Reducing Risk and Victimization in High-Risk Urban LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning) Youth: The Hetrick-Martin Institute Model

• In Event: Roundtable Session 104
  In Roundtable Session: LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Questioning) Bullying in Urban Schools: Creating Supportive School Climates to Help It Get Better

Abstract

Research illustrates the pervasiveness of school-based LGBTQ harassment and bullying. Statistics show that at school, LGBT youth are more likely to be verbally and physically harassed or assaulted than their heterosexual counterparts, and report high rates of feel unsafe at school (Goodenow, Szalacha, and Westheimer, 2006; GLSEN, 2009). It is unsurprising, then, that they are also at higher risk for truancy and academic failure than other youth (Espelage, Aragon, & Birkett, 2008; Whitman, Horn, & Boyd, 2007). Recent studies encourage schools to eradicate unsafe climates by creating anti-bullying policies, establishing GSAs, and providing staff sensitivity trainings (GLSEN, 2009).

While these suggestions are essential to long-term change, they take time to take effect. In the meantime, LGBTQ students unable to safely remain at their schools need a more immediate solution to provide access to the education demanded by societal norms and legislative policy. One organization produced an option available now: a school dedicated to the support of high-risk LGBTQ youth who felt unsuccessful or unsafe prior to admission. Harvey Milk High School (HMHS) is the only such school in the country.

Established by Hetrick-Martin Institute (HMI), currently run by the NYCDOE, HMI works closely with HMHS, providing students and other high-risk LGBTQ youth on-campus social support and wrap-around programs on arts and culture, health and wellness, job readiness, academic enrichment, counseling, housing help and HIV prevention services. This targeted educational intervention model collaboratively supported by governmental and community supports addresses the social, emotional, academic, and health needs of participating youth. The current qualitative study aims to provide insight on the scope of high-risk LGBTQ youth’s school-based bullying and harassment, their social and emotional, academic, housing, mental and physical health needs, and the HMI model’s comprehensive approach to meeting those needs.

Focus groups and key informant interviews assessed youths’ bullying experiences, presenting needs, and youth and staff views of successes and challenges of the model in meeting them. Data were transcribed and coded.

Focus groups indicate most youth experienced long-term harassment and bullying ignored by school administration. Upon entry, staff and youth report depression, trauma, disengagement from education, and apathy towards peer engagement. Youth report freedom to explore their gender expression and sexual orientation made them feel safe and connected to staff and community. Removing consistent bullying reduced their desire for long-term absences, allowing increased academic engagement, and positive peer engagement opportunities were critical social-emotional factors. Mental health infusion during and afterschool and team collaboration are seen as essential. Staff noted higher demand for program entrance, and many highlighted housing issues. All respondents indicated the model met many needs, but resources for housing and family engagement are needed.

These results offer insight into high-risk LGBTQ risk and needs, and a potentially replicable collaborative model to meet them. Scholarly significance is enriched by the description of this effective model, the only such model in existence. Potential replicable sites should utilize these lessons and structures to support more high-risk LGBTQ youth.

Authors

• Lisa M. Chauveron, The Leadership Program

• Lillian Rivera, The Hetrick-Martin Institute