The Potential of Inclusive Policies, Practices, and Leaders: How Structural Supports Influence the Safety, Satisfaction, and Health of Trans Workers in Pre-K–12 Schools

• In Event: Supporting Transgender Workers in Pre-K–12 Schools: Lessons From Research and Practice

Abstract

Objectives/Purpose:
School structural supports (e.g., inclusive discrimination and bullying policies, gender and sexuality alliances, inclusivity professional development, and access to school facilities) can contribute to better health, safety, and well-being among transgender youth or transgender and queer youth when compared to students in schools without such supports (Kosciw, et al., 2020; Murchinson, et al., 2019; Snapp, et al., 2015; Swanson & Gettinger, 2016). However, few studies have examined this relationship among transgender employees in schools despite several studies suggesting that transgender workers experience similarly high levels of discrimination and harassment in the workplace (Budge et al., 2010; Sawyer et al., 2016). This study had three main research questions: 1) Did trans PK-12 workers have access to mental health, physical health, and other benefits that would meet their needs?, and 2) Did greater structural supports contribute to improved health, safety, job satisfaction, and overall well-being compared to trans PK-12 workers in schools with fewer supports?
Perspective(s) or theoretical framework:
This study uses the minority stress theory to understand how antitrans stigma contributes to health and well-being (Meyer, 2015; White Hughto, Reisner, & Pachankis, 2015). Antitrans institutional stigma in Canadian and American PK-12 schools manifests through discriminatory policies, organizational procedures, facilities, insurance coverage, and harassment. Past research suggests these stigma factors are associated with poorer health outcomes among transgender students (Day et al., 2019; Hatzenbuehler & Keyes, 2013). We explore if a similar trend exists with workers.
Methods and Data Source:
This study uses survey data from 341 Canadian and American PK-12 school workers collected between August to November 2020. I present summary statistics to describe whether participants believed their physical and mental needs were met as well as whether their benefits met these needs. To empirically explore the research question on the relationship between structural supports with health, safety, job satisfaction, and well-being, I will present the results of the Ordinary Least Squares (OLS) multivariate regression analysis both with and without controls for age, country, income, and school role.
Results and/or substantiated conclusions or warrants for arguments/point of view: Most participants reported they were able to meet their mental and physical health care needs (70%) and 50% agreed or strongly agreed they were satisfied with their salary. However, only a third of workers indicated school policies help them meet their needs. High agreement with policies and benefits meeting workers’ needs was associated with better mental health, physical health, safety, social satisfaction, role satisfaction, and quality of life, even after controlling for employment status, age, income, and role in schools. Similarly, inclusive curriculum and affirming leaders contributed to better health, satisfaction, and quality of life. Future research will examine whether more structural supports contribute to these indicators of well-being.
Scientific or scholarly significance of the study or work:
The study will help better address the needs of these workers by describing the conditions in which trans educators feel supported at work and have access to the resources to meet their needs.

Author

• Mollie McQuillan, University of Wisconsin - Madison