sexual
orientation
Q: When was the last time you saw a doctor or nurse for a check-up or physical
exam when you were not sick or injured? (In the last year)
Q: When was the last time you saw a dentist or dental hygienist for a regular
check-up, exam, or teeth cleaning, or other dental work? (In the last year)
Questioning
55%
71%
Gay/lesbian
53%
67%
Bisexual
60%
68%
Straight
62%
82%
90%
81%
72%
63%
54%
45%
36%
27%
18%
9%
Saw doctor or nurse for a check-up or physical exam when you were
not sick or injured
Saw a dentist or dental hygenist for a regular check-up
Visits to medical/dental professional in the last year by sexual
LGBQ youth were
less likely toand
see sex
medical pro- going to the nurse’s office, while only 21 percent
orientation
fessionals outside of school for check-ups, but of straight males did the same. Overall, female
Q: When was the last time you saw a doctor or nurse for a check-up
they were more likely to report having gone to lesbian/gay, bisexual, and questioning students
physical
exam
when
sick
or injured?
(CHECK)
the nurse’s office or
at school
in the
last 30
days you
than were
werenot
more
likely
to report visits
to the/ nurse’s ofstraight students When
(FIGUREwas
9.8).the
Nearly
percent
fice.
percent
of bisexual
females
last30
time
you saw
a Fifty
dentist
or dental
hygienist
for said
a they
of gay, bisexual, and questioning males reported have been to the nurse’s office in the past 30 days.
regular check-up, exam, or teeth cleaning, or other dental
work? (CHECK)
| 77
FIGURE 9.8 | Visits to the school nurse’s office in the last 30 days by sexual
orientation and sex
Q: During the last 30 days, how many times have you gone to the nurse’s office?
(One or more times)
Questioning
28%
40%
Gay/lesbian
29%
45%
Bisexual
29%
50%
Straight
21%
31%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Male
Female
Visits to the school nurse’s office in the last 30 days by sexual
orientation and sex
LGBQ students
are less
likely
report
indiQ: During
the last
30to
days,
howhealth
many measures
times havethat
youwould
gone to
the
cate physical
wellness
nurse’s
office?than
(onestraight
or morestudents.
times) Physical health has significant connections to social environment and mental health. As the previous
chapters discussed, LGBQ students reported worse home-life and educational experiences. The next chapter will explore how the mental and
physical health of LGBQ students influences their risk behaviors.
78 |
BEHAVIORS
Chapter 10
There is a direct correlation between an adoles-
cents’ perception of acceptance by their family,
friends, and educators and their likelihood of engaging in risky behaviors1. Multiple studies on adolescents have shown that students who feel uncared
Tobacco Use
80
Alcohol81
Marijuana and
Other Drug Use
82
Sexual Activity
84
for or unsupported by their family, educators, and
friends are at an increasingly high risk of engaging
in risky behaviors, which have a negative effect on
their health and wellness2,3. LGBQ students face
levels of stigma and mental stress at much higher
rates than their straight peers. LGBQ students’ use
of tobacco, alcohol, drugs, and their engagement
in risky sexual behaviors reflects the stressors they
face in their environments4. The disparity between
LGBQ and straight students on these four behav-
ior indicators parallels the LGBQ disparities in the
home, school, and mental health outcomes reported in the Minnesota Student Survey.
| 79
TOBACCO USE
LGBQ students have substantially higher rates
of tobacco use compared to their straight peers.
LGBQ students were more likely to report using
all types of tobacco products than their straight
peers (FIGURE 10.1). One in 3 bisexual students
and over 1 in 5 lesbian/gay students reported smoking a cigarette in the past thirty days,
compared to 1 in 17 straight students. Cigar or
cigarillo smoking within the past 30 days was over
twice as high for lesbian/gay and bisexual students compared to straight students. Questioning students also had a substantially higher rate
of cigarette and cigar use than straight students.
FIGURE 10.1 | Cigarette or cigar/cigarillo use in the last 30 days by
sexual orientation
Q: During the last 30 days, on how many days did you smoke a cigarette?
(One or more days)
Q: During the last 30 days, on how many days did you smoke cigars, cigarillos
or little cigars? (One or more days)
Questioning
9%
13%
Gay/lesbian
14%
23%
Bisexual
13%
33%
Straight
6%
9%
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Cigars, cigarillos, or little cigars use
Cigarette use
Cigarettehigher
or cigar/cigarillo
in the
lastlikely
30 days
Males had a considerably
percentage ofusewere
more
to useby
smokeless tobacco than
smokeless tobacco
use
(chew
or
snuff)
than
festraight
identified
males
(FIGURE 10.2). Female
sexual orientation
males in the general student population. How- LGBQ students were much more likely to use
Q: During the last 30 days, on how many days did you smoke a
ever, lesbian and gay students of both sexes smokeless tobacco than straight females.
cigarette? (one or more days) / During the last 30 days, on how
many days did you smoke cigars, cigarillos or little cigars? (one or
more days)
80 |
FIGURE 10.2 | Chewing tobacco or snuff use by sexual orientation and sex
Q: During the last 30 days, on how many days did you use chewing tobacco,
snuff or dip? (One or more days)
Questioning
3%
12%
Gay/lesbian
10%
12%
Bisexual
4%
13%
Straight
6%
2%
10%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Female
Male
ALCOHOL
LGBQ students reported
higher
rates or
of snuff
alco- use
questioning
likelihood
of drinking in
Chewing
tobacco
by sexualstudents’
orientation
and sex
hol use in that lastQ:
30During
days, especially
in
regard
the
past
thirty
days
was
close
to
straight
students,
the last 30 days, on how many days did you use chewing
to binge drinking. Lesbian/gay and bisexual stu- they were twice as likely to report binge drinking
tobacco,
snuffoforreported
dip? (one
days)
dents had a higher
percentage
al- or
inmore
that same
time frame (FIGURE 10.3). Lesbian/
cohol use in the past 30 days than their straight gay students’ reported rate of binge drinking was
and questioning peers (FIGURE 10.3). Though two times higher than their straight peers.
| 81
FIGURE 10.3 | Alcohol and binge drinking in the last 30 days by sexual orientation
Q: During the last 30 days, on how many days did you drink one or more drinks
of an alcoholic beverage? (One or more days)
Q: During the past 30 days, on how many days did you have 5 or more drinks of
alcohol in a row, that is, within a couple of hours? (One or more days)
Questioning
20%
12%
Gay/lesbian
36%
21%
Bisexual
36%
21%
Straight
20%
11%
40%
36%
32%
28%
24%
20%
MARIJUANA AND OTHER DRUG USE
16%
12%
8%
4%
Use in the last 30 days
Binge drinking in the last 30 days
Alcohol and binge drinking in the last 30 days by
Lesbian/gay, bisexual, and questioning students gay and bisexual identified students reported ussexual orientation
all reported higher rates of marijuana use than ing marijuana in the past 30 days, compared to
During
the lastof30lesbian/
days, on
how
many days
did(FIGURE
you drink
straight students.Q:
Nearly
30 percent
12%
of straight
students
10.4).one or
more drinks of an alcoholic beverage? (one or more days) / During
the past 30 days, on how many days did you have 5 or more drinks of
alcohol in a row, that is, within a couple of hours? (one or more days)
82 |
FIGURE 10.4 | Marijuana/hashish use by sexual orientation
Q: During the last 30 days, on how many days did you use marijuana or hashish?
(One or more times)
Questioning
21%
15%
5%
Gay/lesbian
35%
28%
8%
Bisexual
43%
30%
9%
Straight
19%
12%
3%
50%
Use in the last 30 days
45%
40%
35%
30%
25%
20%
15%
10%
5%
Tried one or more times
Daily use
The MSS defines “other drugs” as cocaine, crack, to report using prescription drugs not prescribed
heroin, prescription
drugs, stimulants, methamto themorientation
and other drugs than straight youth.
Marijuana/hashish
use by sexual
phetamine, MDMA (ecstasy), LSD (acid)/PCP, or Nearly one-fifth of bisexual youth and 17% of lesQ: During the last 30 days, on how many days did you use marijuana
sniffing glue or spray cans. LGBQ youth were bian/gay youth used prescription drugs that were
or hashish?
(Oneusing
or more
/ How to
often
you
the
three to four times more
likely to report
oth- times)
not prescribed
themdo
in the
lastuse
thirtyeach
days, of
comer illegal substances
within the Marijuana
past 12 months
pared to
6% ofoil)
straight
students.
following?
(pot, hash,
hash
(Tried
one or more
(FIGURE 10.5). LGBQ youth were also more likely
times, daily)
| 83
FIGURE 10.5 | Use of prescription drugs not prescribed or use of other drugs
by sexual orientation
Q: During the last 30 days, on how many days did you use prescription drugs
not prescribed for you? (One or more days)
Q: This question asks about other drugs. By “other drugs” we mean drugs that
are taken for NON-MEDICAL REASONS such as cocaine and crack, heroin, prescription drugs, stimulants, methamphetamine, MDMA (ecstasy), or LSD (acid)/
PCP. We also mean sniffing glue or breathing gases or contents of spray cans.
During the last 12 months, have you used any “other drugs”? (Yes)
Questioning
10%
7%
Gay/lesbian
17%
14%
Bisexual
19%
17%
Straight
6%
4%
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
Use of prescription drugs not as prescribed in the last 30 days
Use of other drugs in the last 12 months
Use of prescription drugs not as prescribed or use of other drugs by
sexual orientation
SEXUAL ACTIVITY
Q: During the last 30 days, on how many days did you use prescription drugs
Overall, more lesbian/gay
and bisexual
youth
re-or more
were the
least
likelyquestion
to report asks
they had
sexual
internot prescribed
for you?
(one
days)
/ This
about
other
ported they had sexual
intercourse
compared
to
course
(FIGURE
10.6).
drugs. By “other drugs” we mean drugs that are taken for NONMEDICAL
their straight peers.
However,such
questioning
youth
REASONS
as cocaine
and crack, heroin, prescription drugs, stimulants,
methamphetamine, MDMA (ecstasy), or LSD (acid)/ PCP. We also mean
sniffing glue or breathing gases or contents of spray cans. During the last 12
months, have you used any “other drugs”? (yes)
84 |
FIGURE 10.6 | Sexual activity by sexual orientation
Q: Have you ever had sexual intercourse (“had sex”)? (Yes)
Questioning
23%
Gay/lesbian
50%
Bisexual
53%
Straight
25%
60%
54%
48%
42%
36%
30%
24%
18%
12%
6%
Sexual activity by sexual orientation
Sexually active LGBQ students were two to four alcohol or drugs before sex, as well as reporting
Q:report
Havebeing
you or
ever
hadsomesexualsignificantly
intercourseless
(“had
sex”)?
(yes)
times more likely to
getting
condom
use
than straight stuone pregnant than their straight peers. LGBQ dents (FIGURE 10.7).
students were also more likely to report using
| 85
FIGURE 10.7 | Condom use, alcohol/drug use before sex, and pregnancies by
sexual orientation
Q: The LAST time you had sexual intercourse, did you or your partner use
a condom? (Yes)
Questioning
55%
Gay/lesbian
37%
Bisexual
51%
Straight
67%
70%
63%
56%
49%
42%
35%
28%
21%
14%
7%
Condom
useor
byuse
sexually
students
bysexual
sexualintercourse
orientation the
Q: Did you drink
alcohol
drugsactive
before
you had
Q: The LAST time you had sexual intercourse, did you or your
LAST time? (Yes)
partner use a condom? (yes)
Questioning
30%
Gay/lesbian
27%
Bisexual
23%
Straight
17%
86 |
40%
36%
32%
28%
24%
20%
16%
12%
8%
4%
Alcohol/drug use before sex by sexual orientation
Q: Did you drink alcohol or use drugs before you had sexual
intercourse the LAST time? (yes)
Q: How many times have you been pregnant or gotten someone pregnant?
(One or more times/Not sure)
Questioning
6%
Gay/lesbian
9%
Bisexual
8%
Straight
2%
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
Experience of pregnancy or having gotten someone pregnant
by sexual orientation
Q: How many times have you been pregnant or gotten someYouth who one
experience
pregnantneglect
(one or and
moreabuse
times,are
not more
sure) likely to engage in
risky behaviors. LGBQ youth reported disparately high rates of neglect
and abuse in their homes and at school. LGBQ students also reported engaging in risk behaviors at high rates compared to straight students. The
current climate within Minnesota schools does not create a supportive environment for LGBQ students (Chapter 5). Creating spaces for LGBQ students to ask questions about orientation, attraction, LGBTQ history, healthy
relationships, and sex can reduce some of the risks taken by this population. The following chapter lists recommendations for change aimed at increasing LGBQ youths’ educational outcomes and decreasing their mental health problems and risk behaviors.
| 87
RECOMMENDATIONS
AND CITATIONS
Chapter 12
Though the data on LGBQ youth collected in the 2013 survey is bleak,
there are multiple ways to improve Minnesota’s LGBQ student population’s outcomes. It is well known that students who live in supportive, caring, and inclusive home and school environments have better outcomes
than those who do not. It is the job of policy makers, educators, administrators, public health officials, and social service providers to improve
and target their care toward LGBQ youth. LGBQ youth need to be actively
included in policies and curriculum. LGBQ youth need to be intentionally supported by those closest to them. And Minnesota needs to make a
deliberate effort to improve the lives of LGBQ youth.
The next page contains a list of recommendations based on the 2013 MSS
results and current academic research conducted on youth and LGBTQ
youth populations. The current Minnesota Student Survey and analysis on
the data collected from the survey does a disservice to these populations
because their stories are not being told. By further analyzing MSS data, developing inclusive curriculum, and creating new policies, future Minnesota
Student Surveys can reflect a positive change for Minnesota’s LGBTQ youth.
| 88
Recommendations
• Require LGBTQ (lesbian, gay, bisexual, transgender, and queer)
training for educators and administrators, providing the appropriate
knowledge on the barriers this population faces.
• Include a gender identity question on the 2016 Minnesota Student
Survey, allowing students who are trans or gender queer to be
accurately represented in the MSS data.
• Foster research into protective factors that influence positive outcomes
for LGBQ (and trans) Minnesota students.
• Develop school-based policies that include LGBQ (and trans) youth
(including LGBTQ training, appropriate bathroom policies, and
discrimination protection).
• Include LGBTQ stories and history in K-12 curriculum.
• Implement comprehensive K-12 health and sex education, including
information on responsible relationship, sex and safe sex practices,
and health curriculum that includes all gender identities.
• Conduct further research into how sexual identity and gender identity
affect the student outcomes of students from ethnically and racially
diverse backgrounds.
• Invest in the health of LGBTQ youth health, especially mental health.
| 89
References
Chapter 1
1. Saewyc, E. M., Bauer, G. R., Skay, C. L., Bearinger, L. H., Resnick,
M. D., Reis, E., & Murphy, A. (2004). Measuring sexual
orientation in adolescent health surveys: evaluation of eight school-based surveys. Journal of Adolescent Health, 35(4), 345-e1.
2. Austin, S.B., K.J. Conron, A. Patel, and N. Freedner.( 2007)
“Making Sense of Sexual Orientation Measures:
Findings from a Cognitive Processing Study with
Adolescents on Health Survey Questions.” Journal of LGBT Health Research, 1 (3). 55–65
3. http://transequality.org/issues/resources/
transgender-terminology
Chapter 4
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student attendance through family and community
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3. Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? School Psychology Review, 37(2), 202–216.
Chapter 2
4. Cochran, B. N., Stewart, A. J., Ginzler, J. A., & Cauce, A. M. (2002). Challenges faced by homeless sexual minorities:
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eight school-based surveys. Journal of Adolescent Health, 35(4), 345-e1.
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Goodman, E. (1999). Sexual orientation and risk of
suicide attempts among a representative sample of
youth. Archives of pediatrics & adolescent medicine, 153(5), 487-493.
7. Russell, S. T., & Seif, H. (2001). Bisexual female adolescents: A
critical analysis of past research, and results from a national survey. Journal of Bisexuality, 2, 73 – 94.
Chapter 3
1. Remafedi, G., Farrow, J. A., & Deisher, R. W. (1991). Risk factors for attempted suicide in gay and bisexual youth.
Pediatrics, 87(6), 869-875.
2. Proctor, C. D., & Groze, V. K. (1994). Risk factors for suicide among gay, lesbian, and bisexual youths. Social Work, 39(5), 504-513
3. Ray, N. (2006). Lesbian, Gay, Bisexual and Transgender Youth: An Epidemic of Homelessness. Washington, DC:
National Gay and Lesbian Task Force Policy Institute, National Coalition for the Homeless.
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7. Roberts, AL ; Rosario, M ; Corliss, HL ; Koenen, Kc ; Austin, (2012) Childhood Gender Nonconformity: A Risk Indicator for Childhood Abuse and Posttraumatic Stress in Youth. SB Pediatrics, 2012 Mar, Vol.129(3), pp.410-417 8. Savin-Williams, R. C. (1994). Verbal and physical abuse as
stressors in the lives of lesbian, gay male, and bisexual youths: associations with school problems, running away,
substance abuse, prostitution, and suicide. Journal of
Consulting and Clinical Psychology, 62(2), 261.
9. Savin-Williams, R. C. (1994). Verbal and physical abuse as stressors in the lives of lesbian, gay male, and bisexual youths:
associations with school problems, running away, substance abuse, prostitution, and suicide. Journal of Consulting and Clinical Psychology, 62(2), 261.
10. D’augelli, A. R. (2005). Stress and adaptation among families of lesbian, gay, and bisexual youth: Research challenges. Journal of GLBT Family Studies, 1(2), 115-135.
Chapter 5
1. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111(1), 180-213.
2. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris,
K. M., Jones, J., ... & Udry, J. R. (1997). Protecting adolescents from harm: findings from the National Longitudinal Study on Adolescent Health. Jama, 278(10), 823-832.
3. Eccles, J. S., Early, D., Fraser, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for
autonomy to adolescents’ functioning. Journal of
Adolescent Research, 12(2), 263-286.
4. Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive
approach to promoting social, emotional, and academic growth in contemporary schools. Best practices in school psychology, 4, 1263-1278.
5. Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The experiences
of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN
6. MDH definition of cyberbullying (http://www.health.state.mn.us/
injury/docs/MinnesotaStudentSurveyBullyingBriefs
ExecutiveSummary.pdf)
7. Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An
exploratory analysis of factors related to offending and victimization. Deviant behavior, 29(2), 129-156.
8. Patchin, J. W. and S. Hinduja. 2006. ‘‘Bullies Move Beyond the Schoolyard: A Preliminary Look at Cyberbullying.’’ Youth Violence and Juvenile Justice 4(2):148􏰀-169.
9. Law, D. M., Shapka, J. D., Hymel, S., Olson, B. F., & Waterhouse, T.
(2012). The changing face of bullying: An empirical
comparison between traditional and internet bullying
and victimization. Computers in Human Behavior, 28(1),
226-232.
10. Dooley, J. J., Pyżalski, J., & Cross, D. (2009). Cyber
bullying versus face-to-face bullying: A theoretical and
conceptual review. Zeitschrift für Psychologie/Journal of
Psychology, 217(4), 182-188.
11. Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014).
The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN
Chapter 6
1. Craig, S. L., & Smith, M. S. (2014). The impact of perceived
discrimination and social support on the school
performance of multiethnic sexual minority youth.
Youth & Society, 46(1), 30-50
2. Number of Minnesota students with an Individualized
Education Plan http://rc.education.state.mn.us/#demo
graphics/orgId--999999000000__groupType--state__p--3
Chapter 7
1. The National Heart, Lung, and Blood Institute and American Academy of Pediatrics guidelines for screen time can be found at https://www.acsm.org/docs/default-source/other-
documents/nationalreportcard_longform_final-for-web(2).
pdf?sfvrsn=0
Chapter 8
2. The GAIN_SS scoring scale can be found at http://gaincc.org/_
data/files/Posting_Publications/GAIN-SS_Manual_2.0.3.pdf
Chapter 10
1. Prinstein M. J., Boergers J., Spirito A. (2001) Adolescents’ and
their friends’ health-risk behavior: factors that alter or add
to peer influence. Journal of Pediatric Psychology.; 26(5):287–298
2. Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer
relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.
3. Parker, J. G., & Asher, S. R. (1987). Peer relations and later
personal adjustment: are low-accepted children at risk? Psychological Bulletin, 102, 357–389
4. Kosciw, J. G., Greytak, E. A., Palmer, N. A., & Boesen, M. J. (2014). The 2013 National School Climate Survey: The
experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN
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