Annual Conference

Todd A. Savage, PhD, NCSP, is a professor in the school psychology program at the University of Wisconsin-River Falls (UWRF); he is also a former president of the National Association of School Psychologists (NASP). Dr. Savage earned his doctorate from the University of Kentucky in 2002 and prior to his current position at UWRF, he was on faculty in the school psychology program at New Mexico State University. Dr. Savage’s scholarly research interests include LGBTQ+ issues in education with an emphasis on gender diversity; social justice matters; suicide education, prevention, and risk assessment; and school safety and crisis prevention, preparedness, and intervention.

The purpose of this session is to provide the participant with increased awareness and knowledge about gender diversity, in general; the experiences of transgender gender diverse students in k-12 schools will also be addressed. Finally, advocacy and other strategies the participant can employ to support this population of students will be highlighted.

Learning Objectives

Session attendees will:

• Experience greater awareness of gender identity and gender diversity matters in schools;
• Increase their knowledge base related to gender diversity as well as the impact of trauma and other factors on gender diverse students;
• Learn about advocacy and general strategies they can employ to support gender diverse students and to improve school climate as it pertains to gender diversity.

V. Paul Poteat, PhD, is a Professor of Applied Developmental and Educational Psychology at Boston College. He conducts research on the school-based experiences of LGBTQ+ youth. His research on Gender-Sexuality Alliances (GSAs) has identified ways in which these school clubs promote empowerment and resilience among youth from diverse sexual orientations and gender identities. Likewise, his work has identified how the implementation of LGBTQ+ inclusive school policies and practices promote LGBTQ+ youth’s wellbeing and academic engagement. His work has also examined bias-based harassment to identify individual and peer factors that contribute to such behavior or that buffer against its effects. Dr. Poteat’s research has been supported by grants from the National Institutes of Health (NIH) and the Institute of Education Sciences (IES). He has served as Co-Editor at the American Educational Research Journal (AERJ) and Associate Editor at the Journal of Research on Adolescence (JRA) and The Counseling Psychologist (TCP). He is actively involved in the Society for Research in Child Development, where he served as Co-Chair of the Equity and Justice Committee and currently serves as a member-at-large of Governing Council.

LGBTQ+ inclusive school policies and Gender-Sexuality Alliances (GSAs; school clubs that affirm students’ diverse sexual orientations and gender identities) have the potential to promote safety, empowerment, wellbeing, and academic success among LGBTQ+ students. This presentation shows evidence of how implementing LGBTQ+ inclusive policies and practices in schools is tied to beneficial outcomes for LGBTQ+ students. This presentation also highlights how GSAs provide a space for support and collective action among LGBTQ+ and allied students, with attention to specific GSA characteristics and experiences that underlie these benefits. This presentation concludes with recommendations for how to enhance the benefits of these and other efforts in schools to affirm LGBTQ+ students.

Learning Objectives

Session attendees will:

• Explain how GSAs and inclusive policies benefit LGBTQ+ students in their school
• Identify practices that GSAs can use to support LGBTQ+ and allied student members
• Provide examples of inclusive policies and practices and describe their intended aims