Addressing Health Disparities in LGBTQ Youth Through Professional Development of Middle School Educators

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dc.contributor.advisor Mattheus, Deborah
dc.contributor.author Owens, Melissa Ann
dc.contributor.department Nursing
dc.date.accessioned 2021-07-29T23:11:06Z
dc.date.issued 2021
dc.description.degree D.N.P.
dc.embargo.liftdate 2023-07-29
dc.identifier.uri http://hdl.handle.net/10125/75873
dc.subject Nursing
dc.subject Education
dc.subject educator
dc.subject health disparities
dc.subject LGBTQ
dc.subject professional development
dc.subject sexual minority
dc.subject youth
dc.title Addressing Health Disparities in LGBTQ Youth Through Professional Development of Middle School Educators
dc.type Thesis
dcterms.abstract Significant health disparities exist for SMY including substance abuse, mental distress and suicidal ideation. Supportive adults in schools have been shown to improve mental wellbeing and academic outcomes for LGBTQ students. A Safe Space professional development training was implemented to increase teacher knowledge and comfort in supporting SMY. The training was conducted by a GLSEN-trained facilitator in two sessions for a cumulative time of 3 hours 15 minutes. Self-rated knowledge and comfort were assessed before and after completion of the training using survey responses. Follow up surveys were also completed at 2 weeks and 3 months after training to assess application of newly-learned material inside the classroom. There was a 34.9% increase in self-rated knowledge of LGBTQ issues and concerns in the school environment after the training (Likert score 2.84 to 3.83) and a 5.5% increase in self-rated comfort level in supporting LGBTQ students (Likert score 3.82 to 4.03). A 3-month follow-up survey indicated that 52.9% of the respondents were actively applying knowledge learned within their school setting. Results demonstrate the training was able to improve self-rated knowledge and comfort for participants. Survey response themes indicate increased awareness of desirable teacher attitudes and actions as well as an understanding of the underlying importance of the training with respect to bullying and other stigmatizing behaviors. Given the success of implementation, expansion to other schools could facilitate ally-building attitudes and behaviors as a protective factor for SMY throughout the state.
dcterms.extent 37 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10914
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