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Transgender Candidate defeats Virginia lawmaker

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Transgender Candidate defeats Virginia lawmaker

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Fundraiser for Separated Immigrant Families

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Fundraiser for Separated Immigrant Families

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1. U.S. Dept. of Justice

2. Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527.

3. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009

4. Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011

5. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

6. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

7. Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.

8. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009

9. Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011.

10. Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation's schools. New York: GLSEN.

11. At risk groups

12. Youth with disabilities

FEDERALLY COLLECTED DATA REPORTS

2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention).

The 2008-2009 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics).

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Bullying Definition, Statistics & Risk Factors - American SPCC

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U.S. Dept. of Justice Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527. National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2008-2009 Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2011 Bradshaw, C.P., Sawyer, A.L., & O'Brennan, L.M.

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.

Treat Everyone with Respect

Nobody should be mean to others.

Stop and think before you say or do something that could hurt someone.

If you feel like being mean to someone, find something else to do. Play a game, watch TV, or talk to a friend.

Talk to an adult you trust. They can help you find ways to be nicer to others.

Keep in mind that everyone is different. Not better or worse. Just different.

If you think you have bullied someone in the past, apologize. Everyone feels better.

What to Do If You're Bullied

There are things you can do if you are being bullied:

Look at the kid bullying you and tell him or her to stop in a calm, clear voice. You can also try to laugh it off. This works best if joking is easy for you. It could catch the kid bullying you off guard.

If speaking up seems too hard or not safe, walk away and stay away. Don't fight back. Find an adult to stop the bullying on the spot.

There are things you can do to stay safe in the future, too.

Talk to an adult you trust. Don't keep your feelings inside. Telling someone can help you feel less alone. They can help you make a plan to stop the bullying.

Stay away from places where bullying happens.

Stay near adults and other kids. Most bullying happens when adults aren't around.

Protect Yourself from Cyberbullying

Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. There are things you can do to protect yourself.

Always think about what you post. You never know what someone will forward. Being kind to others online will help to keep you safe. Do not share anything that could hurt or embarrass anyone.

Keep your password a secret from other kids. Even kids that seem like friends could give your password away or use it in ways you don't want. Let your parents have your passwords.

Think about who sees what you post online. Complete strangers? Friends? Friends of friends? Privacy settings let you control who sees what.

Keep your parents in the loop. Tell them what you're doing online and who you're doing it with. Let them friend or follow you. Listen to what they have to say about what is and isn't okay to do. They care about you and want you to be safe.

Talk to an adult you trust about any messages you get or things you see online that make you sad or scared. If it is cyberbullying, report it.

Stand Up for Others

When you see bullying, there are safe things you can do to make it stop.

Talk to a parent, teacher, or another adult you trust. Adults need to know when bad things happen so they can help.

Be kind to the kid being bullied. Show them that you care by trying to include them. Sit with them at lunch or on the bus, talk to them at school, or invite them to do something. Just hanging out with them will help them know they aren't alone.

Not saying anything could make it worse for everyone. The kid who is bullying will think it is ok to keep treating others that way.

Get Involved

You can be a leader in preventing bullying in your community.

Find out more about where and when bullying happens at your school. Think about what could help. Then, share your ideas. There is a good chance that adults don't know all of what happens. Your friends can go with you to talk to a teacher, counselor, coach, or parent and can add what they think.

Talk to the principal about getting involved at school. Schools sometimes give students a voice in programs to stop bullying. Be on a school safety committee. Create posters for your school about bullying. Be a role model for younger kids.

Write a blog, letter to the editor of your local newspaper, or tweet about bullying.

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying. Nobody should be mean to others. Stop and think before you say or do something that could hurt someone.

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As a child, Belinda (not her real name) got teased for being short and "more sporty" than other girls. She now realizes the kids who taunted her "were kind of jealous of me." Bullying might have been "a defense mechanism," she says. Since then, she's seen other kids getting bullied - and it hasn't always been easy to do the right thing. Sometimes she's stuck up for the victim. Other times she's gone along with the crowd. Now a 10th grader at Ridgefield Park Junior-Senior High School in New Jersey, she thinks she "should have stuck up for more people instead of laughing or watching an incident occur."

It's normal for teens to worry about fitting in. Sometimes, though, the desire for acceptance leads to conflict and hurt. Teens might "get into a fight or use jokes or put-downs that they know their peers recognize and approve of," says Elizabeth Paluck. She's a psychologist at Princeton University in New Jersey. (Psychologists are scientists who study the mind.)

Whether fist punches fly or jeers ring out, bullying can leave deep scars. New studies show that kids who were bullied suffer more mental health problems, such as anxiety, as adults.

But peers also can exert a powerful influence for good, other studies find. Some schools, for example, have reduced bullying with a program that turns influential kids into positive change-makers.

Bullying takes big toll on victims - and attackers

Even well-meaning teens sometimes poke fun at another student or ignore an insult. They may get angry with a friend. Such anger might even prompt a fight. But these behaviors don't necessarily count as bullying.

Devonyu/istockphoto

"Part of growing up is being able to negotiate difficult social situations. All kids need to know how to do that," says William Copeland. He's a psychologist who studies children's mental-health disorders at Duke University School of Medicine in Durham, N.C.

Big problems can arise when the jabs and taunts reflect a power struggle. Bullying constitutes picking on a weaker person over and over again, trying to hurt them. Teens may use different labels, such as "intimidation." Or they might dismiss the behavior as "drama," says Paluck. But kids who routinely endure such troubles tend to face bigger problems decades later. That's the conclusion of several studies done in the United States, the United Kingdom and Europe. As longitudinal studies, they monitored impacts in the same people over many years.

In one, Copeland and his coworkers followed 1,420 young people in North Carolina for about 15 years. The researchers interviewed each participant, along with a parent or caregiver. They did this for each child four to six times while the student was between the ages of 9 and 16. Each time, the researchers asked if the child had experienced bullying at school - or had bullied others. They also asked kids if they had gotten depressed or anxious and how often.

Then, as young adults, these people were surveyed several more times. As part of these later surveys, the researchers also examined the participants for symptoms of common mental health disorders.

The results were clear: Childhood bullying took a toll.

jaguarblanco/istockphoto

Its victims were more likely to suffer from anxiety and panic disorders as adults than were those who hadn't been tormented as kids. Bullied kids who also bullied others were even more likely to suffer these problems. Especially disturbing, young men who had been both victims of bullying and bullies themselves were at elevated risk for thinking about committing suicide. Copeland and his group published their results in April 2013.

It's not clear why being both a victim and a bully might pose a special risk for later mental-health problems, Copeland says. He notes that these adults tend to be more impulsive and aggressive than are people who had suffered no bullying themselves. In addition, victims of bullying often have poorer social skills. Those traits may mean that when they tried to gain control by bullying, they failed. And that may have further isolated them socially, he says.

Andre Sourander is a psychiatrist (a doctor who focuses on mental health problems) at the University of Turku in Finland. In 1989, he and some colleagues started following 5,034 people born 8 years earlier. They collected information on any mental-health symptoms. They also asked the kids whether they bullied others and how often other children had bullied them. Parents and teachers answered similar questions for each child. Later, the researchers looked at how these children fared between ages 16 and 29. They also reviewed medical records to see if any had seen mental-health specialists or been diagnosed with a psychiatric illness, such as depression or anxiety.

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Compared with participants who were rarely tormented, victims of bullying were more than twice as likely to develop a psychiatric illness later in life. As in Copeland's research, those who had been victims and bullies were at highest risk of mental health problems in adulthood. (What about the children who bullied others but were not bullied themselves? Only those who showed psychiatric symptoms at age 8 were likely to also do so when they were older.)

Sourander's team reported its findings in the February 2016 JAMA Psychiatry.

The U.S. and Finnish studies used different methods. Still, they came to the same conclusion. That suggests researchers can be more confident in the findings, says Copeland. Those data show "how damaging bullying can be on children long-term," he says. He hopes these results "encourage kids to stick up [for others] when they see friends being picked on."

As damaging as abuse and neglect

Copeland has also compared the effects of bullying to the impacts of childhood abuse and neglect. In that study, he teamed up with psychologist Dieter Wolke at the University of Warwick in England.

The two studied 18-year-olds in the United States and United Kingdom. They asked these 5,446 young adults to describe childhood experiences of bullying, of physical abuse and any neglect. Then they identified any signs of mental health problems. These included anxiety, depression or attempts to cope with problems by injuring themselves. (This behavior is called self-harm.)

The results surprised the researchers. "The effects of bullying were stronger than being physically abused or neglected," Wolke says. Indeed, he argues, bullying " throws a long shadow over people's lives."

That shadow can be physical as well as mental, adds Louise Arseneault. She's a psychologist at King's College in London.

In a recent study, she asked 45-year-olds if they had been bullied as kids. She also assessed the participants current health. Compared to people who were rarely bullied in childhood, those who had been victims of frequent bullying were more likely to be depressed or have suicidal thoughts. But that's not all. These bullying victims also were more likely as adults to be obese - extremely overweight. And they had higher levels of a blood marker known as C-reactive protein (CRP). Studies have linked elevated CRP levels to an increased risk of heart disease.

Taken together, Copeland concludes, childhood-bullying exerted a lasting health toll into at least middle age.
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Photo: Carolyn Hampton; Screenshots: Natalie Hampton

Bullying can be prevented

Public opinions about bullying tend to fall into extremes, Arseneault says. Some people blame bullying for a range of problems. Others think the concerns are overblown. Overall, she believes, more people recognize bullying as "a serious problem for young children." Unfortunately, she adds, this concern "does not always translate into real action. And this may be part of the problem."

In 2011, President Barack Obama and First Lady Michelle Obama organized a White House conference on bullying prevention. News accounts reported that the President said a key goal had been to "dispel the myth that bullying is ... an inevitable part of growing up." The event took place several months after several well-reported teen suicides. Many people believed these adolescents took their lives as a result of bullying at school and online.

One student killed himself by jumping off the George Washington Bridge. He had been an 18-year-old at Rutgers University in New Brunswick, N.J. The tragedy prompted state legislators to pass a law requiring anti-bullying programs at New Jersey public schools. Most U.S. states now have laws and policies that define bullying as unacceptable. (You can find out more about them here.) But there is no federal law telling schools how they should prevent the problem. And it's hard to even tell if school programs are working.

Many anti-bullying programs, such as school assemblies and discussion groups, are run by teachers and other school staff. That's not the most effective approach, says Paluck at Princeton. If people hope to change student behaviors, she says, "the message can't come from adults."

She and her Princeton coworkers came up with a new approach to cut school conflicts, including bullying. Students would lead these efforts. The key was identifying what Paluck calls social influencers. These are the 10 percent of students who get the most attention from their peers.

These are not necessarily the most popular kids in a school. But smaller peer groups tend to look to them "to figure out what behaviors are desirable and normal," Paluck says. If social influencers took a public stand against bullying, maybe that would make such incidents uncool.

The researchers call their program Roots. It uses influential kids as "the roots of the movement," Paluck explains. (When her team asked students about possible program names, Roots "was the one they were least able to make fun of.")

Elizabeth Paluck

The researchers invited public middle schools in New Jersey to test the approach. Each used questionnaires to identify social influencers. These included people like Belinda, who emerged from her childhood bullying experiences more aware of how hurtful such behaviors can be.

In surveys, students identified who they interacted with at school and on social media. These influencers, and some other students, received invitations to the Roots group at their school. The groups met every other week. School counselors encouraged students to talk about uncomfortable situations - for example, times when teens tell racial jokes or make fun of people for how they dress.

The Roots groups also brainstormed how to make positive changes. At Ridgefield Park Junior-Senior High School, teens came up with a fun idea. They organized a "mix it up" lunch period. Here, students were encouraged to talk to new people. Instead of eating with the same crowd, "you'd mix it up and change who you sit with," explains Sunni Roberts. She's a counselor at the school.

The event included activities and games. At one station, students thought of stereotypes - for example, "boys are better at math" or "girls cannot play all sports." These ideas can provoke taunting or other conflicts. Students wrote the stereotypes on pieces of paper. They folded each paper into an airplane and flew them through a hoop. This was meant to symbolize how kids could get rid of such destructive mindsets, explains Roberts.

Across New Jersey, 56 schools took part in Roots groups as part of the Princeton experiment. School administrators tallied disciplinary events caused by peer conflicts. After one year, the number of incidents had dropped by 30 percent in schools with Roots programs - from 2,695 to 2,012. The benefits were highest in Roots groups with more social influencers. The researchers posted their findings last year in the Proceedings of the National Academy of Sciences. They also have posted the Roots curriculum online for other schools to use.

"Roots has made a difference in many ways," says Belinda. "It has helped students open up and let others know when they're being bullied." Hopefully, equipping kids to stand against bullying also will lead to healthier lives in years to come.

Power Words
More About Power Words

aggressive (n. aggressiveness) Quick to fight or argue, or forceful in making efforts to succeed or win.

behavior The way a person or other organism acts towards others, or conducts itself.

bullying (v. to bully) A group of repeated behaviors that are mean-spirited. They can include teasing, spreading rumors about someone, saying hurtful things to someone and intentionally leaving someone out of groups or activities. Sometimes bullying can include attacks using violence (such as hitting), threats of violence, yelling at someone or abusing someone with violent language. Much bullying takes place in person. But it also may occur online, through emails or via text messages. Newer examples including making fake profiles of people on websites or posting embarrassing photos or videos on social media.

C-reactive protein (CRP) A protein in blood that increases when widespread inflammation is present in the body. Elevated levels of CRP have been linked to increased risk for heart disease.

colleague Someone who works with another; a co-worker or team member.

curriculum (plural: curricula) The official classroom materials (often readings) used to lead students through a course of study on a particular topic.

depression A low spot, such as in a field or the surface of a rock. (in medicine) A mental illness characterized by persistent sadness and apathy. Although these feelings can be triggered by events, such as the death of a loved one or the move to a new city, that isn't typically considered an "illness" - unless the symptoms are prolonged and harm an individual's ability to perform normal daily tasks (such as working, sleeping or interacting with others). People suffering from depression often feel they lack the energy needed to get anything done. They may have difficulty concentrating on things or showing an interest in normal events. Many times, these feelings seem to be triggered by nothing; they can appear out of nowhere.

disorder (in medicine) A condition where the body does not work appropriately, leading to what might be viewed as an illness. This term can sometimes be used interchangeably with disease.

federal Of or related to a country's national government (not to any state or local government within that nation). For instance, the National Science Foundation and National Institutes of Health are both agencies of the U.S. federal government.

high school A designation for grades nine through twelve in the U.S. system of compulsory public education. High-school graduates may apply to colleges for further, advanced education.

impulsive (n. impulsivity) Quick to act; not willing to wait. Not waiting for deliberation or a weighing of consequences.

legislator An elected official that belongs to a body that writes laws for the state or federal government. Senators and members of the House of Representatives, for instance, are legislators for the United States government.

longitudinal (in research) Using data gathered from study subjects over a long period of time.

marker (in biomedicine) The presence of some substance that usually can only be present because it signals some disease, pollutant or event (such as the attachment of some stain or molecular flag). As such, this substance will serve as a sign - or marker - of that related thing.

mechanism The steps or process by which something happens or "works." It may be the spring that pops something from one hole into another. It could be the squeezing of the heart muscle that pumps blood throughout the body. It could be the friction (with the road and air) that slows down the speed of a coasting car. Researchers often look for the mechanism behind actions and reactions to understand how something functions.

middle school A designation for grades six through eight in the U.S. educational system. It comes immediately prior to high school. Some school systems break their age groups slightly different, including sixth grade as part of elementary school and then referring to grades seven and eight as "junior" high school.

mindset In psychology, the belief about and attitude toward a situation that influences behavior. For instance, holding a mindset that stress may be beneficial can help improve performance under pressure.

obese Adjective describing someone who is extremely overweight. Obesity is associated with a wide range of health problems, including type 2 diabetes and high blood pressure.

online A term that refers to things that can be found or done on the internet.

panic disorder A type of anxiety disorder. Its victims frequently experience sudden attacks of overwhelming fear and panic. Panic attacks can happen without an obvious cause. They often include strong physical reactions. People having such an attack sometimes feel like they are losing control, can't breathe or even are having a heart attack.

peer Someone who is an equal, based on age, education, status, training or some other features.

physical (adj.) A term for things that exist in the real world, as opposed to in memories or the imagination. It can also refer to properties of materials that are due to their size and non-chemical interactions (such as when one block slams with force into another).

Proceedings of the National Academy of Sciences A prestigious journal publishing original scientific research, begun in 1914. The journal's content spans the biological, physical, and social sciences. Each of the more than 3,000 papers published each year, now, not only is peer reviewed but also approved by a member of the U.S. National Academy of Sciences.

protein Compound made from one or more long chains of amino acids. Proteins are an essential part of all living organisms. They form the basis of living cells, muscle and tissues; they also do the work inside of cells. The hemoglobin in blood and the antibodies that attempt to fight infections are among the better-known, stand-alone proteins. Medicines frequently work by latching onto proteins.

psychiatry (adj. psychiatric) A field of medicine where doctors study and treat diseases of the human mind. Treatments may consist of talking therapies, prescription drugs or both. People who work in this field are known as psychiatrists.

psychologist A scientist or mental-health professional who studies the human mind, especially in relation to actions and behavior.

questionnaire A list of identical questions administered to a group of people to collect related information on each of them. The questions may be delivered by voice, online or in writing. Questionnaires may elicit opinions, health information (like sleep times, weight or items in the last day's meals), descriptions of daily habits (how much exercise you get or how much TV do you watch) and demographic data (such as age, ethnic background, income and political affiliation).

risk The chance or mathematical likelihood that some bad thing might happen. For instance, exposure to radiation poses a risk of cancer. Or the hazard - or peril - itself. Among cancer risks that the people faced were radiation and drinking water tainted with arsenic.

self-harm Intentionally injuring one's body. Examples may include cutting, scratching or burning oneself. This unhealthy behavior is typically a way this individual attempts to cope with emotional pain. It's usually not intended as a suicide attempt. Also known as self-injury.

social (adj.) Relating to gatherings of people; a term for animals (or people) that prefer to exist in groups. (noun) A gathering of people, for instance those who belong to a club or other organization, for the purpose of enjoying each other's company.

social media Internet-based media, such as Facebook, Twitter and Tumblr, that allow people to connect with each other (often anonymously) and to share information.

stereotype A widely held view or explanation for something, which often may be wrong because it has been overly simplified.

suicidal A mental state in which a person feels a strong impulse to take his or her own life (also known as committing suicide). Warning signs may include talking about wanting to die or about making plans to commit suicide; saying goodbye to people as if this person won't ever see them again; taking steps to make it possible to commit suicide, such as obtaining a gun or drugs that could cause death; being obsessed with the subject of death or dying; and withdrawing from social contact in a way that is unusual for that person.

survey (v.) To ask questions that glean data on the opinions, practices (such as dining or sleeping habits), knowledge or skills of a broad range of people. Researchers select the number and types of people questioned in hopes that the answers these individuals give will be representative of others who are their age, belong to the same ethnic group or live in the same region. (n.) The list of questions that will be offered to glean those data.

symptom A physical or mental indicator generally regarded to be characteristic of a disease. Sometimes a single symptom - especially a general one, such as fever or pain - can be a sign of any of many different types of injury or disease.

trait A characteristic feature of something. (in genetics) A quality or characteristic that can be inherited.

United Kingdom Often referred to as Britain, its roughly 60 million people live in the four "countries" of England, Scotland, Wales and Northern Ireland. More than 80 percent of the UK's inhabitants live in England. Many people - including UK residents - argue whether the UK is a country or instead a confederation of four separate countries. The United Nations and most foreign governments treat the UK as a single nation.

Citations

Journal: M.L. Ybarra et al. Stepwise development of a text messaging-based bullying prevention program for middle school students (BullyDown). Journal of Medical Internet Research. Published online June 13, 2016. doi: 10.2196/mhealth.4936.

Journal: A. Sourander et al. Association of bullying behavior at 8 years of age and use of specialized services for psychiatric disorders by 29 years of age. JAMA Psychiatry. Vol. 73, February 2016, p. 159. doi:10.1001/jamapsychiatry.2015.2419.

Journal: E.L. Paluck et al. Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National
Academy of Sciences. Vol. 113, January 2016, p. 566. doi: 10.1073/pnas.1514483113.

Journal: R. Takizawa et al. Bullying victimization in childhood predicts inflammation and obesity at mid-life: A five-decade birth cohort study. Psychological Medicine. Vol. 45, October 2015, p. 2705. doi: 10.1017/S0033291715000653.

Journal: D. Wolke and S.T. Lereya. Long-term effects of bullying. Archives of Disease in Childhood. Vol. 100, September 2015, p. 879. doi: 10.1136/archdischild-2014-306667.

Journal: S.T. Lereya et al. Adult mental health consequences of peer bullying and maltreatment in childhood: Two cohorts in two countries. The Lancet Psychiatry. Published online April 28, 2015. doi: 10.1016/S2215-0366(15)00165-0.

Journal: R. Takizawa et al. Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry. Vol. 171, July 2014, p. 777. doi: 10.1176/appi.ajp.2014.13101401.

Journal: W.E. Copeland et al. Childhood bullying involvement predicts low-grade systemic inflammation into adulthood. Proceedings of the National
Academy of Sciences. Vol. 111, May 27, 2014, p, 7570. doi: 10.1073/pnas.1323641111.

Journal: W.E. Copeland et al. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry. Vol. 70, April 2013, p. 419. doi:10.1001/jamapsychiatry.2013.504.

Questions for ' Bullying hurts - but peer support really helps'

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Esther Landhuis is a freelance journalist in the San Francisco Bay Area. She worked on her high school newspaper and spent a decade studying biology before discovering a career that combines writing and science.

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Bullying hurts - but peer support really helps

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As a child, Belinda (not her real name) got teased for being short and "more sporty" than other girls. She now realizes the kids who taunted her "were kind of jealous of me." Bullying might have been "a defense mechanism," she says.

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Bullying is a big problem. It can make kids feel hurt, scared, sick, lonely, embarrassed, and sad. Bullies might hit, kick, or push to hurt people, or use words to call names, tease, or scare them.

A bully might say mean things about someone, grab a kid's stuff, make fun of someone, or leave a kid out of the group on purpose.

Some bullies threaten people or try to make them do things they don't want to do.

Bullying Is a Big Deal

Bullying is a big problem that affects lots of kids. Most kids say they have been bullied or teased. Being bullied can make kids feel really bad, and the stress of dealing with it can make them feel sick.

Bullying can make kids not want to play outside or go to school. It's hard to keep your mind on schoolwork when you're worried about how you're going to deal with the bully near your locker.

Bullying bothers everyone - and not just the kids who are getting picked on. Bullying can make school a place of fear and can lead to violence and more stress for everyone.

Why Do Bullies Act That Way?

Some bullies are looking for attention. They might think bullying is a way to be popular or to get what they want. Most bullies are trying to make themselves feel more important. When they pick on someone else, it can make them feel big and powerful.

Some bullies come from families where everyone is angry and shouting all the time. They may think that being angry, calling names, and pushing people around is a normal way to act. Some bullies are copying what they've seen someone else do. Some have been bullied themselves.

Sometimes bullies know that what they're doing or saying hurts other people. But other bullies may not really know how hurtful their actions can be. Most bullies don't understand or care about the feelings of others.

Bullies often pick on someone they think they can have power over. They might pick on kids who get upset easily or who have trouble sticking up for themselves. Getting a big reaction out of someone can make bullies feel like they have the power they want. Sometimes bullies pick on someone who is smarter than they are or different from them in some way. Sometimes bullies just pick on a kid for no reason at all.

Bullying: How to Handle It

So now you know that bullying is a big problem that affects a lot of kids, but what do you do if someone is bullying you? Our advice falls into two categories: preventing a run-in with the bully, and what to do if you end up face-to-face with the bully.

Preventing a Run-In With a Bully

Don't give the bully a chance. As much as you can, avoid the bully. You can't go into hiding or skip class, of course. But if you can take a different route and avoid the mean kid, do so.

Stand tall and be brave. When you're scared of another person, you're probably not feeling your bravest. But sometimes just acting brave is enough to stop a bully. How does a brave person look and act? Stand tall and you'll send the message: "Don't mess with me." It's easier to feel brave when you feel good about yourself. See the next tip!

Feel good about you. Nobody's perfect, but what can you do to look and feel your best? Maybe you'd like to be more fit. If so, maybe you'll decide to get more exercise, watch less TV, and eat healthier snacks. Or maybe you feel you look best when you shower in the morning before school. If so, you could decide to get up a little earlier so you can be clean and refreshed for the school day.

Get a buddy (and be a buddy). Two is better than one if you're trying to avoid being bullied. Make a plan to walk with a friend or two on the way to school, recess, lunch, or wherever you think you might meet the bully. Offer to do the same if a friend is having bully trouble. Get involved if you see bullying going on in your school - tell an adult, stick up for the kid being bullied, and tell the bully to stop.

If The Bully Says or Does Something to You

Ignore the bully. If you can, try your best to ignore the bully's threats. Pretend you don't hear them and walk away quickly to a place of safety. Bullies want a big reaction to their teasing and meanness. Acting as if you don't notice and don't care is like giving no reaction at all, and this just might stop a bully's behavior.

Stand up for yourself. Pretend to feel really brave and confident. Tell the bully "No! Stop it!" in a loud voice. Then walk away, or run if you have to. Kids also can stand up for each other by telling a bully to stop teasing or scaring someone else, and then walking away together. If a bully wants you to do something that you don't want to do, say "no!" and walk away. If you do what a bully says to do, the mean kid is more likely to keep bullying you. Bullies tend to pick on kids who don't stick up for themselves.

Don't bully back. Don't hit, kick, or push back to deal with someone bullying you or your friends. Fighting back just satisfies a bully and it's dangerous, too, because someone could get hurt. You're also likely to get in trouble. It's best to stay with others, stay safe, and get help from an adult.

Don't show your feelings. Plan ahead. How can you stop yourself from getting angry or showing you're upset? Try distracting yourself (counting backwards from 100, spelling the word 'turtle' backwards, etc.) to keep your mind occupied until you are out of the situation and somewhere safe where you can show your feelings.

Tell an adult. If you are being bullied, it's very important to tell an adult. Find someone you trust and talk about what is happening to you. Teachers, principals, parents, and lunchroom helpers at school can all help to stop bullying. Sometimes bullies stop as soon as a teacher finds out because they're afraid that they will be punished by parents. This is not tattling on someone who has done something small - bullying is wrong and it helps if everyone who gets bullied or sees someone being bullied speaks up.

What Happens to Bullies?

In the end, most bullies wind up in trouble. If they keep acting mean and hurtful, sooner or later they may have only a few friends left - usually other kids who are just like them. The power they wanted slips away fast. Other kids move on and leave bullies behind.

Some kids who bully blame others. But every kid has a choice about how to act. Some kids who bully realize that they don't get the respect they want by threatening others. They may have thought that bullying would make them popular, but they soon find out that other kids just think of them as trouble-making losers.

The good news is that kids who are bullies can learn to change their behavior. Teachers, counselors, and parents can help. So can watching kids who treat others fairly and with respect. Bullies can change if they learn to use their power in positive ways. In the end, whether bullies decide to change their ways is up to them. Some bullies turn into great kids. Others never learn.

But no one needs to put up with a bully's behavior. If you or someone you know is bothered by a bully, talk to someone you trust. Everyone has the right to feel safe, and being bullied makes people feel unsafe. Tell someone about it and keep telling until something is done.

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No one likes a bully. Find out how to handle them in this article for kids.

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Parents and Grandparents, please help support The Stop Bullying Now Foundation. Your donations are vital to our programs such as Educate Bullying Awareness.

The Stop Bullying Now Foundation

Lowell Levine talks about one of the biggest dangers in America's public schools. The Stop Bullying Now Foundation aids children who feel threatened by bullies in school.

The Debra Tendrich Show

Tune in each Tuesday at 7:30pm on 95.3 FM or 1470 AM for the Debra Tendrich Show.Today, Debra takes on the topic of school bullying with guests Sean Kelly, the founder of Stomp the Bullying and Lowell Levine from Stop Bullying Now Foundation.

This is Keaton Jones

He lives in Knoxville and he has a little something to say about bullying.

Beat a Bully without using your Fists

Learn why bullying happens and how to deal with it successfully.

CBS 12 WEST PALM BEACH

New app sparks concerns over teen cyberbullying

Grace - I Want You to Know

My name is Jill Rembinski. I am emailing you because I would like to share this wonderful message with you in hopes that my daughter may be able to share it with others. Grace is 13 year old from Canton, Michigan and going into high school next year. Grace was a victim of bullying most of her middle school years due to the way she looked, dressed and the things she liked, including singing. Her close friends were also bullied, including one who tried to take his own life.

Grace was noticed by a music production company on Music Tow in Nashville TN. After much thought of Grace's first project, the writers asked Grace for her ideas on something she was passionate about to put in a song.

She knew that bullying is what she wanted to write about. She wanted to reach people who have been bullied and treated unkind, to let them know that they are not alone and to believe in themselves even when people around them make it difficult to. She was sick with all the media coverage on kids and adults taking their lives due to bullying. Grace did not do this for fame or fortune, she did this in hopes that would help others, even if it meant saving one person's life. Using her words, they put together a beautiful message. The song is called "I Want You To Know".

I heard the words that she used to make this message come to life, it was so moving, yet it made me sad to think that she was feeling so alone. It takes a lot for a teen to speak up nowadays and send this message in a way that would make people listen and I know you have a passion about issues of bullying. Grace hopes that this song inspires people her age, younger and older to stay strong and overcome the trauma of bullying with hopes that they can listen to this and know how important they really are. Please take a moment listen to the song, I have attached the link below.

Thank you and have a great day!
Jill Rembinski

Overdrive 145 - It's not Over (I Refuse to Sink) Official Music Video

This is the first single from our new self titled EP.

Anti-Bullying Interview with Lowell Levine President of Stop Bullying Now Foundation

Ghost Story (Official Video-Directors Cut) - Whitney Woerz

Music & Lyrics: Whitney Woerz
Producer: Glenn Rosenstein
Director - Liz Garbus

Someone Like You - Adele (Allison Cento Cover) 10 years old

I Hope you Enjoy My Cover. Please Subscribe - Comment and Like.Thank you All for your support.

Sara Stevens - Dance In This Dream

I wrote this song with John Roberts about my experience being bullied. My hope is this song will touch many lives.

John Garamendi - Floor Speech on Bullying

Rep. John Garamendi
D-California, 3rd District
Fairfield, Davis, Yuba City

Positively Tampa Bay: 5K Race Lakeland

Spine Institute of Central Florida partners with Stop Bullying Now Foundation for March 26 race.

Shine and the Moonbeams at The Getty

Local Band from New York Playing Inspiring Soul Music

Hip Hop Weekly Interviews Vinicius Machado

With Vinicius Machado, the fastest rising Latino talent on television today and national spokesman for the Stop Bullying Now Foundation.

You Are a Cool Kid!

Anti-Bullying Project in Honour of National Suicide Prevention Day 2015.

Ariane #WrongNumber Ft Lovely

I want to invite you to join me in bringing awareness to anti-bullying. As I'm sure you are aware that cyber-bullying has become an overwhelming epidemic throughout the internet and social media. With me being in the public eye and on TV, the negative comments and opinions are never ending. I want to support underdogs like myself, and share my message about what I have gone though and what it takes to win.

Nest of Living Arts/Vinicius Machado

Vinicius Machado is a Brazilian born actor who grew up in Orlando, FL. He is best known for his role on
Nickelodeon's live action sitcom Ned's Declassified School Survival Guide. Mr. Machado is an active national
supporter of the Stop Bullying Now Foundation.

Nest of Living Arts is a Performing Arts Organization based in Miramar, FL.
N.O.L.A.'s 1st Anti-Bullying Campaign partners with The City Of Miramar.This wonderful opportunity is being
offered, free of charge, to Broward elementary and middle schools within the Miramar, Everglades and Flanagan
school zones in Broward, FL. N.O.L.A. dance companies performed in front of over 1000 students on May 11th
2012.

SILENCE IS PARTICIPATION,I'VE GOT YOUR BACK!
www.nestoflivingarts.com
Young Jay "Stop Bullying" Official Video

Young Jay is back with his official Stop Bullying music video.

Think Before You Bully

Taylor is 9yrs old in the 4th grade. She decided to make a video on awareness of bullying. She wants to be the voice for those who are afraid to speak up.

Young Jay Stop Bullying Interview

Young Jay's Pure Platinum Media Interview.

The Barry Epstein Live Show - Sept. 18, 2014

Barry Epstein interviews founder and CEO of Stop Bullying Now Foundation, Inc., Lowell Levine.

Young J - Stop Bullying

Official video coming soon!

Barry Epstein from Barry Epstein Live

Barry Epstein interviews the founder and CEO of Stop Bullying Now Foundation, Inc., Lowell Levine. Lowell and Barry discuss the problem of bullying in Palm Beach County, FL and how to implement solutions.

Danny Poulos from Real Estate Insiders

Danny interviews Lowell Levine, founder and president of Stop Bullying Now Foundation, Inc., about bullying in Palm Beach county, Florida

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Parents and Grandparents, please help support The Stop Bullying Now Foundation. Your donations are vital to our programs such as Educate Bullying Awareness. Lowell Levine talks about one of the biggest dangers in America's public schools. The Stop Bullying Now Foundation aids children who feel threatened by bullies in school.

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A Nation Built by Immigrants | Bush Center

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A Nation Built by Immigrants | Bush Center

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Nearly 11 million undocumented immigrants and their families live and work in the U.S., contributing significantly to our economy. Deporting all of them is impractical, expensive, and inhumane. A reasonable solution allowing law-abiding undocumented immigrants to live and work here legally is imperative in any serious immigration reform.

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America's Sources of Immigration (1850-Today)

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Who Lives in America: Teaching Immigration History With Data | Scholastic.com

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Explore the history of immigration in America through immigration statistics, research, facts, and data while learning how to read charts and graphs.

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Mental health refers to your emotional and psychological well-being. Having good mental health helps you lead a relatively happy and healthy life. It helps you demonstrate resilience and the ability to cope in the face of life's adversities.

Your mental health can be influenced by a variety of factors, including life events or even your genetics.

There are many strategies that can help you establish and keep good mental health. These can include:

keeping a positive attitude

staying physically active

helping other people

getting enough sleep

eating a healthy diet

asking for professional help with your mental health if you need it

socializing with people whom you enjoy spending time with

forming and using effective coping skills to deal with your problems

A mental illness is a broad term which encompasses a wide variety of conditions which affect the way you feel and think. It can also affect your ability to get through day-to-day life. Mental illnesses can be influenced by several different factors, including:

Mental health issues are common in the United States. About one in five American adults experience at least one mental illness each year. And around one in five young people ages 13 to 18 experience a mental illness at some point in their lives, too.

Although mental illnesses are common, they vary in severity. About one in 25 adults experience a serious mental illness (SMI) each year. A SMI can significantly reduce your ability to carry out daily life. Different groups of people experience SMIs at different rates.

According to the National Institute of Mental Health, women are more likely to experience SMI than men. Those ages 18 to 25 are most likely to experience an SMI. People with a mixed-race background are also more likely to experience an SMI than people of other ethnicities.

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) helps mental health professionals diagnose mental illnesses. There are many types of mental health disorders. In fact, almost 300 different conditions are listed in DSM-5.

These are some of the most common mental illnesses affecting people in the United States:

Bipolar disorder

Bipolar disorder is a chronic mental illness that affects about 2.6 percent of Americans each year. It is characterized by episodes of energetic, manic highs and extreme, sometimes depressive lows.

These can affect a person's energy level and ability to think reasonably. Mood swings caused by bipolar disorder are much more severe than the small ups and downs most people experience on a daily basis.

Persistent depressive disorder

Persistent depressive disorder is a chronic type of depression. It is also known as dysthymia. While dysthymic depression isn't intense, it can interfere with daily life. People with this condition experience symptoms for at least two years.

About 1.5 percent of American adults experience dysthymia each year.

Generalized anxiety disorder

Generalized anxiety disorder (GAD) goes beyond regular everyday anxiety, like being nervous before a presentation. It causes a person to become extremely worried about many things, even when there's little or no reason to worry.

Those with GAD may feel very nervous about getting through the day. They may think things won't ever work in their favor. Sometimes worrying can keep people with GAD from accomplishing everyday tasks and chores. GAD affects about 3 percent of Americans every year.

Major depressive disorder

Major depressive disorder (MDD) causes feelings of extreme sadness or hopelessness that lasts for at least two weeks. This condition is also called also called clinical depression.

People with MDD may become so upset about their lives that they think about or try to commit suicide. About 7 percent of Americans experience at least one major depressive episode each year.

Obsessive-Compulsive Disorder

Obsessive-compulsive disorder (OCD) causes constant and repetitive thoughts, or obsessions. These thoughts happen with unnecessary and unreasonable desires to carry out certain behaviors, or compulsions.

Many people with OCD realize that their thoughts and actions are unreasonable, yet they cannot stop them. More than 2 percent of Americans are diagnosed with OCD at some point in their lifetime.

Post-Traumatic Stress Disorder (PTSD)

Post-traumatic stress disorder (PTSD) is a mental illness that's triggered after experiencing or witnessing a traumatic event. Experiences that can cause PTSD can range from extreme events, like war and national disasters, to verbal or physical abuse.

Symptoms of PTSD may include flashbacks or being easily startled. It's estimated that 3.5 percent of American adults experience PTSD.

Schizophrenia

Schizophrenia impairs a person's perception of reality and the world around them. It interferes with their connection to other people. It's a serious condition that needs treatment.

They might experience hallucinations, have delusions, and hear voices. These can potentially put them in a dangerous situation if left untreated. It's estimated that 1 percent of the American population experiences schizophrenia.

Social anxiety disorder

Social anxiety disorder, sometimes called social phobia, causes an extreme fear of social situations. People with social anxiety may become very nervous about being around other people. They may feel like they're being judged.

This can make it hard to meet new people and attend social gatherings. Approximately 15 million adults in the United States experience social anxiety each year.

The symptoms of many mental illnesses may get worse if they're left untreated. Reach out for psychological help if you or someone you know may have a mental illness.

If you're unsure where to start, visit your primary care doctor. They can help with the initial diagnosis and provide a referral to a psychiatrist.

It's important to know that you can still have a full and happy life with a mental illness. Working with a therapist and other members of your mental health team will help you learn healthy ways to manage your condition.

Each type of mental illness causes its own symptoms. But many share some common characteristics.

Common signs of several mental illnesses may include:

not eating enough or overeating

having insomnia or sleeping too much

distancing yourself from other people and favorite activities

feeling fatigue even with enough sleep

feeling numbness or lacking empathy

experiencing unexplainable body pains or achiness

feeling hopeless, helpless or lost

smoking, drinking, or using illicit drugs more than ever before

feeling confusion, forgetfulness, irritability, anger, anxiety, sadness, or fright

constantly fighting or arguing with friends and family

having extreme mood swings that cause relationship problems

having constant flashbacks or thoughts that you can't get out of your head

hearing voices in your head that you can't stop

having thoughts of hurting yourself or other people

being unable to carry out day-to-day activities and chores

Stress and periods of emotional distress can lead to an episode of symptoms. That may make it difficult for you to maintain normal behavior and activities. This period is sometimes called a nervous or mental breakdown. Read more about these episodes and the symptoms they cause.

Diagnosing a mental health disorder is a multi-step process. During a first appointment, your doctor may perform a physical exam to look for signs of physical issues that could be contributing to your symptoms.

Some doctors may order a series of laboratory tests to screen for underlying or less obvious possible causes.

Your doctor may ask you to fill out a mental health questionnaire. You may also undergo a psychological evaluation. You might not have a diagnosis after your first appointment.

Your doctor may refer you to a mental health expert. Because mental health can be complex and symptoms may vary from person to person, it may take a few appointments for you to get a full diagnosis.

Treatment for mental health disorders is not one size fits all, and it does not offer a cure. Instead, treatment aims to reduce symptoms, address underlying causes, and make the condition manageable.

You and your doctor will work together to find a plan. It may be a combination of treatments because some people have better results with a multi-angle approach. Here are the most common mental health treatments:

Medications

The four main categories of medications used to treat mental health disorders are antidepressants, anti-anxiety medications, antipsychotic medications, and mood-stabilizing medications.

Which type is best for you will depend on the symptoms you experience and other health issues you may face. People may try a few medications at different doses before finding something that's right for them.

Psychotherapy

Talk therapy is an opportunity for you to talk with a mental health provider about your experiences, feelings, thoughts, and ideas. Therapists primarily act as a sounding board and neutral mediator, helping you learn coping techniques and strategies to manage symptoms.

Hospital and residential treatment

Some people may need brief periods of intensive treatment at hospitals or residential treatment facilities. These programs allow an overnight stay for in-depth treatment. There are also daytime programs, where people can participate in shorter periods of treatment.

Lifestyle treatments and home remedies

Alternative treatments can be used in addition to mainstream treatments as a supplement. These steps won't eliminate mental health issues alone, but they can be helpful.

They include sticking to your treatment plan as closely as possible, avoiding alcohol and drugs, and adopting a healthy lifestyle that incorporates foods that may be a benefit to your brain. This includes omega-3 fatty acids, a type of fish oil that occurs naturally in some high-fat fish.

The term therapy refers to several styles of talk therapy. Therapy can be used to treat a variety of disorders, including panic disorders, anxiety, depression, anger issues, bipolar disorder, and post-traumatic stress disorder.

Therapy helps people identify mental health issues and unhealthy behaviors or thought patterns. During sessions you and your therapist can work to change these thoughts and behaviors.

In most cases, therapists focus on current issues, things that are affecting your daily life, and help you find solutions to what you're experiencing in real time, but each doctor's approach is different. Read more about the different types and what results you might expect from therapy.

Mental Health First Aid is a national public education course. It's designed to teach people about the warning signs and risk factors of mental health issues. In the training, participants learn about treatments and approaches that can help people with mental health disorders.

This training program is made for people who regularly interact with patients in a healthcare setting. Through scenarios and role-playing, healthcare providers can learn how to help a person in crisis connect with professional and self-help treatment steps.

Physical exercise is great for your body. Dancing, swimming, walking, and jogging boost cardio health and strength. They're also great for your mind. Research shows they can help reduce symptoms of depression and anxiety.

However, there are also "exercises" you can do for your brain. These include:

Striking a power pose. People who use "power poses" (aka hands on hips) may see a temporary drop in feelings of social anxiety.

Listening to calming music. A 2013 study of 60 women revealed that people who listen to relaxing music recover faster after stress than people who relax but do not listen to music.

Practicing progressive muscle relaxation. This process involves tightening and then slowly relaxing various muscle groups. It may be combined with other techniques like listening to calming music or breathing exercises.

Finding a yoga pose. One 2017 study showed that just two minutes of performing yoga poses can boost self-esteem and help increase bodily energy.

When you talk with your doctor or therapist about your mental health, they may go through a series of examinations in order to reach a diagnosis. These steps could include a physical examination, blood or laboratory tests, and a mental health questionnaire.

A series of questions helps doctors understand your thoughts, responses, and reactions to events and scenarios. While this test won't return immediate results, it will help your doctor better understand what you're experiencing.

Avoid taking online mental health tests. While these may provide some insight into causes of symptoms, they aren't administered by a healthcare professional. The questions and answer options may not be as specific as a doctor or therapist might be in an in-person testing environment.

Most individuals with mental health issues can and will find treatments that are successful. That means you can get better. Some mental health issues, however, are chronic and ongoing, but even these can be managed with proper treatment and intervention.

Recovery from mental health disorders or issues requires ongoing attention to your mental and overall health, as well as adherence to any behavioral therapy techniques learned from a therapist.

In some cases, treatments like medication may be needed on an on-going basis; others may be able to stop using them at some point. What recovery will mean for you is different than recovery for another person.

Mental health is a vital concern for healthcare professionals. Most people know the signs and symptoms of physical illnesses, like a heart attack or stroke. But, they may not be able to pinpoint the physical effects of anxiety, PTSD, or panic.

Awareness campaigns are designed to help people understand these common signs and symptoms.

More than 40 million Americans experience some form of mental illness every year. Knowing that they're not alone may invite people to seek treatment from a professional. Treatment is key to relief from symptoms and maintain a healthy, active life.

Twenty percent of teenagers between 13 and 18 experience some form of mental health disorder. Half will develop a disorder by the time they're 14 years old.

The signs and symptoms may be brushed aside as the angst of the turbulent teenage years. But, these may be the earliest predictors of mental health disorders or issues that require treatment.

Signs of mental health issues in teenagers include:

loss of self-esteem

excessive sleeping

loss of interest in activities or favorite hobbies

sudden and unexpected decline in academic performance

weight loss or changes in appetite

sudden personality changes, such as anger or aggression

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Mental Health Basics: Types of Mental Illness, Diagnosis, Treatment

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Mental health refers to your emotional and psychological well-being. Having good mental health helps you lead a relatively happy and healthy life. It helps you demonstrate resilience and the ability to cope in the face of life's adversities. Your mental health can be influenced by a variety of factors, including life events or even your genetics.

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A mental illness is a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to relate to others and function each day. Each person will have different experiences, e ven people with the same diagnosis.

Recovery, including meaningful roles in social life, school and work, is possible, especially when you start treatment early and play a strong role in your own recovery process.

A mental health condition isn't the result of one event. Research suggests multiple overlapping causes. Genetics, environment and lifestyle influence whether someone develops a mental health condition. A stressful job or home life makes some people more susceptible, as do traumatic life events like being the victim of a crime. Biochemical processes and circuits and basic brain structure may play a role, too.

"This speed, savvy, and importance placed on unconditional support regardless of my circumstances was the rallying cry of my parents throughout my recovery, even when I fought them on it."
Read More of My Parents' Support Shaped My Recovery

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A mental illness is a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to relate to others and function each day. Each person will have different experiences, e ven people with the same diagnosis.

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In September 2016, the opening fanfare of a high school soccer game in Rochester, New York, was interrupted when 18 varsity boys' soccer players took a knee during the national anthem. These players, who attend World of Inquiry School, were protesting racial injustice and police brutality. Their action was inspired by San Francisco 49ers quarterback Colin Kaepernick's ongoing national anthem protest, which he had begun a month earlier at an NFL preseason game.

The protest kick-started the grassroots organizing efforts of a small group of Rochester City School District (RCSD) teachers, parents, administrators and community members. Inspired by the students' passion, the group decided to take action that would send a message to all students in the district: Rochester schools believe that black lives matter. Their work eventually evolved into a full-day event: "Black Lives Matter at School: A Day of Understanding and Affirmation," observed districtwide on February 17, 2017.*

The story of how the Day of Understanding came about is a valuable example of collective action within a school district for racial justice and racial equity.

Teacher Leadership

Chris Widmaier, a science teacher at World of Inquiry and a 2016 recipient of the Teaching Tolerance Award for Excellence in Teaching, was one of the leaders of the organizing efforts. "[The district] needed to do something to really educate everybody about why they took a knee, what the significance is, what the controversies were," he says. "We tried to do that in our own way here at our school, but I saw a need for a larger response."

Widmaier reached out to teachers and parents across the district. Together they researched the "Black Lives Matter at School" rallies in Seattle Public Schools, which were endorsed by the teachers union and involved more than 2,000 educators calling for racial equity in education. Widmaier and his colleagues asked themselves, What would something similar look like in Rochester?

After connecting with educators in Seattle to help determine their next steps, the group formed an organizing committee, which started to meet every other Sunday in the café area of a local grocery store.

Widmaier, who is white, saw the committee meetings as a space to engage in dialogue about race and racism, and to be critically conscious about what advocating for Black Lives Matter looks like in a district where, as of the 2015-16 school year, close to 60 percent of students are black and 75 percent of the teaching corps is white.

"We agreed, from the very beginning, Black Lives Matter is about self-determination. It's about black voices being out front," Widmaier says. "We knew that it was a tricky line ... because we're trying to educate and help students who are black find a voice and find leadership. In a way that's empowering rather than co-opting." He notes that key partners for the committee were local Black Lives Matter activists in Rochester, two of whom joined the committee.

Kirstin Pryor, an administrator in the Office of School Innovation and the parent of two RCSD students, joined the committee because she witnessed a profound disconnect.

"I knew that my 13-year-old daughter and her friends were talking about Black Lives Matter at home, at swim practice, in the backseat of the car, and yet their classes weren't always engaging in a conversation," she says.

For Lowan Brown, the assistant principal at Joseph C. Wilson Foundation Academy, the committee offered a much-needed outlet. In July 2016, when two black men-Alton Sterling in Baton Rouge, Louisiana, and Philandro Castile in Falcon Heights, Minnesota-were killed in police-involved shootings within a day of each other, Brown felt compelled to take direct action. "I knew I could no longer just sit on my hands and do nothing," she says. "Students really didn't have a venue or an opportunity to discuss the loss of black lives that was occurring, not only nationally, but in their community."

A Plan of Action

The committee-a core group of about 12 people-sought to establish a district-wide day that affirmed the value of black lives and the concerns driving the organizing agenda of the Black Lives Matter movement.

"We talked about how we could use it as a galvanizing tool to bring really thoughtful, powerful discussions about race, racial justice into our classrooms for a day, and then use that as a platform for bringing about change on a broader level," says organizer Mahreen Mustafa-George, an RCSD parent.

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A District Profile | Black Lives Matter at School

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Secondary education for girls can transform communities, countries and our world. Learn about the barriers girls face to learn and the evidence for investing in girls' education.

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When I arrived at Central Juvenile Hall, I was expecting guards, watch towers, basically the setting of the Shawshank Redemption. I was told to wait in a small lobby room, which separated the prison from the outside world. While waiting, I saw a few inmates getting on a bus. They wore handcuffs and carried brown paper bags behind their backs. I wondered what these kids did. I looked at each one, trying to guess his crime. "Maybe he robbed a store, maybe he killed somebody, maybe he was selling drugs." Some people might ask, why would I want to write a story about juveniles in prison? Why would anyone want to read what these criminals have to say? Who cares? It's easy to judge juvenile criminals as bad kids, but not so easy when you're looking into the eyes of a teenager who is going to spend life in jail.

I know there are victims of violent crimes whose voices go unheard. But recognize that some people who commit crimes have many reasons behind their actions. It's a cycle. This is what happens to kids who didn't have direction or anybody who cared, who had to learn about life the hard way. They were brought up this way so that's how they're going to treat others. Sometimes, it's okay to give a voice to the "villains." They have been victims too.

Inside Juvenile Hall, Javier Stauring, the Catholic chaplain, was there to guide me through the facility and be present during the interviews. We sat down on a bench in the middle of the yard. He told me that high-risk offenders wore orange jumpsuits, and those wearing gray and yellow suits were minor offenders or those who violated their probation. The four teens I was going to interview were all high-risk offenders. Out of 550 inmates in Juvenile Hall, 180 were being tried in adult court, Javier said. He explained that I couldn't ask any questions about their crimes, use their full names or take pictures of their faces because they were minors and their cases were pending.

While we sat talking, a few teens walked by with a guard, their heads facing the ground and their hands behind their backs. I watched them walk. Then one of them turned to look at me, and I turned my head to avoid eye contact. I felt that he didn't want to be looked at. I wouldn't want someone who was free looking at me walking around in prison. I felt uncomfortable that day, like I didn't have any clue what these kids had been through. Did I feel sorry for them? Not right away. I was surprised by the innocence of their faces, like they didn't belong there. I was really shocked when I saw a boy who looked like he was about 10 walking in a line with other kids, wearing handcuffs. I also felt glad that my life didn't take the same road as these kids' lives had.

Then I met the four teens and I found out just how bad their situations were. Even though I had prepared a list of questions, I didn't know what to expect. Would they cry? Would they be angry? Though none of the four had an emotional outburst, some questions during the interview caused them to pause and try to hold in their emotions while thinking about painful memories.

When I first met the two girls, Mayra and Elizabeth, I was expecting two huge girls, bigger than me, with short hair and tattoos. But two petite, feminine and pretty girls walked in ... What? What could they have done, and to be wearing orange suits at that? Yet both were smiling and saying hello to me.

And when I met the two guys, they seemed calm and laid back. Though they were the same age as me, they seemed older in their ways. They had experienced a lot and you could see it in the way they carried themselves. Elizabeth was more to herself, the day-dreaming type; Mayra was tougher, more independent; Mark was heavy in size, but you could see the sensitivity in his eyes; and David was thoughtful, no doubt.

All four had drifted into a negative lifestyle at a young age. It seemed as if it was impossible for them to overcome their problems. The two girls said they had been sexually and physically abused. Both said that leaving home at a young age was the only thing they could do to save themselves from future torment. The two guys, however, had wanted that wild lifestyle. Both confessed to having been ignorant and making bad choices. What I learned from talking with them is that there are some things we have no control over-our families, where we live and who we know. It was simple for me to see that all four kids had no control over their lives. All they knew was what made them feel better at the moment.

There are a lot of negative aspects about prison, but some positive things can come out of being locked up. David even said, "I'm glad I'm in prison, or else I'd still be out there [getting into trouble]."

Prison, for many out of control teens, is stopping them in their tracks so they don't go further with a criminal and violent life. Prison allows these teens to stop and think. David told me that his time in prison has allowed him to figure out that he's a "really cool person."

Teens should get a chance to change

Even though they may take responsibility now for their actions and want to change their lives, they still have to serve their time. That's the way our system is. I know they have a debt to pay to society, but why doesn't our system allow young people to redeem themselves? I don't think our judiciary system deals well with people once they are in the system. Okay, they're in prison, now what? Mayra is only 17, what can we expect her to do with a life sentence, sit in her cell and rot? I don't think the system expects or encourages kids to change their lives around. But I can't complain too much because prison is keeping criminals off the streets and away from my family and me.

Talking to these kids, I realized they had many problems growing up. Some had no friends at all, and many have dysfunctional families. This doesn't excuse the crimes they committed, but it helps explain why.

After one day at a prison, I see that in prison, it's just you and time. Too much time for the kids I met that day. That time in prison is time they wish they had to spend with their friends and family. Time they wish they had to go on a date, to play sports, to go to school, to watch television, to lay down on their own beds, to walk free, to laugh and have a good time again. It's time spent feeling regret for their past actions. No matter how much they regret the past, they will have to finish growing up in adult prison.

'I was a chronic runaway'
'Can I get a second chance in life?'
'I carry my own weight'
'At night when nobody sees you, you cry'

Mayra, 17, serving life sentence

Were you ever into school?
I dropped out of school when I was 13, seventh grade. Because my family didn't have enough money and the rest of the girls, I used to see them every day with different kinds of clothes. I used to be with the same clothes almost every day you know. It used to hurt me seeing them have everything. So that's when I dropped out.

Did your parents try to discipline you?
I had a lot of discipline, 'cuz my dad is coming from Mexico. You know the whips for the horses, he would hit us with those. With anything he could find he hit us with until my back would be bloody. When I was in Mexico, he hang me from a tree and hang me there for one hour 'cuz I think I stole a candy. He was abusive to my mother. My dad used to leave black eyes on her, and when the cops came and she would cover it with her hair. That's one thing, it didn't work. 'Cuz that makes you angrier. After he used to hit me or whip me, he would tell me don't cry, why you crying, I'm gonna hit you harder, I ain't hitting you hard. I had to hold it in, I couldn't cry because he'd hit me more. So I had to hold my tears in and it built up you know.

David, 18, awaiting sentencing
Was your life exciting before you came in here?

I was living in the fast lane and I didn't have no time to think. Since I been off drugs I noticed I'm a real good person. I just regret those "exciting days."
I think of me now as a man. I had to grow up early. It's sad I did that to myself but I did. But I can't look at the past. As far as me getting locked up, I'm happy. If I didn't get locked up I would have kept going, I would have lost all my years.
I don't think nobody controls my fate. God controls my fate. If I get a long time, it's 'cuz I got to learn something. And if I go home it means I'm ready. God has control. And I'm very happy he has control.
How are you preparing for adult prison?

Instead of you getting ready for them, how about them getting ready for you? Be confident in yourself. Be something different. You gotta be a man of your own path.
I got something to say. It's still itching in my brain. It bothers me when people say it's easy in here. I go through a lot of pain. I sit and think about the things I done, and I sit there and cry. For people who say this is easy, they don't know how much pain we go through. I heard people down the hall from where I sleep saying they rather die than go through this. Some people are stronger than others.

David is awaiting his sentence in Central Juvenile Hall.

Mark, 17, serving 13-year sentence
Have you been in here before?
Two times before. [When I was arrested] I was just trying to figure out what was going on. I was like 'Man, this is a bad dream.' I was just waiting to wake up. Ain't waked up yet.

Was your life exciting before you came in here?
Exciting like I was always watching my back? Or the parties? Robbing and stealing. It was like an adventure, yeah. But it was an adventure going nowhere.

What's a typical day here like?
Wake up, wash up. Same thing, different day. That's how it is.

What were you doing when you were free?
I was playing football. I'm mad missing out my teenage days. I regret what I did, and it's like 'Damn.' If I live in the past, that's where I'm gonna stay, in the past. Damn, it'd be fun [if I was free]. It's the new millennium. I haven't even been on a date, know what I'm saying. I ain't gonna see none of that. Don't grow up too fast, 'cuz you're gonna be mad if you do.

Did your parents try to discipline you?
I'm stubborn, I know I'm stubborn. My parents they did try to discipline me but I was too wild. It was like I couldn't be tamed at the time.

Do you have any talents?
I like to rap. I can write. (He writes plays with theater group called Usual Suspects.) Writing is one of my skills. Give me a beat and I can freestyle for you right now.

How does your family deal with you being locked up?
I know they don't like me being in here but I been in here before. When I hit 13 that was when I really stepped up the criminal ladder. It was the adrenaline rush and all that and I didn't think about my family. I try to let them know it's gonna be alright. It affects my family a lot. Even when I had a bad day I still smile. I just try to make them feel good when they're here.

How does it feel not to control your fate?
Dang, somebody else got control my life. I should be believing in God more. I should but I really started to lose faith. No ... well, I didn't lose it, I just didn't know where to put my faith. If I walk into court one day and the judge had a bad weekend, his wife trippin' on him or something, he could take it out on me. I expect the unexpected when I go in the courtroom. My fate is sealed already but my fate isn't in the court's hand, it's in my hand. Fate really has to do with what you feel inside than what people make of you. If God wants me to be in jail, it must be I got some kind of gift that God wants me to spit to other cats in here.

What do you think about Prop. 21?
Why should I walk around with a label on me because I made a mistake when I was young? Can I get a second chance in life? When you go to the pen, you don't do nothing. All you do is time, get contraband, learn to hate somebody. I want to be a positive person, somebody that helps somebody, somebody who helps the community.
Prop. 21, it's like a spear in this whole community's heart. My little brother was sitting in a car, somebody was shot, and my brother got to do adult time for that. They taking our rights away. You putting little kids in adult facilities, that's forcing them to grow up already. This little kid, he did this crime right here, but they don't see this as his first time doing it. [Little kids out there won't be deterred by longer sentences]... the homie got 25 years to life, they look up to that. I don't know why but they do. "He gonna ride it out, he's a rider."
Society's a fool if they don't see that. Little kid, he has so much to prove. Them older hounds-"I ain't got nothing, I got life. Let me go and send this kid up the river too." That little kid, he's believing the hype. "You want me to shank him, okay, I'm gonna do that, go in the hole, go to Pelican Bay, don't see my momma." Little kid, he should be put in a program. When you send them to the pen all you making is a better criminal.

Mark is serving 13 years in L.A. County Men's Jail.

Elizabeth, 18, awaiting sentencing
What was it like when you got arrested?
Really? I was high. So all kinds of things were going through my mind. Just like shock. I couldn't even cry. I just sat down quiet.

Was being a troublemaker exciting?
It was for me, back then, just my lifestyle.
When I was around fifth grade. My mom put me in a placement because I was running away. I kept running away. I was a chronic runaway. They'd put me somewhere and I'd run away from it.
I had, uh, problems at home (softly) ... and um, out of sheer boredom I guess. Mostly neglect. Well, I'd been molested for years. Finally I told my grandmother about it. That it was my stepfather. She called the cops and I ran away and right before he was supposed to go to court he shot himself in the head. My sister had a brain tumor and my mom was always busy at the hospital. We had to move into this tiny duplex and I was by myself all day. I was 11 or 12. It's really boring in Texas. That's where I'm from-Austin, Texas.
One day I'd just go out to have fun and I wouldn't go home the next day. It kept on escalating. I'd spend a day in jail and keep on going. My mom had a boyfriend, and he used to physically abuse my sister. I tried to intervene one day and he grabbed me by my neck. I started talking s-- outside the house, just yelling at him and he came out with a knife. So I really had to run. This lady called the cops and what did they do? They arrested me. They arrested me on a runaway charge. Nothing happened to him.
My mom made me seem like this bad kid. I just wanna go and have some fun. My mom didn't have very much money, and if you don't have clothes, you're an outcast [at school]. I had good grades, all A's and stuff like that, but I just couldn't take being in school so I dropped out.
How do you feel compared to the average teen?
I feel like a totally different species. I feel older actually, 'cuz I've seen so much. They don't even know, they're in school, they have their proms, and they're going to college. And I just can't relate. I feel I can't even hang out with them, they're too different.

Did your parents try to discipline you?
My mom's form of discipline was just to get rid of me. It makes me mad today. She paid my brother to kick my a- for leaving, you know, paid him. He didn't want to but he did it for the money. It just made me more mad and I ran away again.

What do you think your parents could have done that would have helped?
If my mom had set me aside and talked to me, asked me what is it you want, why are you running away. That would have helped me.

What do you say to people who think Juvenile Hall is easy, watching TV all day or something?
We rarely ever get to listen to the radio at all. TV, we get only one hour a day. We don't get the news so we don't know what's going on in the world. TV and radio, that's nice to have but you wouldn't want to sit there and watch TV all day, that's not a luxury. [Juvenile Hall is] really dirty to me. The girls, I wasn't scared of them, because I'd been living on the street all over so I wasn't scared of anything, especially not some little girls.

How does it feel to lose your freedom?
It hurts more than any kind of punch, slap, anything that was ever done to me. Having my freedom taken away is the worst thing that ever happened to me. It's not the fact I'm in jail that I'm scared. For a while I didn't know when I was gonna get out. It felt like the whole world was going on without me, and I was stuck. I have a little sister born after I started running away and I don't even know her. My family came out twice this year. You have special visits, half an hour. For the past year, I've seen someone I know from the outside for one hour, that's it. It's pretty hard being out here all by yourself. I can see what they're doing to us. How kids are sent to jail when they just need a slap on the head or something. I used to really really hate the cops. Hate 'em, hate 'em. I still don't approve of what they're doing but I understand. I used to hate other people's lifestyle. Now I know it's different people and I don't hate them anymore. I can associate with different people. I'm a lot more open-minded, don't hate so quickly, don't judge so quickly.

Elizabeth is awaiting her sentence in Central Juvenile Hall.

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Behind bars: Four teens in prison tell their stories

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When I arrived at Central Juvenile Hall, I was expecting guards, watch towers, basically the setting of the Shawshank Redemption. I was told to wait in a small lobby room, which separated the prison from the outside world. While waiting, I saw a few inmates getting on a bus.

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Unaccompanied youth make up 10 percent or more of the homeless student population in 28 states, according to report by the National Center for Homeless Education.

The number of students in kindergarten through the 12th grade who are homeless has increased by 70 percent over the last decade, according to new federal data that also suggests it shows no signs of slowing.

The report, published this month by the National Center for Homeless Education, housed at the University of North Carolina at Greensboro, provides a three-year snapshot of homeless from the 2014-15 school year through the 2016-17 school year using federal data reported annually to the Department of Education by states.

Over the three-year span, the number of enrolled students reported as experiencing homelessness at some point increased 7 percent, from 1.26 million students in the 2014-15 school year to 1.36 million students in the 2016-17 school year. Nine states tallied increases of upward of 20 percent over the last three years, and 20 states reported a growth in their homeless student populations of 10 percent or more.

The report does not weigh in on reasons for the continued increase in homelessness among students, but it does note certain student subgroups that experienced the most marked increases: The change in the unaccompanied homeless youth subgroup was the most extreme, with an increase of 25 percent. According to the report, unaccompanied youth make up 10 percent or more of the homeless student population in 28 states, up from 20 states in the previous school year.

Students who are still learning English now account for 16 percent of all students in homeless situations. That figure was a 19 percent jump from three years earlier, and students with a disability saw an increase of 14 percent. Notably, only 13 percent of all K-12 students have a disability, but nearly two-thirds of states reported students with disabilities account for 20 percent or more of their homeless students.

Indeed, the report found that 76 percent of homeless students said that they "share housing," or live with others because of a loss of housing or other financial reason. Fourteen percent resided in shelters, 6 percent had a primary nighttime residence of hotels or motels and 4 percent were identified as "unsheltered." Notably, the use of hotels and motels increased by 10 percent, continuing a trend seen in past versions of the report.

The report also highlights a link between homelessness and poor academic outcomes, finding that 64 percent of homeless students graduated in the 2016-17 school year - 13 percentage points below other low-income students and 20 percentage points below all students.

Lauren Camera, Education Reporter

Lauren Camera is an education reporter at U.S. News & World Report. She's covered education pol... Read more Lauren Camera is an education reporter at U.S. News & World Report. She's covered education policy and politics for nearly a decade and has written for Education Week, The Hechinger Report, Congressional Quarterly, Roll Call, and the Chronicle of Higher Education. She was a 2013 Spencer Education Fellow at Columbia University's School of Journalism, where she conducted a reporting project about the impact of the Obama administration's competitive education grant, Race to the Top.

Tags: homelessness, students, K-12 education, children, languages, disability, housing, Department of Education, United States, academics, poverty

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The Number of Homeless Students in the U.S. Soars

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Unaccompanied youth make up 10 percent or more of the homeless student population in 28 states, according to report by the National Center for Homeless Education. The number of students in kindergarten through the 12th grade who are homeless has increased by 70 percent over the last decade, according to new federal data that also suggests it shows no signs of slowing.

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Family Support Services - Bellingham Public Schools

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Family Support Services includes many important programs including our Family Resource Center, homeless support program, health services, counseling, mental health supports, suicide prevention, social emotional learning, wellness and more.

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Sleep 🤬

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"The Sandy Hook Promise Foundation is one of the most effective and efficient charities I have ever come across. I give as freely of my time as I can to educate everyone I can that gun violence is preventable. #ProtectOurKids"

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Sandy Hook Promise trains students and adults to know the signs of gun violence so that no parent experiences the tragic, preventable loss of their child.

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"The Sandy Hook Promise Foundation is one of the most effective and efficient charities I have ever come across. I give as freely of my time as I can to educate everyone I can that gun violence is preventable. #ProtectOurKids"

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Sandy Hook Promise trains students and adults to know the signs of gun violence so that no parent experiences the tragic, preventable loss of their child.

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The word "transgender" - or trans - is an umbrella term for people whose gender identity is different from the sex assigned to us at birth. Although the word "transgender" and our modern definition of it only came into use in the late 20th century, people who would fit under this definition have existed in every culture throughout recorded history.

Alongside the increased visibility of trans celebrities like Laverne Cox, Jazz Jennings or the stars of the hit Netflix series "Pose," three out of every ten adults in the U.S. personally knows someone who is trans. As trans people become more visible, we aim to increase understanding of our community among our friends, families, and society.
What does it mean to be trans?
What challenges do trans people face?
The trans community is incredibly diverse. Some trans people identify as trans men or trans women, while others may describe themselves as non-binary, genderqueer, gender non-conforming, agender, bigender or other identities that reflect their personal experience. Some of us take hormones or have surgery as part of our transition, while others may change our pronouns or appearance. Roughly three-quarters of trans youth that responded to an HRC Foundation and University of Connecticut survey identified with terms other than strictly "boy" or "girl." This suggests that a larger portion of this generation's youth are identifying somewhere on the broad trans spectrum.

While trans people are increasingly visible in both popular culture and in daily life, we still face severe discrimination, stigma and systemic inequality. Some of the specific issues facing the trans community are:

Lack of legal protection- Trans people face a legal system that often does not protect us from discrimination based on our gender identity. Despite a recent U.S. Supreme Court Decision that makes it clear that trans people are legally protected from discrimination in the workplace, there is still no comprehensive federal non-discrimination law that includes gender identity - which means trans people may still lack recourse if we face discrimination when we're seeking housing or dining in a restaurant. Moreover, state legislatures across the country are debating - and in some cases passing - legislation specifically designed to prohibit trans people from accessing public bathrooms that correspond with our gender identity, or creating exemptions based on religious beliefs that would allow discrimination against LGBTQ people.

Poverty- Trans people live in poverty at elevated rates, and for trans people of color, these rates are even higher. Around 29% of trans adults live in poverty, as well 39% of Black trans adults, 48% of Latinx trans adults and 35% of Alaska Native, Asian, Native Americans and Native Hawaiian or Pacific Islander trans adults.

Stigma, Harassment and Discrimination - About half a decade ago, only one-quarter of people in the United States supported trans rights, and support increased to 62% by the year 2019. Despite this progress, the trans community still faces considerable stigma due to more than a century of being characterized as mentally ill, socially deviant and sexually predatory. While these intolerant views have faded in recent years for lesbians and gay men, trans people are often still ridiculed by a society that does not understand us. This stigma plays out in a variety of contexts - from lawmakers who leverage anti-trans stigma to score cheap political points; to family, friends or coworkers who reject trans people upon learning about our trans identities; and to people who harass, bully and commit serious violence against trans people. This includes stigma that prevents them from accessing necessary services for their survival and well-being. Only 30% of women's shelters are willing to house trans women. While recent legal progress has been made, 27% of trans people have been fired, not hired or denied a promotion due to their trans identity. Too often, harassment has led trans people to avoid exercising their most basic rights to vote. HRC Foundation's research shows that 49% of trans adults, and 55% of trans adults of color said they were unable to vote in at least one election in their life because of fear of or experiencing discrimination at the polls.

Violence Against Trans People- Trans people experience violence at rates far greater than the average person. Over a majority (54%) of trans people have experienced some form of intimate partner violence, 47% have been sexually assaulted in their lifetime and nearly one in ten were physically assaulted in between 2014 and 2015. This type of violence can be fatal. At least 27 trans and gender non-conforming people have been violently killed in 2020 thus far, the same number of fatalities observed in 2019.

Lack of Healthcare Coverage- An HRC Foundation analysis found that 22% of trans people and 32% of trans people of color have no health insurance coverage. More than one-quarter (29%) of trans adults have been refused health care by a doctor or provider because of their gender identity. This sobering data reveals a healthcare system that fails to meet the needs of the trans community.

Identity Documents - The widespread lack of accurate identity documents among trans people can have an impact on every aspect of their lives, including access to emergency housing or other public services. Without identification, one cannot travel, register for school or access many services that are essential to function in society. Many states do not allow trans people to update their identification documents to match their gender identity. Others require evidence of medical transition - which can be prohibitively expensive and is not something that all trans people want - as well as fees for processing new identity documents, which may make them unaffordable for some members of the trans community.

While advocates continue working to remedy these disparities, change cannot come too soon for trans people. Visibility - especially positive images of trans people in the media and society - continues to make a critical difference for us; but visibility is not enough and can come with real risks to our safety, especially for those of us who are part of other marginalized communities. That is why the Human Rights Campaign is committed to continuing to support and advocate for the trans community, so that the trans Americans who are and will become your friends, neighbors, coworkers and family members have an equal chance to succeed and thrive.

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The word "transgender" - or trans - is an umbrella term for people whose gender identity is different from the sex assigned to us at birth. Although the word "transgender" and our modern definition of it only came into use in the late 20th century, people who would fit under this definition have existed in every culture throughout recorded history.

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In the U.S. today, 99% of animals used for food live on massive industrial "factory farms," where they're crammed by the thousands into wire cages, metal crates, or other extremely restrictive enclosures inside filthy, windowless sheds. These animals will never raise their families, root around in the soil, build nests, or do anything that is natural and important to them. Most won't even feel the warmth of the sun on their backs or breathe fresh air until the day they're loaded onto trucks headed for slaughterhouses.

The factory farming industry strives to maximize output while minimizing costs-always at the animals' expense. The giant corporations that run most factory farms have found that they can make more money by squeezing as many animals as possible into tiny spaces, even though many of the animals die from disease or infection.

Animals on factory farms endure constant fear and torment:

They're often given so little space that they can't even turn around or lie down comfortably. Egg-laying hens are kept in small cages, chickens and pigs are kept in jam-packed sheds, and cows are kept on crowded, filthy feedlots.

Antibiotics are used to make animals grow faster and to keep them alive in the unsanitary conditions. Research shows that factory farms' widespread use of antibiotics can lead to antibiotic-resistant bacteria that threaten human health.

Most factory-farmed animals have been genetically manipulated to grow larger or to produce more milk or eggs than they naturally would. Some chickens grow so unnaturally large that their legs cannot support their outsized bodies, and they suffer from starvation or dehydration when they can't walk to reach food and water.

When they've grown large enough to slaughter or their bodies have been worn out from producing milk or eggs, animals raised for food are crowded onto trucks and transported for miles through all weather extremes, typically without food or water. At the slaughterhouse, those who survived the transport will have their throats slit, often while they're still conscious. Many remain conscious when they're plunged into the scalding-hot water of the defeathering or hair-removal tanks or while their bodies are being skinned or hacked apart.

You can help end this abuse. Order a copy of PETA's free vegan starter kit for tips and recipes to help you go vegan today.

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Factory Farming: The Industry Behind Meat and Dairy | PETA

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In the U.S. today, 99% of animals used for food live on massive industrial "factory farms," where they're crammed by the thousands into wire cages, metal crates, or other extremely restrictive enclosures inside filthy, windowless sheds. These animals will never raise their families, root around in the soil, build nests, or do anything that is natural and important to them.

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Child labor is a controversial practice and is often illegal in many countries. It involves using children between the ages of 5 and 17 years old who are used for labor in a commercial or business setting. However, just because it is frowned upon, that doesn't mean that it isn't still a popular practice around the globe.

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https://blacklivesmatter.com/

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By National Geographic Kids associate editor Allyson Shaw. Adapted and republished from the April 2018 Save the Earth issue with permission.

Climate Reality is teaming up with National Geographic Kids to share resources for kids to learn about climate change - and for parents and teachers to teach kids how to take action! This is the first blog in the series, but be sure to check back for more!

FIRST, GET SMART!

We know you love watching videos on your phone. But modern activities - such as plugging in devices, driving cars, and cooling homes - rely on energy sources such as natural gas, oil, and coal. Those energy sources release a gas called carbon dioxide (CO ₂) into the atmosphere. When CO 2 and other greenhouse gases trap heat that would otherwise escape Earth's atmosphere, the planet's temperature rises. That's called global warming, which causes climate change.

Climate: The average pattern of weather conditions over a long period of time. Climate isn't weather- weather changes daily.

Global warming: The increase in Earth's average temperature over a long period of time.

Carbon dioxide: A gas released by the burning of coal, natural gas, oil, and wood that traps heat in the atmosphere.

Carbon footprint: The amount of carbon dioxide one human releases into the environment in a year.

Fossil fuels: Coal, oil, and natural gas, which come from the breakdown of ancient plants and animals over millions of years.

Click to enlarge. Image courtesy of National Geographic Kids magazine.

RISING TEMPERATURES

According to NASA, the Earth's average surface temperature has increased about 1.8°F over the past hundred years, making 2017 one of the hottest years ever recorded. Most scientists expect the climate to at least warm another 0.5°F to as much as 8.6°F by 2100.

What's the big deal about a little extra heat? According to most scientists, plenty. As glaciers and polar ice sheets melt, rising sea levels could threaten coastal areas. And this global warming causes other changes to the Earth's climate, including harsher droughts, stronger hurricanes, and shifting wind and ocean patterns. Together, these changes are known as climate change.

WHY THE WARM UP?

So what do scientists say is causing climate change? Earth is surrounded by an atmosphere made up of a layer of gases. When sunlight enters the atmosphere, some of the sun's heat is trapped by the gases, while the rest escapes the atmosphere. The trapped heat keeps Earth warm enough to live on.

But during the past few centuries, the oil, gas, and coal we use have released carbon dioxide into the atmosphere. This gas traps heat that would otherwise escape Earth's atmosphere. This increases Earth's average temperature, which changes its climate. Climate change seems like an overwhelming problem, but you can make a difference.

SO WHAT CAN KIDS DO?

Click to enlarge. Image courtesy of National Geographic Kids magazine.

There are plenty of ways kids can take action to fight climate change. Check out the awesome graphic above to get some ideas on how you can take action to save the Earth!

You can also check out National Geographic Kids for videos, games, and more ideas about how to get involved and learn more about our planet.

WHAT CAN PARENTS AND TEACHERS DO?

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Just for Kids: What's Climate Change? And What Can I Do?

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Our planet is an amazing place to live... but it needs your help.

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The Courts System - How Citizens Participate in the Justice System

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chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://doh.wa.gov/sites/default/files/legacy/Documents/1000/SHA-HomelessnessandInadequateHousing.pdf

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Drug overdose and opioid misuse is a serious public health crisis in the United States. This epidemic includes the use of heroin, prescription opioids, and synthetic opioids such as fentanyl.

Drug overdose deaths from prescription and illicit opioids have sharply increased since 1999. Over 300,000 people have died from them nationwide in the last 15 years. That's about 55 people per day.

Washington experienced a similar trend. 17,502 Washington residents died from a drug overdose over the past 15 years (between 2007 and 2021). 68% of those deaths involved an opioid. Since 2019 the annual number of opioid drug overdose deaths has nearly doubled, from 827 deaths in 2019 to 1619 in 2021.

Evidence suggests that widespread prescription opioid exposure and increasing rates of opioid abuse have contributed the growth of heroin use. The amount of opioids prescribed and sold in the United States nearly quadrupled from 1999 to 2014. But, there was not an overall change in the amount of pain that Americans report.

Why is opioid overdose and prescription data important?

Community members and organizations across Washington State are working to reduce overdoses. We can make better plans for how to reduce overdoses if we understand who is most affected by opioids. Drug overdose and opioid prescription data help us see trends and differences between demographic groups.

View the Data
Opioid and Drug Use Data Unintentional Drug Overdose Data (SUDORS)
What's Here

The dashboards show data on drug overdose deaths, hospitalizations, and opioid prescriptions dispensed in Washington State. You can see the data at the state, county and Accountable Communities of Health (ACH) levels.

SUDORS is the State Unintentional Drug Overdose Reporting System, developed by the CDC for states to collect overdose death information. The data are used to better understand circumstances surrounding the incident, and the type and origin of drugs involved. SUDORS links data from Coroner and Medical Examiner reports, toxicology, autopsy, and when possible, prescription drug monitoring program data.

Together, these dashboards tell a story of drug overdoses and opioid prescriptions in Washington State. You can see how the impact has changed over time, across age groups and race, and by geography.

Reduce Exposure

The Department of Health is combating this issue, including involvement in a statewide opioid response plan. The Department of Health's plan involvement includes using data to detect opioid misuse and abuse, monitoring mortality and morbidity, and evaluating interventions. Access to opioid data on WTN is part of that response plan. Read more on the opioids page.

Additional Resources
Poisoning and Drug Overdoses Prescription Monitoring Program Centers for Disease Control and Prevention (CDC): Opioid Basics Substance Abuse and Mental Health Services Administration (SAMHSA), National Survey on Drug Use and Health (NSDUH) University of Washington Alcohol and Drug Abuse Institute (ADAI) Opioid Policy Research Collaborative (OPRC), Heller School and Brandeis University Prescription Drug Monitoring Program Training and Technical Assistance Center (PDMP TTAC) Washington Agency Medical Director's Group (AMDG), Interagency Guidelines Dr. Robert Bree Collaborative, Opioid Prescribing Guideline Implementation CDC WONDER: Public Health Data
Contact Us

For information or questions related to the Washington Tracking Network, email DOH.WTN@doh.wa.gov.

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We love hearing about how our data is being used to make an impact on the health of Washingtonians. It also helps us to know what is meeting our users' needs and how we can improve the information we provide. If you used our data, please tell us about it by sending an email to DOH.WTN@doh.wa.gov.

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Drug overdose and opioid misuse is a serious public health crisis in the United States. This epidemic includes the use of heroin, prescription opioids, and synthetic opioids such as fentanyl. Drug overdose deaths from prescription and illicit opioids have sharply increased since 1999. Over 300,000 people have died from them nationwide in the last 15 years.

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Read through some facts about cyberbullying.

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Need to talk? Get free, confidential support with Bullying from a real human. Online chat, text and phone helplines. No sign up or personal info required.

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Cyberbullying Facts - Cyberbullying Research Center

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Summarizes the latest and most important cyberbullying facts, statistics, and references to help you deal or prevent cyberbullying.

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Comparing Gun laws in US to Other Countries

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Comparing Gun laws in US to Other Countries

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Introduction

The debate over gun control in the United States has waxed and waned over the years, stirred by frequent mass shootings in civilian settings. Gun violence is the leading cause of death for children and young adults in the United States. In particular, the ready availability of assault weapons and ammunition has provoked national discussion after multiple mass shootings of school children, most recently in Uvalde, Texas. However, Congress has repeatedly been unable to pass meaningful gun legislation in the wake of these tragedies despite broad public support for new restrictions.

Recent years have seen some of the worst gun violence in U.S. history. In 2021, guns killed more than forty-five thousand Americans, the highest toll in decades; and the upward trend is on track to continue.

Many gun control advocates say the United States should look to the experiences of wealthy democratic peers that have instituted tighter restrictions to curb gun violence.

United States

Gun ownership in the United States is rooted in the Second Amendment of the Constitution: "A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed."

The United States, with less than 5 percent of the world's population, has 46 percent of the world's civilian-owned guns, according to the most recent report by the Switzerland-based Small Arms Survey (2018). It ranks number one in firearms per capita. The United States also has the highest homicide-by-firearm rate of the world's most-developed nations. Many gun rights proponents say these statistics do not indicate a causal relationship.

However, the right to bear arms is not unlimited. The U.S. Congress and state legislatures have authority to enact controlling legislation, and the U.S. Supreme Court has upheld some firearms restrictions, such as bans on concealed weapons and on the possession of certain types of weapons, as well as prohibitions on the sale of guns to certain categories of people. The Gun Control Act of 1968 prohibits individuals under eighteen years of age, convicted criminals, the mentally disabled, dishonorably discharged military personnel, and others from purchasing firearms. In 1993, the Brady Handgun Violence Prevention Act mandated background checks for all unlicensed individuals purchasing a firearm from a federally authorized dealer.

But some gun laws have not survived judicial review. For instance, in 2008, the Supreme Court struck down a Washington, DC, law that banned handguns, the court's first ruling on the Second Amendment in nearly seventy years.

Federal law provides the basis for firearms regulation in the United States, but states and cities can impose further restrictions. Some studies have indicated that states with more restrictive gun laws, such as California or Hawaii, have lower incidences of gun deaths, although researchers say more analysis is needed.

In recent years, Congress has debated changes to existing gun laws, typically in the immediate aftermath of a high-profile mass shooting, such as that in Las Vegas in 2017 (sixty people killed), or in Parkland, Florida, in 2018 (seventeen killed). But in almost every instance, legislation has failed to garner enough support. Ill-fated bills have proposed measures including an assault weapons ban, expanded background checks, and a prohibition on firearm sales to people on federal terrorism watch lists.

As of mid-2022, there were no federal laws banning semiautomatic assault weapons, military-style .50 caliber rifles, handguns, or large-capacity magazines. There was also no federal requirement for those purchasing a gun to have any firearm safety training. There was a federal prohibition on assault weapons and on large-capacity magazines between 1994 and 2004, but Congress allowed these restrictions to expire.

Meanwhile, gun violence has surged amid the COVID-19 pandemic. As of June 2022, guns have killed some nineteen thousand people in the United States this year. The majority of those were in acts of suicide. Mass shootings-those with at least four victims-were occurring at a rate of at least one per day.

Canada

Gun ownership is also relatively high in Canada, at about thirty-five firearms per hundred residents (ranking fifth globally), but the country does not struggle with a similar level of gun violence. As in the United States, Canada's national government sets gun restrictions that the provinces, territories, and municipalities can supplement. And like its southern neighbor, Canada's gun laws have often been prompted by gun violence. In 1989, a student armed with a semiautomatic rifle killed fourteen students and injured more than a dozen others at a Montreal engineering school. The incident is widely credited with driving major gun reforms that imposed a twenty-eight-day waiting period for purchases; mandatory safety training courses; more detailed background checks; bans on large-capacity magazines; and bans or greater restrictions on military-style firearms and ammunition.

Firearms in Canada are divided into three classes: nonrestricted weapons, such as ordinary rifles and shotguns; restricted, such as handguns and semiautomatic rifles or shotguns; and prohibited, such as automatic weapons. It is illegal to own a fully automatic weapon unless it was registered before 1978.

Changes to the law in 1995 required individuals to obtain a license to buy guns and ammunition, as well as register all firearms. However, in 2012, the requirement to register nonrestricted guns was dropped, and related public records were expunged. Following another mass shooting, at a Quebec City mosque in 2017, the government passed a bill to again require nonrestricted firearms to be registered and allow background checks to consider events from more than five years in the past. In 2020, after a gunman killed twenty-two people in Canada's deadliest mass shooting, Prime Minister Justin Trudeau announced a ban on "assault-style" firearms.. The legislation also required those who owned now-prohibited firearms to either participate in a buyback program or comply with a strict storage regime.

Australia

The inflection point for modern gun control in Australia was the Port Arthur massacre of 1996, when a young man killed thirty-five people and wounded nearly two dozen others. The rampage, perpetrated with a semiautomatic rifle, was the worst mass shooting in the nation's history. Less than two weeks later, the conservative-led national government pushed through fundamental changes to the country's gun laws in cooperation with the various states and territories, which regulate firearms.

The National Agreement on Firearms [PDF] all but prohibited automatic and semiautomatic assault rifles, mandated licensing and registration, and instituted a temporary gun buyback program that took some 650,000 assault weapons (about one-sixth of the national stock) out of public circulation. Among other things, the law also required licensees to demonstrate a "genuine need" for a particular type of gun and take a firearm safety course. After another high-profile shooting, in Melbourne in 2002, Australia's handgun laws were tightened as well. Many analysts said these measures were highly effective, citing declines in gun-death rates and gun-related mass killings.

Following an uptick in gun sales in 2017, however, Australian gun control advocates warned against the easing of gun laws in some states and territories. The gun safety discussion was also influenced by the suspected murder-suicide of a family of seven in Western Australia, the country's worst mass shooting in two decades. Today, Australia has more guns in circulation than before the Port Arthur massacre, although the number of people who own them has fallen over the same period.

Israel

Military service is compulsory in Israel, and guns are a part of many Israelis' daily lives. Much of the population has indirect access to an assault weapon by either being a soldier or a reservist or a relative of one. By law, most eighteen-year-olds are drafted into the military, psychologically screened, and provided at least some weapons training after high school. After serving typically two or three years in the armed forces, however, most Israelis are discharged and subject to civilian gun laws.

The country has relatively strict gun regulations, including an assault-weapons ban, a requirement to register ownership with the government, and a limit of one gun per owner. To obtain a gun license, an applicant must be an Israeli citizen or permanent resident; speak at least some Hebrew, Israel's official language; and pass a health screening. The minimum-age requirements vary: twenty-seven years old for citizens with no military or national-service experience, twenty-one for those who have served, and forty-five for permanent residents who are not citizens. Applicants must also show genuine cause to carry a firearm, such as self-defense or hunting.

United Kingdom

Modern gun control efforts in the United Kingdom (UK) have also been precipitated by extraordinary acts of violence that sparked public outrage. In 1987, a lone gunman armed with two semiautomatic rifles and a handgun went on a six-hour shooting spree roughly seventy miles west of London, killing more than a dozen people and then himself. In the wake of the incident, known as the Hungerford massacre, Britain introduced the Firearms (Amendment) Act, which expanded the list of banned weapons, including certain semiautomatic rifles, and increased registration requirements for other weapons.

A gun-related tragedy in the Scottish town of Dunblane in 1996 prompted Britain's strictest gun laws yet. A man armed with four handguns shot and killed sixteen schoolchildren and one adult before committing suicide in the country's worst mass shooting to date. The incident sparked a public campaign known as the Snowdrop Petition, which helped drive legislation banning handguns, with few exceptions. The government also instituted a temporary gun buyback program, which many credit with taking tens of thousands of illegal or unwanted guns out of supply.

A large majority of police officers in the UK do not carry firearms, setting them apart from counterparts in the United States and other countries. Guns are limited to specially trained police units that respond to particular emergencies or deploy for certain types of operations. Supporters of the policy say the unarmed officer symbolizes policing of the public by consent as opposed to by force.

Norway

Gun control had rarely been much of a political issue in Norway-where gun laws are viewed as tough, but ownership rates are high-until a right-wing extremist killed seventy-seven people in attacks in Oslo and at an island summer camp in 2011. Though Norway ranks fourteenth worldwide in gun ownership, according to Small Arms Survey, it placed near the bottom in gun homicide rates. (The U.S. rate is roughly forty-four times higher.) Most Norwegian police, like the British, do not carry firearms.

In the wake of the tragedy, some analysts in the United States cited the rampage as proof that strict gun laws-which in Norway include requiring applicants to be at least eighteen years of age, specify a "valid reason" for gun ownership, and obtain a government license-are ineffective. Other gun control critics have argued that had other Norwegians, including the police, been armed, the gunman might have been stopped earlier and killed fewer victims.

After the massacre, an independent commission recommended tightening Norway's gun restrictions in various ways, including by prohibiting pistols and semiautomatic weapons, but changes were not made. In 2018, the Norwegian parliament approved a ban on semiautomatic firearms, which took effect in 2021.

Japan

Gun control advocates regularly cite Japan's highly restrictive firearm regulations in tandem with its extraordinarily low gun death rate. Most years, fewer than one hundred Japanese die from gun violence in a country of 125 million people. Most guns are illegal in the country and ownership rates, which are quite low, reflect this.

Under Japan's firearm and sword law [PDF], the only guns permitted are shotguns, air guns, guns with specific research or industrial purposes, or those used for competitions. However, before access to these specialty weapons is granted, one must obtain formal instruction and pass a battery of written, mental, and drug tests and a rigorous background check. Furthermore, owners must inform the authorities of how their weapons and ammunition are stored and provide their firearms for annual inspection.

Some analysts link Japan's aversion to firearms with its demilitarization in the aftermath of World War II. Others say that because the overall crime rate in the country is so low, most Japanese see no need for firearms.

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The United States is witnessing another year of record gun violence, raising domestic and international scrutiny of its comparatively loose gun laws and placing pressure on lawmakers to enact meaning...

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How other countries responded to mass shootings

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How other countries responded to mass shootings

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Other Countries Had Mass Shootings. Then They Changed Their Gun Laws. (Published 2022)

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Britain, Australia, Canada, New Zealand, Norway: All had a culture of gun ownership, and all tightened restrictions anyway. Their violence statistics now diverge sharply from those of the U.S.

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Just read "Principal Finding" facts

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Logan S. Casey, PhD, 1 Sari L. Reisner, ScD, MA, 2 Mary G. Findling, PhD, SM, 1 Robert J. Blendon, ScD, 1 John M. Benson, MA, 1 Justin M. Sayde, MS, 1 and Carolyn Miller, MS, MA 3

Abstract

Objective

To examine reported experiences of discrimination against lesbian, gay, bisexual, transgender, and queer (LGBTQ) adults in the United States, which broadly contribute to poor health outcomes.

Data Source and Study Design

Data came from a national, probability‐based telephone survey of US adults, including 489 LGBTQ adults (282 non‐Hispanic whites and 201 racial/ethnic minorities), conducted January‐April 2017.

Methods

We calculated the percentages of LGBTQ adults reporting experiences of discrimination in health care and several other domains related to their sexual orientation and, for transgender adults, gender identity. We report these results overall, by race/ethnicity, and among transgender adults only. We used multivariable models to estimate adjusted odds of discrimination between racial/ethnic minority and white LGBTQ respondents.

Principal Findings

Experiences of interpersonal discrimination were common for LGBTQ adults, including slurs (57 percent), microaggressions (53 percent), sexual harassment (51 percent), violence (51 percent), and harassment regarding bathroom use (34 percent). More than one in six LGBTQ adults also reported avoiding health care due to anticipated discrimination (18 percent), including 22 percent of transgender adults, while 16 percent of LGBTQ adults reported discrimination in health care encounters. LGBTQ racial/ethnic minorities had statistically significantly higher odds than whites in reporting discrimination based on their LGBTQ identity when applying for jobs, when trying to vote or participate in politics, and interacting with the legal system

Conclusions

Discrimination is widely experienced by LGBTQ adults across health care and other domains, especially among racial/ethnic minorities. Policy and programmatic efforts are needed to reduce these negative experiences and their health impact on sexual and/or gender minority adults, particularly those who experience compounded forms of discrimination.

Keywords: discrimination, gender identity, Lesbian, gay, bisexual, trangender, queer (LGBTQ) health, Racial/ethnic differences in health and health care, sexual orientation, Social determinants of health, Survey research

1. INTRODUCTION

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) people in the United States have experienced a long history of discrimination, including criminalization and classifications as mentally ill, attempts to forcibly change LGBTQ people's sexual orientation and/or gender identity, hate crimes and violence, and exclusion from employment, housing, public spaces, and social institutions. 1, 2, 3 And yet, despite this history and despite research examining beliefs about discrimination generally and the consequences of experiencing discrimination (discussed below), relatively few national efforts have been made to systematically study LGBTQ people's reported personal experiences of discrimination. 3, 4, 5 While such efforts are hindered by the inherent challenge of surveying a small, dispersed, difficult‐to‐define, and internally diverse population, 6, 7, 8 it is nonetheless critically important to study experiences of discrimination because of the established impact of discrimination on health and well‐being.

Research demonstrates that experiencing discrimination or harassment has significant and negative consequences for both physical and mental health. 9, 10 This field of research shows that experiences of enacted stigma, discrimination, and/or harassment induce psychological, behavioral, and physiological stress responses in the body and that the impacts of these reactions accumulate over time, 11 leading to a wide range of negative health outcomes and health‐related behaviors. Even the anticipation of or mental preparation for discrimination, whether discrimination actually occurs (ie, felt stigma), has significantly harmful effects on health. 12, 13, 14

While much related research has focused on the effects of racism 10, 15, 16 and sexism on health, 16, 17 these same effects have also been observed in the context of discrimination, harassment, and assault against nonrepresentative samples of LGBTQ people. 18, 19, 20, 21 In some cases, these effects persist even after basic protection policies have been implemented. 22 Experiencing discrimination persistently leads to negative health effects for LGBTQ people, 23, 24 and it limits their opportunities and access to critical resources in areas such as health care, employment, and public safety. 21, 22 It also leads to avoidance of care, further amplifying these negative health consequences. 14 For example, transgender people who have experienced discrimination in health care are more likely than those who have not experienced discrimination to subsequently avoid both preventative and urgent health care services, including needed care due to illness or injury. 22 This leads to worse health outcomes, including higher likelihood of depression and suicidal ideation or attempts. 14

Further, these negative consequences for health are likely to be compounded for individuals from multiple minority backgrounds, such as LGBTQ racial/ethnic minorities or LGBTQ women. 18, 25, 26, 27, 28, 29, 30 Transgender people, with their unique health concerns, may also face special health‐related vulnerabilities as a result of discrimination, including social and economic vulnerabilities that increase health risks. 31, 32 These effects are particularly alarming given that LGBTQ people are significantly less likely than non‐LGBTQ people to have health insurance 31, 33 and therefore may have less access to medical care that could mitigate the adverse health consequences of discrimination.

Few surveys have documented LGBTQ people's personal experiences of discrimination using national data and/or across multiple domains of life. The landmark Institute of Medicine report 6 on LGBT health in 2011 identified the need for research to overcome some of the methodological challenges that arise in studying LGBTQ population health, such as noninclusion of items to assess sexual orientation and/or gender identity in federal surveys, small population size, stigma, discrimination, privacy, and dispersion in sampling, among others. 8, 34, 35 Although some progress has been made, large national probability studies of discrimination across multiple domains among LGBTQ adults remain the exception, rather than the rule. Particularly needed are studies that allow comparisons by race/ethnicity within the LGBTQ population. 3, 4, 5, 6, 8 This study attempts to expand on prior telephone polling methods by examining LGBTQ adults' experiences across many areas of life, drawn from a large national sample of US adults.

This study, alongside complementary articles in this issue of Health Services Research, brings a public health perspective to the complexity and pervasiveness of discrimination in the United States today. It was conducted as part of a larger survey fielded in 2017 in response to a growing national debate about discrimination in the United States today, 36 to understand experiences of discrimination against several different groups in America, including blacks, Latinos, Asians, Native Americans, women, and LGBTQ people. This particular study has four main purposes: (a) to examine the prevalence of discrimination, harassment, and violence against LGBTQ adults specifically because of their sexual orientation and, for transgender adults and gender nonconforming adults, their gender identity; (b) to examine such experiences across multiple domains of life raised as areas of concern among experts, 36 including health care, education, employment, housing, political participation, police, and the criminal justice system, as well as interpersonal areas including slurs, microaggressions, harassment, and violence; (c) to examine variation in experiences of discrimination within LGBTQ adults by race/ethnicity, as prior research illustrates that racial/ethnic minority LGBTQ adults may be at particular risk for experiencing discrimination; and (d) to examine experiences of discrimination and harassment among a subsample of transgender adults (including those who identified as genderqueer or gender nonconforming), who are also at particular risk for experiencing discrimination.

2. METHODS

2.1. Study design and sample

Data were obtained from a nationally representative, probability‐based telephone (cell and landline) survey of US adults, conducted from January 26 to April 9, 2017. The survey was jointly designed by Harvard TH Chan School of Public Health, the Robert Wood Johnson Foundation, and National Public Radio. SSRS, an independent firm, administered the survey. Because Harvard researchers were not directly involved in data collection and de‐identified datasets were used for analysis, the study was deemed "not human subjects research" by the Harvard TH Chan School of Public Health Office of Human Research Administration.

The full sample included 3453 US adults aged 18 years and older, including nationally representative samples of blacks, Latinos, Asian Americans, Native Americans, whites, men, women, and LGBTQ adults. This paper examines the subsample of 489 LGBTQ adults, including 282 whites and 201 racial/ethnic minorities and an oversample of 86 transgender adults. Screening questions regarding sexual orientation and gender identity were asked at the beginning of the survey, so that LGBTQ respondents could be identified and asked relevant questions (see Appendix S1). For sexual orientation, respondents were classified as LGBQ if they identified as gay or lesbian, bisexual, or another sexual orientation specified by the respondent that was not heterosexual or straight. For gender identity, respondents were classified as transgender if they identified as transgender male, transgender female, genderqueer or gender nonconforming, or another gender identity specified by the respondent that was not male or female.

The completion rate for this survey was 74 percent among respondents who answered initial demographic screening questions, with a 10 percent overall response rate, calculated based on the American Association for Public Opinion Research's (AAPOR) RR3 formula. 37 Because data from this study were drawn from a probability sample and used the best available sampling and weighting practices in polling methods (eg, 68 percent of interviews were conducted by cell phone, and 32 percent were conducted via landline), they are expected to provide accurate results consistent with surveys with higher response rates. 38, 39 Surveying LGBTQ populations faces major challenges in constructing adequate sampling frames and sample sizes, as well as a stigmatized respondent population, underreporting, and variations in question wording on sexual orientation and/or gender identity. 6, 7, 8, 34, 35 While federal benchmark data are limited, respondents for this survey were similar demographically to LGB adults in other national, population‐based samples obtaining higher response rates (General Social Survey and National Health Interview Survey), 40 though federal surveys are also subject to the limitations noted above. We expect these results to be generalizable to the US adult population within a margin of error of ±6.6 percentage points at the 95% confidence interval, while noting the potential for underreporting among the US adult LGBTQ population. See Benson, Ben‐Porath, and Casey (2019) for a further description of the survey methodology. 41

2.2. Survey instrument

In this poll, we analyzed 25 questions about lifetime experiences of discrimination, including adults' personal experiences of discrimination and perceptions of discrimination in the nation. The objective of this study was to examine the extent of discrimination experienced by LGBTQ adults in America, building on question modules in this field adapted from prior surveys on racial and LGBTQ discrimination. 3, 4, 5, 42, 43 We conceptualized discrimination as differential or unfair treatment of individuals based on their LGBTQ identity, and we include discrimination that is "institutional" (based in laws, policies, institutions, and related behavior of individuals who work in or control these laws, policies, or institutions) and "interpersonal" (based in individuals' beliefs, words, and behavior). 8, 43, 44,a

For this study, we analyzed questions about personal experiences, covering six institutional and seven interpersonal areas of discrimination (full questions and wording in Appendix S1). Institutional areas included employment, education, health care, housing, political participation, and police and courts. Interpersonal areas included anti‐LGBTQ slurs, microaggressions, other people's fear of LGBTQ adults, sexual harassment, being threatened or nonsexually harassed, being harassed or questioned regarding bathroom use, and experiencing violence, among other experiences. We also examined two areas where individuals might avoid seeking help or services due to anticipation or fear of being discriminated against: seeking medical care or the services of police or other authority figures. We examined these numerous domains in order to capture a wide range of possible discriminatory experiences across adults' lives.

Questions were only asked among a random half‐sample of respondents to maximize the number of questions while limiting respondent burden (half‐sample A = 259, half‐sample B = 230). Questions were only asked of relevant subgroups (eg, college‐related questions only asked among adults who had ever applied to or attended college). Questions about harassment (sexual and nonsexual), violence, and avoiding institutions for fear of discrimination were asked about yourself or friends or family members who are also LGBTQ, because of the sensitive nature of the questions and prior literature demonstrating that vicariously experiencing stress (eg, through discrimination experienced by family members) can directly and adversely affect individuals. 45

2.3. Statistical analyses

We first calculated the prevalence of all LGBTQ people who reported they had ever experienced discrimination because of their sexual orientation and/or gender identity in each of the aforementioned domains. Second, we generated bivariate statistics to assess whether experiencing discrimination because of LGBTQ identity was associated with race. Because of the sample size, particularly with split‐sampled questions, responses of nonwhite racial/ethnic minorities were pooled together, and we compared whites to racial/ethnic minorities. Six people were included in overall analyses but excluded from racial/ethnic comparisons because of insufficient race/ethnicity data. Using pairwise t tests of differences in proportions, we made uncontrolled comparisons of the weighted percentage of adults reporting discrimination between racial/ethnic minority and white adults, to examine where race/ethnicity affects LGBTQ adults' experiences of discrimination, irrespective of cause. For all analyses, statistical significance was determined at P < .05.

We then conducted logistic regression models to assess whether identifying as a racial/ethnic minority remained statistically significantly associated with discrimination after controlling for the following covariates and possible confounders: self‐identified gender (male or female, excluding genderqueer or gender nonconforming due to insufficient sample size, n = 28); age in years (18‐29 or 30+); self‐reported household income (<$25 000 or $25 000+); and education (less than college degree or college graduate). We also examined whether each of these sociodemographic variables was significantly associated with experiencing discrimination across domains. Metropolitan status, region, and health insurance status were omitted from these models for parsimony, due to the sample size. Odds ratios (OR) and 95% confidence intervals (95% CI) were estimated.

Finally, we conducted a subgroup descriptive analysis of transgender adults (n = 86), to assess their experiences separately from the larger LGBTQ population, given that we expected transgender experiences to be unique. 3 We did not directly compare transgender adults to LGBQ adults because the groups are not mutually exclusive. Due to randomly assigned split sampling of the survey questionnaire, there were some questions that had too few transgender respondents to report these percentages (half‐sample A = 33, half‐sample B = 55). Results are only reported if n > 50.

To compensate for known biases in telephone surveys (eg, nonresponse bias) and variations in probability of selection within and across households, sample data were weighted by household size and composition, cell phone/landline use, and demographics (gender, age, education, race/ethnicity, and census region) to reflect the true population distribution of adults in the country. Other techniques, including random‐digit dialing, replicate subsamples, and random selection of a respondent within a household, were used to ensure that the sample is representative. All analyses were conducted using STATA version 15.0 (StataCorp), and all tests accounted for the variance introduced by weighted data.

3. RESULTS

3.1. Characteristics of the LGBTQ study sample

Demographic and socioeconomic characteristics of US LGBTQ adults are displayed in Table ; percentages of LGBTQ adults who have experienced discrimination because of their sexual orientation and/or gender identity are shown in Table ; adjusted odds ratios of reporting discrimination are shown in Table ; descriptive analysis of transgender adults is shown in Table . All estimates display data weighted using survey weights.

Table 1

All LGBTQ adults N = 489

White LGBTQ adults N = 282

Racial/ethnic minority LGBTQ N = 201

Weighted percentage of respondentsb

Self‐reported gender

Race

Education

No college degreee

68

62

College degree or more

32

38

Household income

$25 000+

55

61

Health insurance current statusf

Uninsured

15

10

Area of residenceg

US region of residenceh

Table 2

Subject of discriminationb

N

Weighted percent of all LGBTQ adultsc

Weighted percent of white LGBTQc

Weighted percent of racial/ethnic minority LGBTQc

Belief in overall discrimination

Experiences of institutional discrimination

Employment

Applying for jobsf

You (half‐sample A)

245

20

13

32*

Education

Health care

Housing

Political participation

Police and courts

Experiences of interpersonal discrimination

LGBTQ identity‐based microaggressionsj

You (half‐sample B)

230

53

64

35*

LGBTQ identity‐based slursj

You (half‐sample B)

230

57

65

41*

Actions based on concerns about discrimination

Table 3

Institutional discrimination

Na

Employment

Education

Health care

Housing

Political participation

Police and courts

Avoidance

Applying for jobsb

Equal pay/promotionsc

College application/ attendanced

Doctor or health clinic visits

Trying to rent or buy a housee, f

Trying to vote or participate in politics

Interacting with Police

Unfairly stopped or treated by the police

Unfairly treated by the courts

Avoided calling the police due to discrimination concerns

Avoided doctor due to discrimination concerns

214

213

167

189

151

219

222

221

223

223

193

Race/ethnicityg

Racial/ethnic minority

1.57 (0.66, 3.75)

0.83 (0.24, 2.81)

0.31 (0.08, 1.24)

1.75 (0.69, 4.48)

0.90 (0.41, 1.96)

1.25 (0.50, 3.13)

0.56 (0.19, 1.64)

Self‐identified gender

Female

2.12 (0.77, 5.86)

1.40 (0.54, 3.66)

0.87 (0.26, 2.96)

0.36 (0.13, 0.94)

1.14 (0.50, 2.64)

0.89 (0.32, 2.53)

1.11 (0.42, 2.91)

Education

College+

1.12 (0.44, 2.87)

0.92 (0.38, 2.23)

0.46 (0.14, 1.48)

1.26 (0.41, 3.88)

1.33 (0.35, 5.09)

1.46 (0.48, 4.45)

2.28 (0.93, 5.57)

1.72 (0.71, 4.17)

1.55 (0.53,4.51)

Income

25k+

0.67 (0.29, 1.56)

0.87 (0.34, 2.23)

1.28 (0.35, 4.76)

0.86 (0.24, 3.09)

0.77 (0.21, 2.86)

0.37 (0.11, 1.22)

0.79 (0.32, 1.95)

1.08 (0.46, 2.56)

0.40 (0.14, 1.15)

0.72 (0.25, 2.04)

Age

30+

0.52 (0.20, 1.33)

1.17 (0.43, 3.24)

2.46 (0.53, 11.39)

2.89 (0.69, 12.12)

‐

0.86 (0.27, 2.72)

0.84 (0.36, 1.97)

1.06 (0.45, 2.50)

0.41 (0.15, 1.13)

Interpersonal discrimination

Na

LGBTQ identity‐based microaggressions

LGBTQ identity‐based slurs

Sexual harassment

Threats or nonsexual harassment

Violence

Harassed while using the bathroom

Been told/felt unwelcome because you are LGBTQ

Thought about moving to another area

421

421

222

224

225

225

412

420

OR (95% CI)

Race/ethnicityg

Racial/ethnic minority

0.51 (0.25, 1.02)

0.72 (0.33, 1.58)

0.79 (0.35, 1.76)

0.52 (0.23, 1.15)

1.43 (0.64, 3.22)

1.07 (0.59, 1.94)

0.95 (0.51, 1.77)

Self‐identified gender

Female

1.11 (0.59, 2.05)

0.97 0.52, 1.82)

0.87 (0.41, 1.86)

0.68 (0.32, 1.45)

1.28 (0.59, 2.75)

1.01 (0.57, 1.79)

1.28 (0.70, 2.34)

Education

Income

Age

30+

0.88 (0.41, 1.89)

0.50 (0.22, 1.16)

0.50 (0.21, 1.20)

0.68 (0.29, 1.57)

0.72 (0.31, 1.66)

0.67 (0.36, 1.24)

0.89 (0.46, 1.73)

Table 4

Subject of discriminationb

N

Weighted percent of transgender adultsc

Belief in overall discrimination

Personal experiences of institutional discrimination

Health care

Personal experiences of interpersonal discrimination

Actions based on concerns about discrimination

Table shows that a majority of the LGBTQ sample were cisgender (77 percent), with 23 percent identifying as transgender or genderqueer or gender nonconforming. A majority were also white (61 percent), while 39 percent identified as racial and/or ethnic minorities. LGBTQ racial/ethnic minorities were significantly less likely than LGBTQ whites to have a college degree (23 percent vs 38 percent, P < .01) and to make $25 000 or more per year (46 percent vs 66 percent, P < .04). LGBTQ racial/ethnic minorities were also significantly more likely (23 percent) than LGBTQ whites (10 percent) to be without health insurance ( P < .02).

3.2. Discrimination attributed to sexual orientation and/or gender identity

Table shows the weighted percent of LGBTQ adults, both in aggregate and by race/ethnicity, who reported personally experiencing various forms of discrimination because of their sexual orientation and/or gender identity.b The majority of LGBTQ adults reported personally experiencing interpersonal discrimination: 57 percent said they have experienced slurs and 53 percent said they had experienced microaggressions related to their sexual orientation or gender identity. Similarly, the majority of LGBTQ adults reported interpersonal discrimination either personally or in their immediate friends or family: 57 percent said they or an LGBTQ friend or family member had been threatened or nonsexually harassed because of their LGBTQ identity, and 51 percent said they had experienced sexual harassment or violence because of their sexual orientation and/or gender identity.

More than one‐third (34 percent) of LGBTQ people said that they or an LGBTQ friend or family member has personally been verbally harassed while in a bathroom or been told or asked if they were in the wrong bathroom. Another third (32 percent) said that they or an LGBTQ friend/family member have been told or felt they would be unwelcome in a neighborhood or place to live because they are LGBTQ.

In the context of institutional discrimination, 18 percent of LGBTQ adults reported they have avoided seeking health care for themselves or family members due to anticipated discrimination, while 16 percent reported discrimination in clinical encounters. One‐fifth or more reported personally experiencing discrimination specifically because of their LGBTQ identity across multiple domains of life: when seeking housing (22 percent), equal pay or promotions (22 percent), applying for jobs (20 percent), and applying to or while attending college (20 percent). About one‐quarter of LGBTQ adults said they or LGBTQ friends or family members had also been unfairly treated by the courts (26 percent) or unfairly stopped or treated by police (26 percent) because of their LGBTQ identity.

Importantly, LGBTQ racial/ethnic minorities were more than twice as likely as LGBTQ whites to say they had personally experienced institutional discrimination because of their LGBTQ identity when applying for jobs (32 percent vs 13 percent, P < .02) and when interacting with police (24 percent vs 11 percent, P < .05). Compared to LGBTQ whites, LGBTQ racial/ethnic minorities reported lower prevalence of some forms of interpersonal discrimination, specifically LGBTQ‐based microaggressions (35 percent vs 64 percent, P < .01) and slurs (41 percent vs 65 percent, P < .02). However, LGBTQ racial/ethnic minorities had a higher prevalence than whites of reporting race‐based microaggressions (38 percent vs 6 percent, P < .01), slurs (53 percent vs 14 percent, P < .01), and racial fear (23 percent vs 6 percent, P < .01).

3.3. Adjusted odds of reporting personal experiences of discrimination in LGBTQ adults

Table reports odds ratios with 95% confidence intervals examining whether race/ethnicity differences in reported experiences of discrimination persist after controlling for pertinent demographic variables, including age, race, gender, education, and income. For institutional discrimination, LGBTQ racial/ethnic minority adults had significantly higher odds than LGBTQ whites for reporting discrimination on the basis of being LGBTQ when applying for jobs, voting or participating in politics, and being treated unfairly by the courts. LGBTQ racial/ethnic minorities had lower odds for reporting LGBTQ‐based discrimination when going to a doctor or health clinic than LGBTQ whites.

Gender also had statistically significant associations in modeling institutional discrimination. Here, LGBTQ females (transgender‐inclusive) had lower odds than LGBTQ males of reporting institutional discrimination when applying for jobs, seeking equal pay or promotions, when trying to vote or participate in politics, and in unfair treatment by the courts. Models did not meaningfully change in sensitivity analyses excluding transgender adults.

Education was also influential: LGBTQ adults with a college degree had significantly higher odds than those without a college degree of reporting they had avoided seeking medical care out of concern they would be discriminated against or treated poorly. LGBTQ adults with a college degree had lower odds of reporting discrimination when seeking housing, compared to those without a college degree.

For interpersonal forms of discrimination, LGBTQ racial/ethnic minorities were less likely than LGBTQ whites to report experiencing LGBTQ‐based microaggressions. LGBTQ adults aged 30 and older also had lower odds of reporting microaggressions, compared to those aged 18‐29. Finally, females were less likely than males to report experiencing LGBTQ‐related violence. No other demographic variables were statistically significant in models of interpersonal discrimination.

3.4. Subsample of transgender adults

Table presents the unadjusted percent of transgender adults, where sample size allowed, reporting various experiences of discrimination because of their gender identity and/or sexual orientation. In the context of interpersonal forms of discrimination, 38 percent of transgender adults say they have personally experienced slurs, and 28 percent have experienced microaggressions specifically related to their gender identity and/or sexual orientation. Due to split sampling, there were too few transgender respondents to analyze the question regarding bathroom harassment.

When it comes to health care, 10 percent of transgender people said they have personally experienced discrimination because of their gender identity when going to a doctor or health clinic, and more than one in five (22 percent) said they have avoided seeking health care due to anticipation of discrimination or poor treatment. With regard to the domain of housing, nearly one‐quarter (22 percent) of transgender people reported that they have been told or felt they would be unwelcome in a neighborhood, building, or housing development because they were transgender, while over one‐quarter (27 percent) said they have thought about moving to another area to live because of the discrimination they have already experienced.

4. DISCUSSION

In this national US study of reported discrimination among LGBTQ adults, four key findings emerge. First, study results extend prior findings that LGBTQ adults in the United States experience pervasive discrimination across many areas of life. 3, 4, 5, 6, 18, 19, 20, 21, 24, 27, 28 In particular, we found widespread interpersonal manifestations, including slurs, harassment, and violence.

Second, institutional discrimination is also clearly present in health care. Prior research has reported perceived mistreatment in health care settings among LGB and transgender adults. 6, 18, 32 In this study, more than one in six LGBTQ adults say they have avoided health care due to anticipated discrimination and experienced discrimination in health care encounters. Among transgender adults, these estimates are even higher. This is particularly worrisome and merits further education and antidiscriminatory policies and training in health care, as avoiding health care can further exacerbate health disparities between LGBTQ and non‐LGBTQ adults. 6, 14, 22

Third, LGBTQ racial and ethnic minorities are significantly more likely to report many forms of discrimination, even when controlling for other factors. LGBTQ racial and ethnic minority adults had a significantly lower odds of reporting LGBTQ identity‐based microaggressions relative to whites, though they were more likely than LGBTQ whites to report experiencing racially based microaggressions (not adjusted for demographic characteristics). These results are largely consistent with prior research finding higher reported racial discrimination among racial/ethnic sexual minorities relative to white sexual minorities in public settings, accompanied by both sexual orientation and gender discrimination. 18 Our findings also support other studies demonstrating that racial/ethnic identity compounds experiences of discrimination in addition to LGBTQ identity in many areas of life. 25, 26, 27, 29, 30

While it is beyond the scope of our results to promote specific policies or practices to end discrimination in the United States, these findings indicate both top‐down (eg, policy) and bottom‐up (eg, community organizations or local initiatives) efforts need to take steps to address this widespread discrimination, on both institutional and (especially) interpersonal levels. For transgender people, housing and health care appear to be major areas of concern, while LGBTQ racial/ethnic minorities face significant obstacles with employment and the legal system. Multisector partnerships are urgently needed to implement interventions, propel policy efforts, and create social change to protect LGBTQ people across different systems, including employment, health care, housing, and legal systems.

In addition, more research is needed that includes both new methods and novel data sources to improve the study of LGBTQ populations, given the current methodological limitations. 6, 7, 8, 34, 35 In particular, research using electronic health record data is a promising approach to further study LGBTQ persons and other small populations, while mobile device or computer apps and other novel methods for data capture may also improve research on the unique experiences of discrimination among LGBTQ persons within the health care system. 8, 46 At a minimum, improving medical and administrative staff training on cultural competency for serving LGBTQ people, as well as improving data collection on sexual orientation and gender identity in health care, is needed.

4.1. Limitations

The findings should be viewed with several limitations in mind. First, although we examined a broad range of domains of life, this study covers only a subset of types of discrimination and harassment that LGBTQ people may experience. Second, we asked whether LGBTQ people had experienced these types of discrimination at any point in their life, without regard to timing or severity. This limits the ability to estimate current levels of discrimination and harassment and instead focuses on lifetime experiences.

Third, the prevalence of many sensitive topics, including sexual harassment and violence, is often underreported-particularly on surveys administered by an interviewer, 47 such as this study-and therefore, the "true" prevalence of LGBTQ people's experiences of discrimination is likely higher than reported herein. Perceptions of various kinds of discrimination (eg, race‐based and sexuality‐based) are also significantly associated with each other, 26, 29, 30 and it is not always possible to disentangle these experiences from each other, so asking specifically about LGBTQ‐based discrimination may lead to underreporting of overall discrimination experienced by some respondents. Questions about discrimination based on race/ethnicity and gender (among females only) are examined separately in other articles in this issue.

Fourth, our low response rate is a notable limitation, though evidence suggests that low response rates do not bias results if the survey sample is representative of the study population. 38, 39 Recent research has shown that such surveys, when based on probability samples and weighted using US Census parameters, yield accurate estimates in most cases when compared with both objective measures and higher‐response surveys. 38, 39, 48, 49 For instance, a recent study showed that across 14 different demographic and personal characteristics, the average difference between government estimates from high‐response rate surveys and a Pew Research Center poll with a response rate similar to this poll was 3 percentage points. 38 However, it is still possible that some selection bias may remain that is related to the experiences being measured, particularly given the challenges of surveying the LGBTQ population noted earlier. 6, 7, 8, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45

Fifth, transgender people are often discriminated against due to their presumed gender or gender identity. Given that trans people may be of any sexual orientation, they may also be discriminated against because of their sexual orientation. Furthermore, some people may not know the difference between sexual orientation and gender identity, so they may discriminate against someone because of their gender but using language about sexual orientation (or vice versa). Therefore, it should be expected that transgender people report experiences of discrimination related to both their gender identity and sexual orientation, and so we report these experiences together, and this study was unable to distinguish between these experiences.

Despite these limitations, this study was strengthened by its probability sampling design and by the breadth of questions asked on LGBTQ‐based discrimination across institutions and interpersonal experiences. It allowed us to examine personal experiences of discrimination and harassment among LGBTQ adults. Our findings may underreport experiences of discrimination and harassment; thus, our results can be considered a lower bound estimate of discrimination and harassment in the United States today. We may also underreport the added burden of discrimination against LGBTQ people who are racial/ethnic minorities.

This study highlights the wide extent to which the LGBTQ adult population as one group experiences discrimination, providing important data to inform national discussions and current policy debates. Yet, future research is needed to assess the distribution and burden of discrimination experiences faced by subgroups within the LGBTQ population.

5. CONCLUSION

This study shows that lesbian, gay, bisexual, transgender, and queer adults in America share common, yet diverse experiences of consistent and pervasive discrimination based on their sexual orientation and/or gender identity. Some of the most widespread reported experiences of enacted stigma include slurs, microaggressions, violence, threats, and both sexual and nonsexual harassment. In health care, additional efforts are needed to reduce discrimination against LGBTQ adults. LGBTQ racial/ethnic minorities experience particularly high rates of LGBTQ‐based discrimination in employment and workplace settings and interacting with the legal system, while transgender adults report significant discrimination in both housing and health care. Findings of this study further illustrate the need for substantial changes in institutional policies and practices to protect the civil rights of LGBTQ people. Changes in social norms are also needed to confront stigma and counteract the harmful effects of discrimination in personal interactions. Addressing both institutional and interpersonal discrimination will be vital to improving and ensuring the health and well‐being of LGBTQ Americans.

ACKNOWLEDGMENT

Joint Acknowledgment/Disclosure Statement: This work was supported by Grant #73713 from the Robert Wood Johnson Foundation.

Notes

Casey LS, Reisner SL, Findling MG, et al. Discrimination in the United States: Experiences of lesbian, gay, bisexual, transgender, and queer Americans. Health Serv Res. 2019;54:1454-1466. 10.1111/1475-6773.13229 [[ PubMed] [ CrossRef] PMC free article] [ Google Scholar]

ENDNOTES

a Institutional and interpersonal forms of discrimination are not mutually exclusive, but this framework is used here for organizational purposes.

b There were no statistically significant differences between LGBTQ men and women in their unadjusted reported experiences of anti‐LGBTQ discrimination.

REFERENCES

17. Pavalko EK, Mossakowski KN, Hamilton VJ. Does perceived discrimination affect health? Longitudinal relationships between work discrimination and women's physical and emotional health. J Health Social Behav. 2003;43:18‐33. [[ PubMed] Google Scholar]

20. Nadal KL. Contemporary Perspectives on Lesbian, Gay, and Bisexual Psychology. That's so Gay! Microaggressions and the Lesbian, Gay, Bisexual, and Transgender Community. Washington, DC: American Psychological Association; 2013. [ Google Scholar]

27. Perez AE, Gamarel KE, van den Berg JJ, Operario D. Sexual and behavioral health disparities among African American sexual minority men and women. Ethn Health. 2018;1‐12. 10.1080/13557858.2018.1444149 [[ PubMed] [ PMC free article] [ CrossRef] Google Scholar]

45. Cohen S, Kessler RC, Gordon LU. Strategies for measuring stress in studies of psychiatric and physical disorders In: Cohen S, Kessler RC, Lynn UG, eds. Measuring stress: A Guide for Health and Social Scientists. New York, NY: Oxford University Press; 1995:3‐26. [ Google Scholar]

Articles from Health Services Research are provided here courtesy of Health Research & Educational Trust

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Discrimination in the United States: Experiences of lesbian, gay, bisexual, transgender, and queer Americans

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To examine reported experiences of discrimination against lesbian, gay, bisexual, transgender, and queer (LGBTQ) adults in the United States, which broadly contribute to poor health outcomes.Data came from a national, probability‐based telephone ...

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Download easy read definitions of lesbian, gay, bi and trans.

A

Abro (sexual and romantic)

A word used to describe people who have a fluid sexual and/or romantic orientation which changes over time, or the course of their life. They may use different terms to describe themselves over time.

Ace

An umbrella term used specifically to describe a lack of, varying, or occasional experiences of sexual attraction. This encompasses asexual people as well as those who identify as demisexual and grey-sexual. Ace people who experience romantic attraction or occasional sexual attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their romantic or sexual attraction.

Find out more about ace identities on our Ace Hub.

Ace and aro/ace and aro spectrum

Umbrella terms used to describe the wide group of people who experience a lack of, varying, or occasional experiences of romantic and/or sexual attraction, including a lack of attraction. People who identify under these umbrella terms may describe themselves using one or more of a wide variety of terms, including, but not limited to, asexual, ace, aromantic, aro, demi, grey, and abro. People may also use terms such as gay, bi, lesbian, straight and queer in conjunction with ace and aro to explain the direction of romantic or sexual attraction if and when they experience it.
Here are five things you should know about aro people.
Allo (sexual and romantic)

Allo people experience sexual and romantic attraction, and do not identify as on the ace or aro spectrum. Allo is to ace and aro spectrum identities, as straight is to LGB+ spectrum identities. It is important to use words that equalise experience, otherwise the opposite to ace and aro becomes 'normal' which is stigmatising.

Aro

An umbrella term used specifically to describe a lack of, varying, or occasional experiences of romantic attraction. This encompasses aromantic people as well as those who identify as demiromantic and grey-romantic. Aro people who experience sexual attraction or occasional romantic attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their attraction.

Aromantic

A person who does not experience romantic attraction. Some aromantic people experience sexual attraction, while others do not. Aromantic people who experience sexual attraction or occasional romantic attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their attraction.

Asexual

A person who does not experience sexual attraction. Some asexual people experience romantic attraction, while others do not. Asexual people who experience romantic attraction might also use terms such as gay, bi, lesbian, straight and queer in conjunction with asexual to describe the direction of their romantic attraction.

Ally

A (typically) straight and/or cis person who supports members of the LGBT community.

B

Bi

Bi is an umbrella term used to describe a romantic and/or sexual orientation towards more than one gender.

Bi people may describe themselves using one or more of a wide variety of terms, including, but not limited to, bisexual, pan, queer, and some other non-monosexual and non-monoromantic identities.

Learn more about bi experiences on our Bi Hub.

​Biphobia

The fear or dislike of someone who identifies as bi based on prejudice or negative attitudes, beliefs or views about bi people. Biphobic bullying may be targeted at people who are, or who are perceived to be, bi.

​Butch

Butch is a term used in LBT culture to describe someone who expresses themselves in a typically masculine way.

There are other identities within the scope of butch, such as 'soft butch' and 'stone butch'. You shouldn't use these terms about someone unless you know they identify with them.

​C

Cisgender or Cis

Someone whose gender identity is the same as the sex they were assigned at birth. Non-trans is also used by some people.

​Coming out

When a person first tells someone/others about their orientation and/or gender identity.

Find out more about coming out and supporting others with their journey.

​D

Deadnaming

Calling someone by their birth name after they have changed their name. This term is often associated with trans people who have changed their name as part of their transition.

Demi (sexual and romantic)

An umbrella term used to describe people who may only feel sexually or romantically attracted to people with whom they have formed an emotional bond. People may also use terms such as gay, bi, lesbian, straight and queer in conjunction with demi to explain the direction of romantic or sexual attraction as they experience it.

​F

Femme

Femme is a term used in LGBT culture to describe someone who expresses themselves in a typically feminine way.

There are other identities within the scope of femme, such as 'low femme', 'high femme', and 'hard femme'. You shouldn't use these terms about someone unless you know they identify with them.

​G

Gay

Refers to a man who has a romantic and/or sexual orientation towards men. Also a generic term for lesbian and gay sexuality - some women define themselves as gay rather than lesbian. Some non-binary people may also identify with this term.

​Gender

Often expressed in terms of masculinity and femininity, gender is largely culturally determined and is assumed from the sex assigned at birth.

​Gender dysphoria

Used to describe when a person experiences discomfort or distress because there is a mismatch between their sex assigned at birth and their gender identity.

This is also the clinical diagnosis for someone who doesn't feel comfortable with the sex they were assigned at birth.

​Gender expression

How a person chooses to outwardly express their gender, within the context of societal expectations of gender. A person who does not conform to societal expectations of gender may not, however, identify as trans.

​Gender identity

A person's innate sense of their own gender, whether male, female or something else (see non-binary below), which may or may not correspond to the sex assigned at birth.

​Gender reassignment

Another way of describing a person's transition. To undergo gender reassignment usually means to undergo some sort of medical intervention, but it can also mean changing names, pronouns, dressing differently and living in their self-identified gender.

Gender reassignment is a characteristic that is protected by the Equality Act 2010, and it is further interpreted in the Equality Act 2010 approved code of practice. It is a term of much contention and is one that Stonewall's Trans Advisory Group feels should be reviewed.​

Gender Recognition Certificate (GRC)

This enables trans people to be legally recognised in their affirmed gender and to be issued with a new birth certificate. Not all trans people will apply for a GRC and you currently have to be over 18 to apply.

You do not need a GRC to change your gender markers at work or to legally change your gender on other documents such as your passport.

​Gillick competence

A term used in medical law to decide whether a child (under 16 years of age) is able to consent to their own medical treatment, without the need for parental permission or knowledge.

Grey (sexual and romantic)

Also known as grey-A, this is an umbrella term which describes people who experience attraction occasionally, rarely, or only under certain conditions. People may also use terms such as gay, bi, lesbian, straight and queer in conjunction with grey to explain the direction of romantic or sexual attraction as they experience it.

​H

Heterosexual/straight

Refers to a man who has a romantic and/or sexual orientation towards women or to a woman who has a romantic and/or sexual orientation towards men.

​Homosexual

This might be considered a more medical term used to describe someone who has a romantic and/or sexual orientation towards someone of the same gender. The term 'gay' is now more generally used.

​Homophobia

The fear or dislike of someone, based on prejudice or negative attitudes, beliefs or views about lesbian, gay or bi people. Homophobic bullying may be targeted at people who are, or who are perceived to be, lesbian, gay or bi.

​I

Intersex

A term used to describe a person who may have the biological attributes of both sexes or whose biological attributes do not fit with societal assumptions about what constitutes male or female.

Intersex people may identify as male, female or non-binary.

Stonewall works with intersex groups to provide its partners and stakeholders information and evidence about areas of disadvantage experienced by intersex people but does not, after discussions with members of the intersex community, include intersex issues as part of its current remit at this stage.

​L

Lesbian

Refers to a woman who has a romantic and/or sexual orientation towards women. Some non-binary people may also identify with this term.

Learn more about lesbian experiences on our Lesbian Hub.

​Lesbophobia

The fear or dislike of someone because they are or are perceived to be a lesbian.​

LGBTQ+

The acronym for lesbian, gay, bi, trans, queer, questioning and ace.

​N

​Non-binary

An umbrella term for people whose gender identity doesn't sit comfortably with 'man' or 'woman'. Non-binary identities are varied and can include people who identify with some aspects of binary identities, while others reject them entirely.
Read about what it's like to be non-binary in the UK today.
​O

Orientation

Orientation is an umbrella term describing a person's attraction to other people. This attraction may be sexual (sexual orientation) and/or romantic (romantic orientation). These terms refers to a person's sense of identity based on their attractions, or lack thereof.

Orientations include, but are not limited to, lesbian, gay, bi, ace and straight.

​Outed

When a lesbian, gay, bi or trans person's sexual orientation or gender identity is disclosed to someone else without their consent.

​P

Person with a trans history

Someone who identifies as male or female or a man or woman, but was assigned the opposite sex at birth. This is increasingly used by people to acknowledge a trans past.

​Pan

Refers to a person whose romantic and/or sexual attraction towards others is not limited by sex or gender.

Debunk 5 common misconceptions about pansexuality.

​Passing

If someone is regarded, at a glance, to be a cisgender man or cisgender woman.

Cisgender refers to someone whose gender identity matches the sex they were 'assigned' at birth. This might include physical gender cues (hair or clothing) and/or behaviour which is historically or culturally associated with a particular gender.

Platonic partnerships

People who are on the ace and/or aro spectrum may have platonic partnerships. These are relationships where there is a high level of mutual commitment which can include shared life decisions, shared living arrangements, and co-parenting of children. These partnerships can include more than two people. Like allosexual and alloromantic people, ace and aro spectrum people may be monogamous or polyamorous.

​Pronoun

Words we use to refer to people's gender in conversation - for example, 'he' or 'she'. Some people may prefer others to refer to them in gender neutral language and use pronouns such as they/their and ze/zir.

Q

Queer

Queer is a term used by those wanting to reject specific labels of romantic orientation, sexual orientation and/or gender identity. It can also be a way of rejecting the perceived norms of the LGBT community (racism, sizeism, ableism etc). Although some LGBT people view the word as a slur, it was reclaimed in the late 80s by the queer community who have embraced it.

​Questioning

The process of exploring your own sexual orientation and/or gender identity.

​R

Romantic orientation

A person's romantic attraction to other people, or lack thereof. Along with sexual orientation, this forms a person's orientation identity.

Stonewall uses the term 'orientation' as an umbrella term covering sexual and romantic orientations.

S

Sex

Assigned to a person on the basis of primary sex characteristics (genitalia) and reproductive functions. Sometimes the terms 'sex' and 'gender' are interchanged to mean 'male' or 'female'.

​Sexual orientation

A person's sexual attraction to other people, or lack thereof. Along with romantic orientation, this forms a person's orientation identity.

Stonewall uses the term 'orientation' as an umbrella term covering sexual and romantic orientations.

Spectrum

A term used to cover a variety of identities that have a root commonality or shared experience.

T

Trans

An umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth.

Trans people may describe themselves using one or more of a wide variety of terms, including (but not limited to) transgender, transsexual, gender-queer (GQ), gender-fluid, non-binary, gender-variant, crossdresser, genderless, agender, nongender, third gender, bi-gender, trans man, trans woman, trans masculine, trans feminine and neutrois.

Find out more about trans experiences on our Trans Hub.

​Transgender man

A term used to describe someone who is assigned female at birth but identifies and lives as a man. This may be shortened to trans man, or FTM, an abbreviation for female-to-male.

Transgender woman

A term used to describe someone who is assigned male at birth but identifies and lives as a woman. This may be shortened to trans woman, or MTF, an abbreviation for male-to-female.

​​Transitioning

The steps a trans person may take to live in the gender with which they identify. Each person's transition will involve different things. For some this involves medical intervention, such as hormone therapy and surgeries, but not all trans people want or are able to have this.

Transitioning also might involve things such as telling friends and family, dressing differently and changing official documents.

​Transphobia

The fear or dislike of someone based on the fact they are trans, including denying their gender identity or refusing to accept it. Transphobia may be targeted at people who are, or who are perceived to be, trans.

​Transsexual

This was used in the past as a more medical term (similarly to homosexual) to refer to someone whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth.

This term is still used by some although many people prefer the term trans or transgender.​

U

Undetectable

HIV medication (antiretroviral treatment, or ART) works by reducing the amount of the virus in the blood to undetectable levels. This means the levels of HIV are so low that the virus cannot be passed on. This is called having an undetectable viral load or being undetectable.

For more information, visit the Terrence Higgins Trust.

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Definitions relating to lesbian, gay, bi, trans, queer and ace (LGBTQ+) terms.

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Youth Mental Health

In July 2022, OPA hosted the annual Teen Pregnancy Prevention (TPP) Grantee Conference. During the conference, HHS Assistant Secretary for Health, Admiral Rachel L. Levine, MD, and youth participants in OPA's TPP grantee programs discussed youth mental health.

Get Help

If you observe warning signs and need to seek help, consult your healthcare provider or mental health professional. In life-threatening situations, call 911 or go to your nearest hospital emergency room. In a crisis, you can call or text 988 (for English or Spanish) to be connected to trained counselors in the National Suicide Prevention Lifeline network. For TTY users, use your preferred relay service or dial 711 then 988.

Visit NIMH's Help for Mental Illness page, also available in Spanish, for more details and to identify treatment options in your area.

Many adolescents experience positive mental health, but an estimated 49.5 percent of adolescents has had a mental health disorder at some point in their lives. The good news is that promoting positive mental health can prevent some problems. For young people who do have mental health disorders, early intervention and treatment can help lessen the impact on their lives.

It is a normal part of development for teens to experience a wide range of emotions. It is typical, for instance, for teens to feel anxious about school or friendships, or to experience a period of depression following the death of a close friend or family member. However, mental health disorders are characterized by persistent symptoms that affect how a young person feels, thinks, and acts. Mental health disorders also can interfere with regular activities and daily functioning, such as relationships, schoolwork, sleeping, and eating.

Common Mental Health Warning Signs

Mental health is not simply the presence or absence of symptoms. Variations in how adolescents experience symptoms can make identification and diagnosis of mental health disorders challenging. According to the National Institute of Mental Health (NIMH), an adolescent might need help if they:

Lose interest in activities that they used to enjoy

Have low energy

Have difficulty sleeping or eating

Spend more time alone and avoid social activities

Excessively exercise, diet, and/or binge eat

Harm themselves (e.g., burning or cutting their skin)

Use alcohol, tobacco, or other drugs

Engage in risky or destructive behavior

Have thoughts of suicide

Think their mind is being controlled or is out of control or hear things other people cannot hear

See NIMH's web portal for information in Spanish on mental health.

Common Mental Health Disorders in Adolescence

Common mental health disorders in adolescence include those related to anxiety, depression, attention deficit-hyperactivity, and eating.

Characterized by feelings of excessive uneasiness, worry, and fear

Examples include generalized anxiety disorder, post-traumatic stress disorder, social anxiety disorder, obsessive-compulsive disorder, and phobias

Occur in approximately 32 percent of 13- to 18-year-olds

In 2016, roughly 11 percent of adolescents ages 12-17 and 7 percent of children ages 6-11 had a current anxiety disorder diagnosis

Globally, the prevalence of youth experiencing clinically elevated anxiety symptoms-roughly 1 in 5-nearly doubled during the first year of the COVID-19 pandemic, underscoring the importance of mental health supports and services for adolescents

*According to the child's parent, guardian, or other adult familiar with the child's health.

Depressed mood that affects thoughts, feelings, and daily activities, including eating, sleeping, and working

Occurs in approximately 13 percent of 12- to 17-year-olds

Examples include major depressive disorder and seasonal affective disorder

Characterized by continued inattention and/or hyperactivity-impulsivity that interferes with daily functioning or development

Occurs in approximately nine percent of 13- to 18-year-olds

Characterized by extreme and abnormal eating behaviors, such as restricted or excessive eating

Occur in almost three percent of 13- to 18-year-olds

Examples include anorexia nervosa, bulimia, and binge eating disorder

Footnotes

⁸ Racine N, McArthur BA, Cooke JE, Eirich R, Zhu J, Madigan S. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: A meta-analysis. JAMA Pediatrics. 175(11):1142-1150. https://jamanetwork.com/journals/jamapediatrics/fullarticle/2782796

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Youth Mental Health In July 2022, OPA hosted the annual Teen Pregnancy Prevention (TPP) Grantee Conference. During the conference, HHS Assistant Secretary for Health, Admiral Rachel L. Levine, MD, and youth participants in OPA's TPP grantee programs discussed youth mental health.

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Overview

Experiencing occasional anxiety is a normal part of life. However, people with anxiety disorders frequently have intense, excessive and persistent worry and fear about everyday situations. Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks).

These feelings of anxiety and panic interfere with daily activities, are difficult to control, are out of proportion to the actual danger and can last a long time. You may avoid places or situations to prevent these feelings. Symptoms may start during childhood or the teen years and continue into adulthood.

Examples of anxiety disorders include generalized anxiety disorder, social anxiety disorder (social phobia), specific phobias and separation anxiety disorder. You can have more than one anxiety disorder. Sometimes anxiety results from a medical condition that needs treatment.

Whatever form of anxiety you have, treatment can help.

Symptoms

Common anxiety signs and symptoms include:

Feeling nervous, restless or tense

Having a sense of impending danger, panic or doom

Having an increased heart rate

Breathing rapidly (hyperventilation)

Sweating

Trembling

Feeling weak or tired

Trouble concentrating or thinking about anything other than the present worry

Having trouble sleeping

Experiencing gastrointestinal (GI) problems

Having difficulty controlling worry

Having the urge to avoid things that trigger anxiety

Several types of anxiety disorders exist:

Agoraphobia (ag-uh-ruh-FOE-be-uh) is a type of anxiety disorder in which you fear and often avoid places or situations that might cause you to panic and make you feel trapped, helpless or embarrassed.

Anxiety disorder due to a medical condition includes symptoms of intense anxiety or panic that are directly caused by a physical health problem.

Generalized anxiety disorder includes persistent and excessive anxiety and worry about activities or events - even ordinary, routine issues. The worry is out of proportion to the actual circumstance, is difficult to control and affects how you feel physically. It often occurs along with other anxiety disorders or depression.

Panic disorder involves repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). You may have feelings of impending doom, shortness of breath, chest pain, or a rapid, fluttering or pounding heart (heart palpitations). These panic attacks may lead to worrying about them happening again or avoiding situations in which they've occurred.

Selective mutism is a consistent failure of children to speak in certain situations, such as school, even when they can speak in other situations, such as at home with close family members. This can interfere with school, work and social functioning.

Separation anxiety disorder is a childhood disorder characterized by anxiety that's excessive for the child's developmental level and related to separation from parents or others who have parental roles.

Social anxiety disorder (social phobia) involves high levels of anxiety, fear and avoidance of social situations due to feelings of embarrassment, self-consciousness and concern about being judged or viewed negatively by others.

Specific phobias are characterized by major anxiety when you're exposed to a specific object or situation and a desire to avoid it. Phobias provoke panic attacks in some people.

Substance-induced anxiety disorder is characterized by symptoms of intense anxiety or panic that are a direct result of misusing drugs, taking medications, being exposed to a toxic substance or withdrawal from drugs.

Other specified anxiety disorder and unspecified anxiety disorder are terms for anxiety or phobias that don't meet the exact criteria for any other anxiety disorders but are significant enough to be distressing and disruptive.

When to see a doctor

See your doctor if:

You feel like you're worrying too much and it's interfering with your work, relationships or other parts of your life

Your fear, worry or anxiety is upsetting to you and difficult to control

You feel depressed, have trouble with alcohol or drug use, or have other mental health concerns along with anxiety

You think your anxiety could be linked to a physical health problem

You have suicidal thoughts or behaviors - if this is the case, seek emergency treatment immediately

Your worries may not go away on their own, and they may get worse over time if you don't seek help. See your doctor or a mental health provider before your anxiety gets worse. It's easier to treat if you get help early.

Causes

The causes of anxiety disorders aren't fully understood. Life experiences such as traumatic events appear to trigger anxiety disorders in people who are already prone to anxiety. Inherited traits also can be a factor.

Medical causes

For some people, anxiety may be linked to an underlying health issue. In some cases, anxiety signs and symptoms are the first indicators of a medical illness. If your doctor suspects your anxiety may have a medical cause, he or she may order tests to look for signs of a problem.

Examples of medical problems that can be linked to anxiety include:

Heart disease

Diabetes

Thyroid problems, such as hyperthyroidism

Respiratory disorders, such as chronic obstructive pulmonary disease (COPD) and asthma

Drug misuse or withdrawal

Withdrawal from alcohol, anti-anxiety medications (benzodiazepines) or other medications

Chronic pain or irritable bowel syndrome

Rare tumors that produce certain fight-or-flight hormones

Sometimes anxiety can be a side effect of certain medications.

It's possible that your anxiety may be due to an underlying medical condition if:

You don't have any blood relatives (such as a parent or sibling) with an anxiety disorder

You didn't have an anxiety disorder as a child

You don't avoid certain things or situations because of anxiety

You have a sudden occurrence of anxiety that seems unrelated to life events and you didn't have a previous history of anxiety

Risk factors

These factors may increase your risk of developing an anxiety disorder:

Trauma. Children who endured abuse or trauma or witnessed traumatic events are at higher risk of developing an anxiety disorder at some point in life. Adults who experience a traumatic event also can develop anxiety disorders.

Stress due to an illness. Having a health condition or serious illness can cause significant worry about issues such as your treatment and your future.

Stress buildup. A big event or a buildup of smaller stressful life situations may trigger excessive anxiety - for example, a death in the family, work stress or ongoing worry about finances.

Personality. People with certain personality types are more prone to anxiety disorders than others are.

Other mental health disorders. People with other mental health disorders, such as depression, often also have an anxiety disorder.

Having blood relatives with an anxiety disorder. Anxiety disorders can run in families.

Drugs or alcohol. Drug or alcohol use or misuse or withdrawal can cause or worsen anxiety.

Complications

Having an anxiety disorder does more than make you worry. It can also lead to, or worsen, other mental and physical conditions, such as:

Depression (which often occurs with an anxiety disorder) or other mental health disorders

Substance misuse

Trouble sleeping (insomnia)

Digestive or bowel problems

Headaches and chronic pain

Social isolation

Problems functioning at school or work

Poor quality of life

Suicide

Prevention

There's no way to predict for certain what will cause someone to develop an anxiety disorder, but you can take steps to reduce the impact of symptoms if you're anxious:

Get help early. Anxiety, like many other mental health conditions, can be harder to treat if you wait.

Stay active. Participate in activities that you enjoy and that make you feel good about yourself. Enjoy social interaction and caring relationships, which can lessen your worries.

Avoid alcohol or drug use. Alcohol and drug use can cause or worsen anxiety. If you're addicted to any of these substances, quitting can make you anxious. If you can't quit on your own, see your doctor or find a support group to help you.

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Learn the symptoms of this mental health condition, and ways to manage worry and fear that interfere with your daily activities.

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Learn about depression, including types, signs and symptoms, risk factors, treatments and therapies, and things you can do to help during treatment.

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Across most generations, genders, and demographics drug use in America has increased. Whether discussing heroin, prescription drugs, illegal drugs, marijuana or synthetics, American drug abuse has reached alarming levels.

With so much information available about the dangers of drug abuse in America and headline after headline about record opioid abuse and overdoses, one would think that these numbers would be headed in the opposite direction.

Why is drug use increasing in the US? Have Americans seemingly gone backward in the fight against drug abuse? Let us tackle it all in this blog.

If you or a loved one are struggling with addiction, please call 561-708-4706.

Drug Abuse Statistics in The United States

Being that drugs are illegal and many illegal drug users are not likely to openly speak about their drug habits, determining the exact scope of drug use in the U.S. is nearly impossible. There are, however, several surveys, studies and reports that suggest that drug use in America is extremely high, perhaps even approaching historic levels.[1],[2],[3],[4],[5]

Quest Diagnostics, one of the nation's leading providers of employee drug testing, reported in September of 2015 that the percentage of employees testing positive for drugs had reached a 10-year high. This was based on an analysis of nearly 11 million drug test results, in which 4 percent of urine tests were positive, an increase of 2.6 percent from 2014. In oral drug testing, there was a positive test increase of 47 percent over the previous three years, and positive urine tests for heroin have increased 146 percent since 2011.

In 2014, the National Institute on Drug Abuse (NIDA) reported that an estimated 24.6 million Americans over the age of 12 had used an illicit drug during the last month. This accounted for 9.4 percent of the demographic, which is an increase from 8.3 percent in 2002.

According to the U.N.'s World Drug Report 2016, the amount of heroin users in the United States hit a 20-year high. The number of heroin users in the U.S. reached near one million in 2014, representing a three-fold increase from 2003. Heroin-related deaths have increased five-fold since 2000.

Results from the European Survey Project on Alcohol and Other Drugs (ESPAD) combined with those from the U.S. Monitoring the Future Survey revealed that American teens have high rates of illicit drug use disorder when compared with European teens. On average, 18 percent of European students had used an illicit drug in their lifetimes, compared to 35 percent of U.S. students.

Since 1999, the number of drug overdose deaths involving opioids in the U.S. has quadrupled, totaling over a half a million fatalities during that period.

While we now know more than ever about the dangers of drug abuse in America, it appears that this knowledge has failed to act as a deterrent. Heroin use and overdoses have skyrocketed, more people are using and abusing prescription drugs than ever before and the rise of synthetic drugs has created a potentially more dangerous threat.[6]

The Face of Drug Addiction in the United States

With drug abuse in America being so rampant again, it's safe to say that there are no demographics that are immune to the temptation of drug abuse. However, there are some specific groups who have seen significant increases in drug consumption over the past decade. The biggest change in drug use in America has been among groups that aren't typically viewed as demographics prone to substance abuse.

According to the Centers for Disease Control and Prevention (CDC) the gaps in heroin use between men and women and rich and poor have narrowed throughout the 21st century.[7] From 2002 to 2013, the rate of heroin use among women increased 100 percent. During the same time, the rate of heroin use among people in households making $50,000 or more annually increased 60 percent.[8]

Women:

Women are the fastest-growing demographic of alcohol abuse and drug addiction in the United States, according to the National Council on Alcoholism and Drug Dependence (NCADD). As many as 4.5 million women over the age of 12 have a substance use disorder (SUD), 3.5 million misuse prescription drugs such as prescription stimulants and prescription sedatives, and 3.1 million regularly abuse illicit drugs. Among girls ages 12-17, nonmedical use of prescription painkillers, alcohol, methamphetamine and many other illicit drugs now either match or exceed that of boys the same age.[9]

According to the Substance Abuse And Mental Health Services Administration (SAMHSA) drug abuse statistics, of the 6.5 million Americans who misused or abused prescription drugs in 2013, more than half were female.[10]

Affluent:

Historically, substance abuse disorders in America have been viewed as a problem reserved for the poor and disadvantaged, but recent studies have begun debunking this myth. The Healthy Kids Survey, conducted in 2007 and based on responses from participants in Alameda and Contra Costa counties in California, found that wealthy kids from these areas were more likely to use drugs than their peers from poorer communities. The survey cited more disposable income, parental absenteeism and pressure to succeed as factors contributing to this.

Part of the reason why substance abuse and drug addiction in the United States are more closely linked to poverty is because low education is a risk factor for developing a substance use disorder, and most affluent people are well educated. But affluence comes with its own set of risk factors. A 2012 study published in the Journal of Studies on Alcohol and Drugs determined that young adults with the highest levels of socioeconomic status were more likely than their poorer peers to drink alcohol and use marijuana which will later on turn into alcohol addiction, marijuana use disorder and illegal drug use. [11]

Other researchers have theorized about the impact of "rich kids syndrome," in the battle of drug use in America, where parental, social and professional obligations lead to a reduction of family-centered interactions. Psychotherapists have suggested that these affluent youths often spend more time with hired help than with their parents and lead overscheduled lives that creates mental health disorders and a lack of family closeness.

Baby Boomers:

Perhaps the most surprising demographic of Americans who are using more drugs than in the past are adults over age 50. This group is made up of baby boomers, which includes people who were born between 1946 and 1964. In many instances, these individuals stopped using drugs as they were beginning families and have now resumed use and drug abuse in America as a result of having fewer professional and familial responsibilities. This is also the generation that was historically obsessed with substance addiction, sex and rock-and-roll.

Older adults are abusing drugs, being arrested for drug offenses, having mental health issues due to drugs and dying from drug abuse in America at increasingly higher rates than in the past. The death rate by accidental overdose among those aged 45-64 has increased 11-fold from 1990 (when no baby boomers were in this age group) to 2010 (when baby boomers began joining this group daily). More than 12,000 baby boomers died from drug overdoses in 2013. The CDC estimates that 5.7 million people over the age of 50 will need addiction treatment by 2020.

"Generally, we thought of older individuals of not having a risk for drug abuse and drug addiction," said Dr. Wilson Compton, deputy director for the NIDA. "As the baby boomers have aged and brought their habits with them into middle age, and now into older adult groups, we are seeing marked increases in overdose deaths."

Why is Substance Abuse Increasing in the US?

It's clear that drug addiction in the United States has increased tremendously. Over the last decade or so, what's unclear are the specific reasons why, though there are several theories. The most obvious potential explanation is the rise in chronic pain leading to an increase in prescription opioids, which has paved a path to heroin abuse and addiction.

At some point, Americans began suffering from chronic pain at higher levels than ever before. The National Center for Complementary and Integrative Health reports that 11.2 percent of American adults experience chronic pain and 17.6 percent struggle with severe pain. An estimated 126 million Americans reported some level of pain, according to the organization's data.[12] When you consider that prescription opioids are the most likely remedy to be prescribed to these adults and that misused prescription opioids is the strongest risk factor for heroin abuse or addiction, the correlation becomes clearer.
"People addicted to painkillers are 40 times more likely to abuse heroin." - Source: Centers for Disease Control"
Changing Views on Drugs

Americans of all ages have a different perception of the dangers of drug addiction in America than in the past. This is especially true of marijuana, with several states now legalizing it for recreational and medicinal use. In 1969, a Gallup poll of 1,028 adults from across the nation revealed that only 12 percent were in favor of marijuana legalization. In 2001, that number had swelled to 31 percent. However, a 2015 poll showed that 58 percent were in favor of legalizing the drug.[14]

While favorable views on marijuana don't necessarily equate to favorable views on all other drugs, it's not too far of a stretch. The most recent Monitoring the Future Survey reported that fewer 10th graders than from the previous survey perceived a risk in taking inhalants, synthetic cathinones, crack or Vicodin occasionally.[15]

America is Stressed Out

Perhaps the simplest explanation for why substance abuse is increasing in the US is because of stress. Several employee surveys have shown that American workers are struggling with high levels of stress and anxiety related to job security, income and the threat of discrimination.

A 2015 study conducted by the American Psychological Association (APA), measuring stress on a scale from one-10 found that the average stress level for Americans stood at 5.1, a slight increase from the year before. Of those surveyed, nearly one-quarter reported "extreme stress." Since introducing the survey in 2007, the APA has consistently found that money and work were the top two sources of stress reported among Americans.[16] The survey also found that 61 percent of adults reported experiencing unfair treatment on a day-to-day basis and that it resulted in higher levels of stress.

Another survey, which included 500 American workers, revealed that 90 percent of workers were stressed out about finances. More than 50 percent of those surveyed reported "moderate" or "significant stress." There are many reasons why people begin to have alcohol use disorder or substance use disorders in America, but few have the same impact of stress.[17]

Drug Abuse in America: How to Reverse the Trend

Despite the war on drugs and several other efforts to curb drug use in America, these efforts have only been successful in small groups. The best way to reduce drug abuse in America is for parents and community leaders to take proactive approaches to substance abuse prevention. This includes recognizing the risk factors for developing an SUD and the signs of abuse, among many other things.
Common Risk Factors for Addiction:[18]

Poor education

Mental illness

Poverty

Parental substance abuse

Environment

Signs of Substance Abuse:[19]

Problems at school or work

Physical health issues

Neglected appearance

Behavioral changes

Unexplained money spending

In most cases, prevention of drug use begins at home and school. Parents need to lead by example, and educators need to be diligent in talking about the dangers of substance abuse. Among young and older adults, finding drug-free pain management alternatives in addition to healthy ways to manage stress would go a long way in reducing drug addiction in America.

Unfortunately, substance abuse and drug addiction are inevitable in every society. Natural curiosity, youthful rebelliousness and many other factors will always make it so people experiment with drugs. In some cases, that experimentation grows to abuse and then addiction. It's at this time that you need trained professionals to help you fight back against addiction, and Behavioral Health Centers is ready to lead the way. We offer dozens of programs to treat all kinds of drug addictions. To begin drug rehab or learn more, contact us at 561-708-4706.

1. https://newsroom.questdiagnostics.com/2016-09-15-Drug-Positivity-in-U-S-Workforce-Rises-to-Nearly-Highest-Level-in-a-Decade-Quest-Diagnostics-Analysis-Finds

2. https://drugabuse.gov/publications/drugfacts/nationwide-trends

3. https://reuters.com/article/us-drugs-usa-heroin-idUSKCN0Z90UX

4. https://unodc.org/wdr2016/

5. https://cdc.gov/drugoverdose/epidemic/

6. https://drugabuse.gov/about-nida/legislative-activities/testimony-to-congress/2016/americas-addiction-to-opioids-heroin-prescription-drug-abuse

7. https://cdc.gov/media/releases/2015/p0707-heroin-epidemic.html

8. https://www.cdc.gov/vitalsigns/heroin/infographic.html

9. https://ncadd.org/about-addiction/addiction-update/alcoholism-drug-dependence-and-women

10. https://samhsa.gov/data/sites/default/files/NSDUHresultsPDFWHTML2013/Web/NSDUHresults2013.pdf

11. https://ncbi.nlm.nih.gov/pmc/articles/PMC3410945/

12. https://nccih.nih.gov/news/press/08112015

13. https://cdc.gov/media/releases/2015/p0707-heroin-epidemic.html

14. https://gallup.com/poll/186260/back-legal-marijuana.aspx

15. https://drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school-youth-trends

16. https://time.com/4253107/americans-are-getting-more-stressed-out-study-finds/

17. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2732004/

18. https://drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-protective-factors/what-are-risk-factors

19. https://mayoclinic.org/diseases-conditions/treatment/drug-addiction/basics/symptoms/con-20020970

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Drug Addiction In The United States Is On The Rise

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Despite the war on drug use, drug addiction in the United States is still on the rise. Learn why the war against drugs is failing. Read more here.

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Animal testing claims more than 25 million dogs, cats, monkeys and other animals each year. Get the facts on harmful animal experiments.