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Disabilities, Behavioral Health, and Education are great tabs to get started with.

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Resource Category Listing for Information on NYS Child Serving Systems

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A category listing of NYS health, education, human service and disability information. Publications, websites, videos, hotlines and program and services.

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

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Note: This site is designed for adults, aged 18 or older.

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Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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8 Cultural Differences Between the US and India

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8 Cultural Differences Between the US and India

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The US and India are such vast and populous countries that drawing comparisons of cultural differences between the US and India can put you in danger of making sweeping generalisations. A young, ambitious, educated tech entrepreneur from New Delhi may have much in common with his or her equivalent in Silicon Valley - certainly a lot more than a coconut farmer from Kerala would with a factory worker from Detroit. There are, however, enough deep-seated traits in each culture that make the comparison a useful tool for smoothing the path of business.

Here are 8 cultural differences between the US and India:

1. The caste system and status

Although discrimination on the basis of caste is illegal in India, the ancient Hindu system continues to prosper in society. Social mobility may be improving but parents still work towards securing suitable marriages for their children. Arranged marriages are normal. Marrying outside one's caste is frowned upon, although the lines are far more blurred now in business, education and friendships. The concept of hierarchy, though, is strong in business. For example, Indians do not like to do jobs that they consider beneath them, or more suited to a lower caste, whereas, in the SA, it is completely normal to work as a waiter while studying for a PhD, or for the chief executive to socialise with the factory floor in the interests of bonding.

Both cultures enjoy what others may seem as over-inflated job titles; to an Indian, a fancy title brings status to their family. To an American, it signifies personal success.

2. Family ties

Families in India are extremely close-knit. Young people tend to stay in the family home until they marry. The constant approval of the matriarch is vital, whether it's a job, an outfit or a new partner. Parents will exert influence over their children throughout their lives. This closeness is often reflected in business, where hierarchies are strict and nepotism rife. In the US, families tend to be much more widely dispersed. It is assumed that young people will leave home when they go to university and be financially independent when they start work. The family influence fades as young people achieve independence.

3. Goals and hierarchies

Americans tend to be highly goal-orientated, working to achieve profit as fast as possible. Usually, this is achieved by efficient teamwork and by delegating responsibility, with each individual responsible for their own decisions and actions. In India, the emphasis is more on the hierarchy. Individuals lower down the hierarchy are not empowered to make decisions and it could be argued that those further up the system are likely to make decisions with their own interests in mind. Americans tend to regard the Indian system as inefficient.

4. Respect for elders

In India, the head of the family, or company makes decisions. Older people are respected and deferred to and addressed in a formal manner if they are not family members. Indians are brought up to be dependent on the family, or group, for direction, rather than to think independently. The culture in the US is almost the opposite; individuals are expected to fend for themselves and face the consequences of their actions. Older people are not venerated because of their age, but for their achievements. Structures in business are flat and it is normal to be on first name terms with one's superiors. Americans also question and contradict their superiors openly, within reason, while in India, this would be seen as disrespectful and rude.

5. Time

Americans tend to be impatient. Life is lived in the fast lane, full of conveniences. Deadlines in business are tight and are expected to be met. People will work long hours to achieve this and there is little tolerance for delay. In India, life moves at a slower pace, despite the apparently frantic buzz of the big cities. Time is viewed more as circular than linear and relationships are more important than deadlines. Workers in a team may not even be aware of a deadline on a project, as this is considered the responsibility of their supervisor.

Misunderstandings regarding time and deadlines can be overcome; Americans can be very clear about deadlines and communicate their priorities better. Indians can learn to understand different priorities and to respect the American need for rigid schedules.

6. Business relationships

To Indians, relationship building is important. Having an established relationship helps to put the other person in context and smooths the path to clearer communication. In the US, business is much more task-focused. Small talk is considered a waste of time, which Indians may find rude. Failure to understand cultural differences between the US and India creates a risk of misunderstanding; Indians may find Americans dismissive, or curt, while Americans consider Indian colleagues to be time-wasters or poor communicators.

7. Spirituality

Indian culture is steeped in religion and Indians are used to being introspective. Openly bringing one's beliefs and spiritual values into a business context is not uncommon. Many Americans are religious (although far fewer as a percentage of the population than in India) but bringing one's faith to the workplace would be seen as imposing it on others. Americans, very generally speaking, tend to be more materialistic than spiritual.

8. Face

Indians have a strong sense of face and will use indirect communication to preserve this. Saying an outright 'no' to someone is considered rude, as it causes them to lose face; there's a tendency to say whatever the other person may want to hear. Criticising an individual in front of their co-workers is taboo and will certainly cause them to lose face. Feedback should be delivered in private instead. In the US culture, the concept is different. Speech is much more direct and in high-pressure work environments, shouting at subordinates is not unheard of. Conflict is seen as constructive. Feedback is direct and critical, while in India, negative feedback needs to be delivered more as constructive criticism.

WRITTEN BY SUE BRYANT

Sue Bryant is an award-winning writer and editor specialising in global business culture and travel.

With over 28 years of experience under our belts, we're experts in supporting global businesses successfully navigate their complex and unique challenges. Let's explore how we could help you.

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8 cultural differences between the US and India

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The US and India are such vast and populous countries that drawing comparisons of cultural differences between the US and India can put you in danger of making sweeping generalisations. A young, ambitious, educated tech entrepreneur from New Delhi may have much in common with his or her equivalent in Silicon Valley - certainly a lot more than a coconut farmer from Kerala would with a factory worker from Detroit.

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Teachers Expect More of Asian American Students. Is Bias the Reason?

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Teachers Expect More of Asian American Students. Is Bias the Reason?

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Teachers Expect More of Asian American Students

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Improving the Achievement of Hispanic Students

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Improving the Achievement of Hispanic Students

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Compared to blacks or whites, Hispanics enter school later, leave school earlier, and are less likely to complete high school and enter or complete college. They remain the most undereducated major segment of the U.S. population," asserts the National Council of La Raza (De La Rosa and Maw 1990). To those who say that the answer is simply, "Get tough," the research replies, "It doesn't work with this group." For example, while efforts to increase course requirements correlate somewhat with better academic achievement among many groups, they have had no measurable positive effect on Hispanic students (General Accounting Office 1989).

The ever-growing presence of Hispanic students is a phenomenon that has already dramatically affected our school systems, in larger urban areas more than any other. Indeed, to use the adjectives "explosive" or "overwhelming" is not hyperbolic.

Students with Roots in Latin America

Already 1 in 12 persons living in this country can trace his or her origins to Latin America. Since 1980, this population has increased at a rate five times that of non-Hispanic whites, African Americans, and Asians combined.

Not surprisingly, these statistics are mirrored in our schools. Already 1 in 10 eighth graders is Hispanic, and demographic projections indicate a nearly 3 percent increase in their numbers for the rest of the 1990s, more than doubling the increase among African Americans during this same period, while non-Hispanic white youth will actually see their numbers decline by almost 4 percent (Hodgkinson 1992).

Even though the 1973 Supreme Court case Lau v. Nichos directed schools to "provide an education comprehensible to limited-English-proficient (LEP) students," administrators without a thorough knowledge of the particular needs of Hispanics have found themselves scrambling to provide curriculums and programs.

At every grade level, a higher percentage of Hispanic children lags behind their modal grade than either non-Hispanic whites or blacks. By the 12th grade, about 48 percent are so categorized. Three out of four 8th graders cannot pass a test of simple mathematical operations using decimals or fractions. Hispanics are consistently less likely to be placed in programs for the gifted than any other ethnic group.

In addition, their SAT scores are significantly below the average. This statistic is all the more distressing when one considers that since 1975, other minorities have made greater strides in improving their subtest scores. In 1991, Mexican-American students scored on the average 45 points below the national average on the math section (Hodgkinson 1992, De La Rosa and Maw 1990, National Center for Education Statistics 1992).

Lucas, Henze, and Donato (1990) have noted that much of the research conducted on "effective schooling" for Hispanics has largely ignored the difficulties they face outside school. For example, Hispanic 8th graders are almost twice as likely as African Americans to be approached by drug dealers, and are only somewhat less likely to have something stolen from them.

Further, few Hispanic teachers are available as role models. The ratio of white non-Hispanic students to white non-Hispanic teachers is 17:1; for African Americans the ratio stands at 40:1. For Hispanics, however, this student-to-teacher ratio soars to 64:1 (Hodgkinson 1992).

Nonetheless, the disastrously high dropout rate among Hispanic youth must rank as the most troubling dynamic of this population. Since 1972, the percentage of white non-Hispanics who drop out of school fell by almost 4 percent, and the African-American dropout rate improved some 8 percent. In 1972, 34 percent of Hispanics dropped out before graduation; by 1991 this statistic had risen to 35 percent. What are we to do, and where should we start?

Advice Based on Research

1. Place value on the students' languages and cultures. Teachers and staff should attempt to gain a rudimentary command of the Spanish language. In addition, they should not punish students for using their native language in contexts where English is not expressly called for.At the very least, teachers should become knowledgeable about the various Hispanic cultures. Let us not forget that although "Hispanic" is a convenient label for many of us, most Hispanics consider themselves first and foremost Mexicans, Puerto Ricans, Colombians, and so forth. A child from a Mexican family learns certain customs utterly unknown in a Cuban family, and vice versa.While touring a largely Hispanic school in the Pilsen neighborhood of Chicago, I noticed that the teachers had set aside a separate space, bright and ample, for cultural projects. At that moment, a team of middle school students was constructing out of clay a model of the ancient Aztec city of Tenochtitlán (present-day Mexico City). They had been encouraged to study the architecture and raison d'être of its structures, temple worship, and historical significance in the light of Spain's eventual conquest of the region.

2. Set high expectations for language-minority students. Educators can, for example, enable students to exit ESL programs quickly, offer bilingual advanced and honors courses, ask colleges to send Hispanic recruiters, and invite Hispanic graduates to return to school to encourage their peers. Further, they should not assume that these students' language barriers make it difficult, if not impossible, for them to succeed. Keep the standards high for them, and they will respond in kind.

3. Design staff development to help teachers and other staff serve language-minority students more effectively. Target programs that address the cultural dynamics of this population and teach strategies shown to be successful with Hispanic students. Many common and harmful mistakes could easily be avoided if staff members were simply made aware of the cultural dynamics Hispanic children are raised with.For instance, I have overheard several teachers absolutely infuriated with their Hispanic students because whenever they were admonished, they would look down at the floor and not at the authority figure addressing them. For us, not looking at someone is a sign of disrespect; however, in most Hispanic cultures, looking at someone directly while being corrected is a sign of defiance!

4. Design counseling programs that give special attention to language-minority students. Obviously, counselors who speak Spanish can more effectively address problems originating in the home. Further, counselors should investigate grants, endowments, and other financial aid available to Hispanic high school graduates for college study.

5. Encourage parents of language-minority students to become involved in their children's education. There are numerous ways to accomplish this: offer ESL class to the parents, hold monthly parents' nights, schedule neighborhood meetings, and arrange parent-teacher conferences for the morning hours. This final suggestion is crucial at a time when most U.S. households have both dad and mom working outside the home. This is all the more true among the poor, who are often subject to working the least desirable shifts.In addition, our whole concept of "family" in the Hispanic culture needs to be revised. The nuclear family, now so much a part of our mind-set, is very alien to Hispanics. For them, cousins and grandparents are as much "family" as are siblings and parents; frequently, all live in the same household. Padrinos (godparents) play as great a role in the upbringing of children as do parents. School files should contain the names, addresses, and phone numbers not only of the biological parents but also of these "spiritual" parents, the padrinos, so that invitations to school meetings and functions can be sent to these extended family members.

6. Build a strong commitment among school staff members to empower language-minority students through education. Lucas, Henze, and Donato (1990) call this action "the most fundamental ... and the most difficult to describe in concrete terms." It is largely demonstrated in those intangible but powerful "investments" that caring teachers make, like tutoring a student during lunch or calling at night to see how a student is getting along with classmates.It can include more, however. When students see that their teachers and administrators are aware of the social and political pressures their parents face, and are actively engaged in helping "the system" assist their families, they too become invested in the process of education.

Tools for Bridging the Gap

Other suggestions for improving the educational performance of Hispanic students come from the Hispanic Policy Development Project, Inc., of New York. Reporting on the study, Nicolau and Ramos (1990) claim that the keys are "strong personal outreach, nonjudgmental communication, and the ability to convey respect for the parents' feelings and concerns." Such communication, they acknowledge, takes lots of time, "perseverance," and "creativity." Finally, Nicolau and Ramos maintain that "all the programs that lacked the support of teachers and principals failed to increase Hispanic parent involvement."

What these researchers mean by a "personal outreach" is not sending letters. It is phone calls, home visits, and personal greetings by principals and/or teachers at the school door. It must be remembered that new immigrants are often distrustful of "institutions."

Before coming to this largely Hispanic area, I taught at an upper-middle class high school, where the parents were impressed by sharp presentations and five-year development plans. My experience of Hispanic parents, however, is that they much prefer getting to know the teacher and principals personally, sitting down with them, and sharing their struggles and their dreams. The more humanized and warm the environment, the more they respond. At one school in the study, for example, the principal and teachers invited all the parents to a McDonald's and waited on them!

Being nonjudgmental and respectful of their concerns involves giving families the tools to bridge the gap between their native culture and our own. Too often, administrators imply that Hispanic parents must discard everything that is not "true-blue American." When a parent asks a question that appears "stupid," remember that these newcomers may not be aware of even the most rudimentary elements of our educational systems. How could they be?

Time for a New Approach

Admittedly, little systematic research on Hispanic students exists, and what does is not empirical in nature. Clearly, however, what we're currently doing is not working.

Considering the unique challenges-and the wonderful potential-that Hispanic students bring to our nation's schools, we must break free of our preconceived notions, prejudices, and jingoistic demands and respond energetically and positively. Our fastest growing student population certainly isn't going to go away. By extending our best efforts to these children and youth, we all stand to benefit.

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Improving the Achievement of Hispanic Students - ASCD

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Compared to blacks or whites, Hispanics enter school later, leave school earlier, and are less likely to complete high school and enter or complete college. They remain the most undereducated major segment of the U.S. population," asserts the National Council of La Raza (De La Rosa and Maw 1990). To

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What can schools do to support the needs of Hispanic and Latino students?

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What can schools do to support the needs of Hispanic and Latino students?

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Hispanic and Latino communities represent the second largest ethnic group in the United States, and they account for more than a quarter of our nation's students. But does our education system reflect the rich diversity that exists within our schools? In this episode, Kevin turns to Amalia Chamorro, Director of Education Policy at Unidos US, to discuss the academic needs of Hispanic and Latino learners.

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what can schools do to support the needs of hispanic and latino students?

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what i want to know with kevin p. chavous

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‎What I Want to Know with Kevin P. Chavous: What can schools do to support the needs of Hispanic and Latino students? on Apple Podcasts

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Hispanic and Latino communities represent the second largest ethnic group in the United States, and they account for more than a quarter of our nation's students. But does our education system reflect the rich diversity that exists within our schools? In this episode, Kevin turns to Amalia Chamorro,...

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Promoting the Success of Hispanic Students with Dr. Danielle Jackson

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Promoting the Success of Hispanic Students with Dr. Danielle Jackson

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Danielle Jackson, a high school principal at Fort Bend, Texas. After meeting Dr. Jackson for the first time, I knew she was the real. I was lucky to spend time with her hearing about her personal journey that led her to education and how she is improving cultural responsiveness specifically for her Hispanic students.

I can't wait for you to hear how her leadership is making things happen.

Support the show

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40: Promoting the Success of Hispanic Students with Dr. Danielle Jackson

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Danielle Jackson, a high school principal at Fort Bend, Texas. After meeting Dr. Jackson for the first time, I knew she was the real. I was lucky to spend time with her hearing about her personal journey that led her to education and how she is improving cultural responsiveness specifically for her Hispanic students.

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5 Strategies to Help Black Students Feel at Home in School

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5 Strategies to Help Black Students Feel at Home in School

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5 Strategies to Help Black Students Feel at Home in School

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White teachers who take the time to know their Black students as individuals can foster a feeling of belonging that students need.

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College degrees are regarded as a primary vehicle for reducing poverty and closing the wealth gaps between people of color and whites. Yet, the disparities that exist are alarming. But don't take our word for it. See for yourself by reading these statistics and the full reports from which they come.

Statistic #1:

African American students are less likely than white students to have access to college-ready courses. In fact, in 2011-12, only 57 percent of black students have access to a full range of math and science courses necessary for college readiness, compared to with 81 percent of Asian American students and 71 percent of white students.

Learn more in these sources:

Statistic #2:

Even when black students do have access to honors or advanced placement courses, they are vastly underrepresented in these courses. Black and Latino students represent 38 percent of students in schools that offer AP courses, but only 29 percent of students enrolled in at least one AP course. Black and Latino students also have less access to gifted and talented education programs than white students.

Learn more:

Statistic #3:

African American students are often located in schools with less qualified teachers, teachers with lower salaries and novice teachers.

Learn more:

Statistic #4:

Research has shown evidence of systematic bias in teacher expectations for African American students and non-black teachers were found to have lower expectations of black students than black teachers.

Learn more:

Statistic #5:

African American students are less likely to be college-ready. In fact, 61 percent of ACT-tested black students in the 2015 high school graduating class met none of the four ACT college readiness benchmarks, nearly twice the 31 percent rate for all students.

Learn more:

Statistic #6:

Black students spend less time in the classroom due to discipline, which further hinders their access to a quality education. Black students are nearly two times as likely to be suspended without educational services as white students. Black students are also 3.8 times as likely to receive one or more out-of-school suspensions as white students. In addition, black children represent 19 percent of the nation's pre-school population, yet 47 percent of those receiving more than one out-of-school suspension. In comparison, white students represent 41 percent of pre-school enrollment but only 28 percent of those receiving more than one out-of-school suspension. Even more troubling, black students are 2.3 times as likely to receive a referral to law enforcement or be subject to a school-related arrest as white students.

Learn more:

Statistic #7:

Students of color are often concentrated in schools with fewer resources. Schools with 90 percent or more students of color spend $733 less per student per year than schools with 90 percent or more white students.

Learn more:

Statistic #8:

According to the Office for Civil Rights, 1.6 million students attend a school with a sworn law enforcement officers (SLEO), but not a school counselor. In fact, the national student-to-counselor ratio is 491-to-1, however the American School Counselor Association recommends a ratio of 250-to-1.

Learn More:

Statistic #9:

In 2015, the average reading score for white students on the National Assessment of Educational Progress (NAEP) 4th and 8th grade exam was 26 points higher than black students. Similar gaps are apparent in math. The 12th grade assessment also show alarming disparities as well, with only seven percent of black students performing at or above proficient on the math exam in 2015, compared to 32 percent white students.

Learn More:

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There is a clear lack of black representation in school personnel. According to a 2016 Department of Education report, in 2011-12, only 10 percent of public school principals were black, compared to 80 percent white. Eighty-two percent of public school educators are white, compared to 18 percent teachers of color. In addition, black male teachers only constitute two percent of the teaching workforce.

Learn More:

While these statistics are disheartening, UNCF and its partners have developed several recommendations and solutions to alleviate these achievement and opportunity gaps. Read more here:

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K-12 Disparity Facts and Statistics - UNCF

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College degrees are regarded as a primary vehicle for reducing poverty and closing the wealth gaps between people of color and whites. Yet, the disparities that exist are alarming. But don't take our word for it. See for yourself by reading these statistics and the full reports from which they come.

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. We can put them into a position to compete!

Specific strategies apply to specific learning disabilities and many are outlined here. You will also find tips for working with children who have Attention Deficit Hyperactivity Disorder (ADHD).

If you suspect a student in your classroom has a learning disability it is important to know how to accommodate their needs and differentiate instruction. It can be a daunting and complicated task. But don't despair. LDA is here to help you understand learning disabilities and lead you and your student to the right support systems.
Learn more about LD

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Educators - Learning Disabilities Association of America

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Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning.

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How Does Implicit Bias Influence Behavior?

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How Does Implicit Bias Influence Behavior?

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An implicit bias is an unconscious association, belief, or attitude toward any social group. Implicit biases are one reason why people often attribute certain qualities or characteristics to all members of a particular group, a phenomenon known as stereotyping.

It is important to remember that implicit biases operate almost entirely on an unconscious level. While explicit biases and prejudices are intentional and controllable, implicit biases are less so.

A person may even express explicit disapproval of a certain attitude or belief while still harboring similar biases on a more unconscious level. Such biases do not necessarily align with our own sense of self and personal identity. People can also hold positive or negative associations about their own race, gender, religion, sexuality, or other personal characteristics.

Causes of Implicit Bias

While people might like to believe that they are not susceptible to these implicit biases and stereotypes, the reality is that everyone engages in them whether they like it or not. This reality, however, does not mean that you are necessarily prejudiced or inclined to discriminate against other people. It simply means that your brain is working in a way that makes associations and generalizations.

In addition to the fact that we are influenced by our environment and stereotypes that already exist in the society into which we were born, it is generally impossible to separate ourselves from the influence of society.

You can, however, become more aware of your unconscious thinking and the ways in which society influences you.

It is the natural tendency of the brain to sift, sort, and categorize information about the world that leads to the formation of these implicit biases. We're susceptible to bias because of these tendencies:

We tend to seek out patterns.Implicit bias occurs because of the brain's natural tendency to look for patterns and associations in the world. Social cognition, or our ability to store, process, and apply information about people in social situations, is dependent on this ability to form associations about the world.

We like to take shortcuts. Like other cognitive biases, implicit bias is a result of the brain's tendency to try to simplify the world. Because the brain is constantly inundated with more information than it could conceivably process, mental shortcuts make it faster and easier for the brain to sort through all of this data.

Our experiences and social conditioning play a role. Implicit biases are influenced by experiences, although these attitudes may not be the result of direct personal experience. Cultural conditioning, media portrayals, and upbringing can all contribute to the implicit associations that people form about the members of other social groups.

How Implicit Bias Is Measured

The term implicit bias was first coined by social psychologists Mahzarin Banaji and Tony Greenwald in 1995. In an influential paper introducing their theory of implicit social cognition, they proposed that social behavior was largely influenced by unconscious associations and judgments.

In 1998, Banaji and Greenwald published their now-famous Implicit Association Test (IAT) to support their hypothesis. The test utilizes a computer program to show respondents a series of images and words to determine how long it takes someone to choose between two things.

Subjects might be shown images of faces of different racial backgrounds, for example, in conjunction with either a positive word or a negative word. Subjects would then be asked to click on a positive word when they saw an image of someone from one race and to click on a negative word when they saw someone of another race.

Interpreting the Results

The researchers suggest that when someone clicks quickly, it means that they possess a stronger unconscious association.﻿﻿ If a person quickly clicks on a negative word every time they see a person of a particular race, the researchers suggest that this would indicate that they hold an implicit negative bias toward individuals of that race.

In addition to a test of implicit racial attitudes, the IAT has also been utilized to measure unconscious biases related to gender, weight, sexuality, disability, and other areas. The IAT has grown in popularity and use over the last decade, yet has recently come under fire.

Among the main criticisms are findings that the test results may lack reliability. Respondents may score high on racial bias on one test, and low the next time they are tested.

Also of concern is that scores on the test may not necessarily correlate with individual behavior. People may score high for a type of bias on the IAT, but those results may not accurately predict how they would relate to members of a specific social group.

Link Between Implicit Bias and Discrimination

It is important to understand that implicit bias is not the same thing as racism, although the two concepts are related. Overt racism involves conscious prejudice against members of a particular racial group and can be influenced by both explicit and implicit biases.

Other forms of discrimination that can be influenced by unconscious biases include ageism, sexism, homophobia, and ableism.

One of the benefits of being aware of the potential impact of implicit social biases is that you can take a more active role in overcoming social stereotypes, discrimination, and prejudice.

Effects of Implicit Bias

Implicit biases can influence how people behave toward the members of different social groups. Researchers have found that such bias can have effects in a number of settings, including in school, work, and legal proceedings.

Implicit Bias in School

Implicit bias can lead to a phenomenon known as stereotype threat in which people internalize negative stereotypes about themselves based upon group associations. Research has shown, for example, that young girls often internalize implicit attitudes related to gender and math performance.﻿﻿

By the age of 9, girls have been shown to exhibit the unconscious beliefs that females have a preference for language over math.﻿﻿ The stronger these implicit beliefs are, the less likely girls and women are to pursue math performance in school. Such unconscious beliefs are also believed to play a role in inhibiting women from pursuing careers in science, technology, engineering, and mathematics (STEM) fields.

Studies have also demonstrated that implicit attitudes can also influence how teachers respond to student behavior, suggesting that implicit bias can have a powerful impact on educational access and academic achievement.

One study, for example, found that Black children-and Black boys in particular-were more likely to be expelled from school for behavioral issues. When teachers were told to watch for challenging behaviors, they were more likely to focus on Black children than on White children.

Implicit Bias In the Workplace

While the Implicit Attitude Test itself may have pitfalls, these problems do not negate the existence of implicit bias. Or the existence and effects of bias, prejudice, and discrimination in the real world. Such prejudices can have very real and potentially devastating consequences.

One study, for example, found that when Black and White job seekers sent out similar resumes to employers, Black applicants were half as likely to be called in for interviews as White job seekers with equal qualifications.

Such discrimination is likely the result of both explicit and implicit biases toward racial groups.

Even when employers strive to eliminate potential bias in hiring, subtle implicit biases may still have an impact on how people are selected for jobs or promoted to advanced positions. Avoiding such biases entirely can be difficult, but being aware of their existence and striving to minimize them can help.

Implicit Bias in Healthcare Settings

Certainly, age, race, or health condition should not play a role in how patients get treated, however, implicit bias can influence quality healthcare and have long-term impacts including suboptimal care, adverse outcomes, and even death.

For example, one study published in the American Journal of Public Health found that physicians with high scores in implicit bias tended to dominate conversations with Black patients and, as a result, the Black patients had less confidence and trust in the provider and rated the quality of their care lower.﻿﻿

Researchers continue to investigate implicit bias in relation to other ethnic groups as well as specific health conditions, including type 2 diabetes, obesity, mental health, and substance use disorders.

Implicit Bias in Legal Settings

Implicit biases can also have troubling implications in legal proceedings, influencing everything from initial police contact all the way through sentencing. Research has found that there is an overwhelming racial disparity in how Black defendants are treated in criminal sentencing.﻿﻿

Not only are Black defendants less likely to be offered plea bargains than White defendants charged with similar crimes, but they are also more likely to receive longer and harsher sentences than White defendants.

Strategies to Reduce the Impact of Implict Bias

Implicit biases impact behavior, but there are things that you can do to reduce your own bias. Some ways that you can reduce the influence of implicit bias:

Focus on seeing people as individuals. Rather than focusing on stereotypes to define people, spend time considering them on a more personal, individual level.

Work on consciously changing your stereotypes. If you do recognize that your response to a person might be rooted in biases or stereotypes, make an effort to consciously adjust your response.

Take time to pause and reflect. In order to reduce reflexive reactions, take time to reflect on potential biases and replace them with positive examples of the stereotyped group.

Adjust your perspective. Try seeing things from another person's point of view. How would you respond if you were in the same position? What factors might contribute to how a person acts in a particular setting or situation?

Increase your exposure. Spend more time with people of different racial backgrounds. Learn about their culture by attending community events or exhibits.

Practice mindfulness. Try meditation, yoga, or focused breathing to increase mindfulness and become more aware of your thoughts and actions.

Recap

While implicit bias is difficult to eliminate altogether, there are strategies that you can utilize to reduce its impact. Taking steps such as actively working to overcome your biases, taking other people's perspectives, seeking greater diversity in your life, and building your awareness about your own thoughts are a few ways to reduce the impact of implicit bias.

A Word From Verywell

Implicit biases can be troubling, but they are also a pervasive part of life. Perhaps more troubling, your unconscious attitudes may not necessarily align with your declared beliefs. While people are more likely to hold implicit biases that favor their own in-group, it is not uncommon for people to hold biases against their own social group as well.

The good news is that these implicit biases are not set in stone. Even if you do hold unconscious biases against other groups of people, it is possible to adopt new attitudes, even on the unconscious level.﻿﻿ This process is not necessarily quick or easy, but being aware of the existence of these biases is a good place to start making a change.

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Is It Possible to Overcome Implicit Bias?

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An implicit bias is an unconscious belief about a group of people. Learn more about how these biases form and strategies to reduce their influence on behavior.

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To help Black students feel safer, schools must embrace their cultural identity

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To help Black students feel safer, schools must embrace their cultural identity

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BUFFALO, N.Y. - To create a safer learning environment for Black students, schools should turn to culturally relevant and Afrocentric policies and practices that better incorporate their identity in the school culture, according to a new University at Buffalo-led study.

The research, published earlier this year in School Psychology International, suggested that practices such as allowing Black students and their families to co-create school rules, removing zero-tolerance discipline policies, creating mentorship programs that pair Black students with Black adults and promoting the use of mindfulness among students could have a positive impact on the educational experiences of Black youth.

Black students are more likely than any other racial group to experience exclusionary discipline such as suspensions and expulsions. The discipline gap exists as early as preschool, as Black preschool children are nearly four times more likely to receive suspensions than white preschool children, according to the United States Department of Education.

Black students also report feeling less safe at school than White and Asian students, even when controlling for neighborhood factors, says lead author Kamontá Heidelburg, PhD, assistant professor of counseling, school and educational psychology in the UB Graduate School of Education.

"Ensuring a school environment that is physically and psychologically safe for students is critical for them to learn and grow, particularly for minoritized students continuously oppressed by systemic barriers," says Heidelburg. "Culturally incongruent curricula, discipline disparities and bias from school staff are all part of the schooling experience for Black students. School safety must be reexamined and reconceptualized to promote a safe, secure and welcoming environment for Black students."

Heidelburg and his co-authors - Chavez Phelps, PhD, assistant professor at Georgia State University; and Tai A. Collins, PhD, associate professor at University of Cincinnati - suggest numerous interventions to help foster a safe learning environment for Black students.

Among their recommendations:

School staff should highlight the accomplishments of Black people throughout society to better teach Black students about their history and help promote pride in their racial identity, allow Black students and their families the opportunity to co-create school rules to better fit their norms and values, and provide anti-bias and racial literacy training to school staff so that they can understand the intricacies of the Black experience in the U.S. and better discuss race and racism with students.

Schools should also use discipline data to identify the teachers who are most likely to issue discipline and the students who are most often targeted. Additionally, schools should replace zero-tolerance discipline policies and the use of school security measures - which push Black students out of school into the criminal justice system - with compassionate conflict resolution interventions such as classroom agreements and amend-making meetings.

The researchers also recommend mindfulness as a powerful tool to help empower Black youth to manage stress and their emotions. They add that school-based mentorships with Black adults help protect Black students from institutional barriers by helping them foster positive relationships with adults who are not their caregivers, make better life choices, and build their self-esteem and pride in their identity.

"Every Black student deserves to feel that they are seen and valued, and that they are safe in a world that rarely allows them to have such experiences," says Heidelburg. "Schools are faced with an ultimatum and must decide to either be a part of the solution and better support the experiences of Black students or to maintain the status quo and further oppress Black students."

Media Contact Information

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To help Black students feel safer, schools must embrace their cultural identity

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BUFFALO, N.Y. - To create a safer learning environment for Black students, schools should turn to culturally relevant and Afrocentric policies and practices that better incorporate their identity in the school culture, according to a new University at Buffalo-led study.

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9 Things Every Educator Should Know When Teaching Black Students

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9 Things Every Educator Should Know When Teaching Black Students

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30 Things All Teachers Should Know About Autism in the Classroom

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30 Things All Teachers Should Know About Autism in the Classroom

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Applied Behavior Analysis Programs Guide

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With education constantly evolving and autism on the rise (autism is said to now affect 1 in 43!), more and more teachers are welcoming into their classrooms students on the autism spectrum. While teaching a child with autism may seem daunting, doing so can often prove to be one of the most rewarding parts of an educator's career. Here are 30 things all teachers should know about autism in the classroom.

If you've met one child with autism, you've met one child with autism.

It's possible for a child with autism to move up the spectrum.

Like all kids, children with autism have strengths and weaknesses.

Respect the patterns.

Be aware of sensory issues - what they are and why they can be a problem.

Get used to the rocking, pacing, and flapping.

Provide instructions in as few words as possible.

Be prepared to give instructions multiple ways.

Social situations are difficult for children on the autism spectrum.

Don't be afraid to spend time teaching very specific social rules and skills.

Don't take the hurtful words personally.

Don't surprise your autistic students with changes.

Children on the autism spectrum often experience difficulties with motor skills.

Understand that children with autism need extra time to process language.

An autistic child has plenty of ideas and opinions, even if he can't verbalize them.

You cannot communicate to a child with autism the way you might another child.

Use positive reinforcement over punishment.

Use down time as a positive reinforcer.

Allow an autistic child time and space to self-regulate.

Students on the autism spectrum have many special interests.

Remain calm during even the "worst" behavior.

Speak literally.

Avoid even the most common idioms.

Present your autistic students with clear choices.

Use photos and examples of what a finished product looks like.

Abrupt changes in behavior usually signify anxiety.

Be aware that your classroom decor may be overstimulating to a child with autism.

Watch over the child during free time and recess.

Know that repetitive actions are calming for a child with autism.

Provide any needed help with organization.

Love your student with autism like you would love any other child in your classroom.

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30 Things All Teachers Should Know About Autism in the Classroom

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Autism is on the rise. Teachers are welcoming into their classrooms students on the autism spectrum. While teaching a child with autism may seem daunting, it can often be one of the most rewarding parts of an educator's career. Here are 30 things all teachers should know about autism in the classroom.

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Emotional and Behavioral Disorders in the Classroom

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Emotional and Behavioral Disorders in the Classroom

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by Becton Loveless

"Emotional and Behavioral Disorder" is an umbrella term under which several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant Disorder, and more) fall. These disorders are also termed "emotional disturbance" and "emotionally challenged." According to the Individuals with Disabilities Education Act (IDEA), children with emotional and behavioral disorders exhibit one or more of these five characteristics:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

5. A tendency to develop physical symptoms or fears associated with personal or school problems.

IDEA guarantees students access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) possible. As such, students diagnosed with emotional disorders (ED) are often included in general education classrooms. However, severe cases often require students to be taught in special education "cluster units," self-contained programs, or even separate schools.

Under the umbrella term of Emotional and Behavioral Disorders, there are two categories: Psychiatric Disorders and Behavioral Disabilities.

Psychiatric Disorders

This category encompasses a wide range of conditions. Psychiatric disorders are defined as mental, behavioral, or perceptual patterns or anomalies which impair daily functioning and cause distress. Some of the most common examples of these diagnoses include:

Anxiety Disorder

Bipolar Disorder (aka Manic-Depressive Disorder)

Eating Disorder (such as anorexia, bulimia, and binge-eating disorder)

Obsessive-Compulsive Disorder

Psychotic Disorder

From a teacher's perspective, psychiatric disorders present a profound challenge for a number of reasons. For one, schools are not hospitals, and teachers can not be expected to "treat" these disorders. Students who struggle with these sorts of challenges are often undergoing treatment and may be receiving medication. Medication can affect people in unexpected ways and, because medical information is confidential, teachers may be unaware why students are acting the way they are. This makes it difficult to respond appropriately to certain behaviors. Additionally, students suffering from these conditions may be simply unable to meet academic and behavioral expectations. In such cases, students need to receive special education interventions of some sort, and may need to be moved into a special education classroom.

Behavioral Disabilities

Children with behavioral disabilities engage in conduct which is disruptive to classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioral disability, the behaviors must not be attributable to one of the aforementioned psychiatric disorders.

There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers.

Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population.

Strategies for Teaching Students with Emotional and Behavioral Disorders

As with other conditions, students with emotional and behavioral disorders need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a way as to be simple and understandable. The wording of rules should be positive: "Respect yourself and others" is a better rule than "Don't hurt anyone." Keep it simple: 6 rules or less.

Consequences for breaking rules should also be established at the beginning of the school year, and applied consistently and firmly whenever the rules are broken. The consequences must be consistent and predictable. When administering consequences, provide feedback to the student in a calm, clear manner. That way, the student understands why the consequence is necessary. Try to avoid becoming emotionally reactive when rules are broken. Emotional reactivity gives the student negative attention, which many children find very rewarding. Remain calm and detached, be firm yet kind. It's a difficult balance to achieve, but crucially important for positive results.

Routines are very important for classroom management. Students with emotional and behavioral disorders tend to struggle with transitions and unexpected change. Going over a visual schedule of the day's activities is an effective way to start the day, and helps the students feel grounded.

Techniques for Supporting Positive Behavior

Students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Here are a few ideas to guide and support growth towards more positive, adaptive behavior:

Token Economy - Students earn points, or tokens, for every instance of positive behavior. These tokens can then be used to purchase rewards at the token store. In order for a token economy to be effective, positive behavior must be rewarded consistently, and items in the token store must be genuinely motivating for the student. This takes a fair amount of preparation and organization, but has proven to be quite effective.

Classroom Behavior Chart - A chart which visually plots the level of behavior of every student in the classroom. Students who are behaving positively progress upwards on the chart; those who are behaving negatively fall downwards. This makes every student accountable, and helps you monitor and reward progress. This won't work if difficult students perpetually stay on the bottom of the chart. Focus on the positive to the fullest degree possible, and keep them motivated.

Lottery System - Similar to the token economy, students who behave in positive ways are given a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you draw one out. The winner of the lottery is rewarded with a prize.

Positive Peer Review - Students are asked to watch their peers, and identify positive behavior. Both the student who is behaving positively and the student who does the identifying are rewarded. This is the exact opposite of "tattle-telling," and fosters a sense of teamwork and social support in the classroom.

Teaching children with emotional and behavioral disorders can be extremely challenging. Remember: fostering and rewarding positive behavior has proven to be vastly more effective than attempting to eliminate negative behavior. Punishment and negative consequences tend to lead to power struggles, which only make the problem behaviors worse. It is not easy to remain positive in the face of such emotionally trying behaviors, but don't give up. Your influence could mean a world of difference to these students who are struggling with an incredibly difficult condition.

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Emotional and Behavioral Disorders in the Classroom

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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Understandings of gender continually evolve. In the course of a person's life, the interests, activities, clothing and professions that are considered the domain of one gender or another evolve in ways both small and large.

Introduction
(Pour voir cette page en français, cliquez ici) (Para ver esta página en español, haga clic aquí)
This has perhaps never been more true than it is now. The data show that today's young people have significantly different understandings of gender than previous generations, with consequences for all children, families, organizations and institutions.

Dimensions of Gender

People tend to use the terms "sex" and "gender" interchangeably. But, while connected, the two terms are not equivalent. Generally, we assign a newborn's sex as either male or female (some US states and other countries offer a third option) based on the baby's genitals. Once a sex is assigned, we presume the child's gender. For some people, this is cause for little, if any, concern or further thought because their gender aligns with gender-related ideas and assumptions associated with their sex. Nevertheless, while gender may begin with the assignment of our sex, it doesn't end there. A person's gender is the complex interrelationship between three dimensions: body, identity, and social gender.

Body

Most societies view sex as a binary concept, with two rigidly fixed options: male or female, based on a person's reproductive anatomy and functions. But a binary view of sex fails to capture even the biological aspect of gender. While we are often taught that bodies have one of two forms of genitalia, which are classified as "female" or "male," there are Intersex traits that demonstrate that sex exists across a continuum of possibilities. This biological spectrum by itself should be enough to dispel the simplistic notion that there are just two sexes. The relationship between a person's gender and their body goes beyond one's reproductive functions. Research in neurology, endocrinology, and cellular biology points to a broader biological basis for an individual's experience of gender. In fact, research increasingly points to our brains as playing a key role in how we each experience our gender.

Bodies themselves are also gendered in the context of cultural expectations. Masculinity and femininity are equated with certain physical attributes, labeling us as more or less a man/woman based on the degree to which those attributes are present. This gendering of our bodies affects how we feel about ourselves and how others perceive and interact with us.

Identity

Gender identity is our internal experience and naming of our gender. It can correspond to or differ from the sex we were assigned at birth.

Understanding of our gender comes to most of us fairly early in life. According to the American Academy of Pediatrics, "By age four, most children have a stable sense of their gender identity." This core aspect of one's identity comes from within each of us. Gender identity is an inherent aspect of a person's make-up. Individuals do not choose their gender, nor can they be made to change it. However, the words someone uses to communicate their gender identity may change over time; naming one's gender can be a complex and evolving matter. Because we are provided with limited language for gender, it may take a person quite some time to discover, or create, the language that best communicates their internal experience. Likewise, as language evolves, a person's name for their gender may also evolve. This does not mean their gender has changed, but rather that the words for it are shifting.
Language of Gender

Social Gender

Social gender is the third dimension. This includes gender expression, which is the way we communicate our gender to others through such things as clothing, hairstyles, and mannerisms. It also includes how individuals, communities and society perceive, interact with, and try to shape our gender. Social gender includes gender roles and expectations and how society uses those to try to enforce conformity to current gender norms.

Practically everything is assigned a gender-toys, colors and clothes are some of the more obvious examples. We begin to teach children about gender from the moment they are born; given the prevalence of the gender binary, children face great pressure to express their gender within narrow, stereotypical definitions of "boy" or "girl." Expectations regarding gender are communicated through every aspect of our lives, including family, culture, peers, schools, community, media, and religion. Gender roles and expectations are so entrenched in our culture that it's difficult to imagine things any other way.

Congruence

Gender congruence is the feeling of harmony in our gender:

experiencing comfort in our body as it relates to our gender

naming of our gender that adequately corresponds with our internal sense of who we are

expressing ourselves through clothing, mannerisms, interests and activities

being seen consistently by others as we see ourselves

Finding congruence is an ongoing process throughout each of our lives as we continue to grow and gain insight into ourselves. It is most often found through exploration. For some, finding congruence is fairly simple; for others, it is a much more complex process. But the fundamental need to find gender congruence is true for us all, and any degree to which we don't experience it can be distressing.

Personal Gender

While the dimensions of gender and the desire for congruence are common to us all, ultimately gender is personal. Each dimension of gender is informed by our unique intersection of identities, experiences, and personal characteristics. We are more than our body, gender identity and gender expression: we are also our race, ethnicity, class, faith, sense of geographic place, family history, and more. Our gender is personal because, while we share some of these aspects of self with others, the way that all of these identities, influences and characteristics come together is unique to each of us.

Gender Is Different Than Sexual Orientation

One final distinction to make is the difference between gender and Sexual orientation, which are often incorrectly conflated. In actuality, gender and sexual orientation are two distinct, but related, aspects of self. Gender is personal (how we see ourselves), while sexual orientation is interpersonal (who we are physically, emotionally and/or romantically attracted to).

Why is it so critical to distinguish between these two concepts? When we confuse gender with sexual orientation, we are likely to make assumptions about a young person that have nothing to do with who they are. For example, when someone's gender expression is inconsistent with others' expectations, assumptions are frequently made about that person's sexual orientation. The boy who loves to play princess is assumed to be gay, and the girl who buys clothes in the "boys'" section and favors a short haircut may be assumed to be a lesbian. These could be faulty conclusions. What someone wears and how they act is about gender expression. You cannot tell what a person's sexual orientation is by what they wear (for that matter, you can't know what their gender identity is either, unless they tell you).

Our society's conflation of gender and sexual orientation can also interfere with a young person's ability to understand and articulate aspects of their own gender. For example, it's not uncommon for a transgender or non-binary youth to wonder if they are gay or lesbian (or any sexual orientation other than heterosexual) before coming to a fuller realization of their gender identity. How we come to understand our gender and our sexual orientation - and the choices we make to disclose and express these parts of ourselves - are distinct paths. Thinking of these two aspects of self as interchangeable may, instead of helping us know ourselves and one another better, actually get in the way of understanding and communication.

What's Next?

There is a generational divide in how we think about gender. In order to bridge this gap, those of us who were raised with a more limited view of gender can take this as an opportunity to explore gender with new eyes, to read and ask questions to better understand gender's complexity. As with any learning experience, you'll learn more about the world around you and about yourself in the process.

Gender diversity has existed throughout history and all over the world. As one of the most fundamental aspects of a person's identity, gender deeply influences every part of one's life. Where this crucial aspect of self is narrowly defined and rigidly enforced, individuals who exist outside of its norms face innumerable challenges. Even those who vary only slightly from norms can become targets of disapproval, discrimination, and even violence.

This does not have to be the case. Through a thoughtful consideration of the uniqueness and validity of every person's experience of self, we can develop greater acceptance for all. Not only will this create greater inclusion for individuals who challenge the norms of gender, it will create space for all individuals to more fully explore and express who they are.

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Gender Spectrum | Understanding GenderGender Spectrum

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Understandings of gender continually evolve. In the course of a person's life, the interests, activities, clothing and professions that are considered the domain of one gender or another evolve in ways both small and large. (Pour voir cette page en français, cliquez ici) (Para ver esta página en español, haga clic aquí) This has perhaps never been more true than it is now.

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The power of language to shape our perceptions of other people is immense. Precise use of terms in regards to gender can have a significant impact on demystifying many of the misperceptions associated with gender.

The vocabulary of gender continues to evolve and there is not universal agreement about the definitions of many terms. Nonetheless, here is some working language and examples of frequently used (and misused) terms. We offer them as a starting place for dialogue and understanding, which begins by clarifying how we are using various terms, rather than asserting that they represent the final or only definition of the various terms.

Agender - A person who sees themself as not having a gender. Some agender-identified people see themself as being gender neutral, rather than not having any gender, but in any case do not identify with a gender.

Cisgender - Refers to people whose Gender identity aligns with their assigned sex at birth (cis- from Latin, meaning, "on this side [of]." In contrast to trans, from the Latin root meaning "across," "beyond," or "on the opposite side [of]").

Congruence - Gender congruence is the feeling of harmony in our gender (see more in " Understanding Gender").

Dimensions of gender - Our body, identity and social gender (how we present our gender in the world and how individuals, society, culture, and community perceive, interact with, and try to shape our gender) are three distinct, but interrelated, components that comprise a person's experience of gender. Each of these dimensions can vary greatly across a range of possibilities. A person's comfort in their gender is related to the degree to which these three dimensions feel in congruence.

FtM - A person who was assigned a female sex at birth and whose gender identity is boy/man.

Gender binary - A system that constructs gender according to two discrete and opposite categories: boy/man and girl/woman. It is important to recognize that both cisgender and Transgender people can have a gender identity that is binary.

Gender dysphoria - First, let's look at the word "dysphoria." According to Merriam-Webster, dysphoria is "a state of feeling very unhappy, uneasy, or dissatisfied." So, in the broadest sense, gender dysphoria is when someone feels very unhappy, uneasy, or dissatisfied in relation to their gender. This is something many people experience, including feeling a tension between how someone feels about their body compared to how society genders their body, or a conflict between how someone sees themselves in contrast with expected gender roles or expectations.

Gender dysphoria is related to gender congruence, which is the degree of harmony we feel in each dimension of our gender (see Understanding Gender for more information on the dimensions of gender). Gender dysphoria, which can occur in relation to any dimension of gender, can encompass a broad range of feelings, from mild discomfort to unbearable distress; the intensity, pervasiveness, frequency, and triggers of gender dysphoria vary widely from person to person. Feelings of gender dysphoria can, and often do, change over time. For example, an individual's experience of gender dysphoria may lessen as greater congruence is achieved.

If a person's discomfort or distress is negatively affecting their quality of life and relationships, they may want to get support from a trained, affirming gender professional. Keep in mind that "gender dysphoria" is also a clinical term and is found in the Diagnostic and Statistical Manual of Mental Disorders (commonly referred to as the DSM, or DSM-5). The labeling of gender dysphoria as a disorder or condition has been controversial, but it is helpful to understand the term's clinical definition and use if you are considering support from a mental health professional.

Gender expansive - An umbrella term used for individuals who broaden their own culture's commonly held definitions of gender, including expectations for its expression, identities, roles, and/or other perceived gender norms.

Gender expression - This is our "public" gender. How we present our gender in the world and how society, culture, community, and family perceive, interact with, and try to shape our gender. Gender expression is also related to gender roles and how society uses those roles to try to enforce conformity to current gender norms.

Genderfluid - People who have a gender or genders that change. Genderfluid people move between genders, experiencing their gender as something dynamic and changing, rather than static.

Gender identity - our deeply held, internal sense of self as masculine, feminine, a blend of both, neither, or something else. Identity also includes the name we use to convey our gender. Gender identity can correspond to, or differ from the sex we are assigned at birth. The language a person uses to communicate their gender identity can evolve and shift over time, especially as someone gains access to a broader gender vocabulary.

Gender literacy - the ability to participate knowledgeably in discussions of gender and gender-related topics. Gender literacy is not about expertise so much as it is about a stance of openness to the complexity of gender and the idea that each person determines for themself their own identity.

Gender role - The set of functions, activities, and behaviors commonly expected of boys/men and girls/women by society.

Genderqueer - An umbrella term to describe someone who doesn't identify with conventional gender identities, roles, expression and/or expectations. For some, genderqueer is a Non-binary identification, and for others it is not.

Intersex - Also referred to as Disorders/Differences of Sexual Development. About 1% of children are born with chromosomes, hormones, genitalia and/or other sex characteristics that are not exclusively male or female as defined by the medical establishment in our society. In most cases, these children are at no medical risk, but most are assigned a binary sex identity (male or female) by their doctors and/or families.

MtF - A person who was assigned a male sex at birth and whose gender identity is girl/woman.

Non-binary - An umbrella term for gender identities that are not exclusively masculine or feminine.

Sex - Used to label a person as "male" or "female" (some US states and other countries offer a third option) at birth, this term refers to a person's external genitalia and internal reproductive organs. When a person is assigned a particular sex at birth, it is often mistakenly assumed that this will equate with their gender; it might, but it might not.

Sexual orientation - Our sexual orientation and our gender are separate, though related, parts of our overall identity. Gender is personal (how we each see ourselves), while sexual orientation is interpersonal (who we are physically, emotionally and/or romantically attracted to).

Transboy - A child who was assigned a female sex at birth and has a boy gender identity.

Transgender - Sometimes this term is used broadly as an umbrella term to describe anyone whose gender identity differs from their assigned sex. It can also be used more narrowly as a gender identity that reflects a binary gender identity that is "opposite" or "across from" the sex they were assigned at birth.

Transgirl - A child who was assigned a male sex at birth and has a girl gender identity.

Transition - "Transitioning" is a term commonly used to refer to the steps a transgender, Agender, or non-binary person takes in order to find congruence in their gender. But this term can be misleading as it implies that the person's gender identity is changing and that there is a moment in time when this takes place. More typically, it is others' understanding of the person's gender that shifts. What people see as a "transition" is actually an alignment in one or more dimensions of the individual's gender as they seek congruence across those dimensions. A transition is taking place, but it is often other people (parents and other family members, support professionals, employers, etc.) who are transitioning in how they see the individual's gender, and not the person themselves. For the person, these changes are often less of a transition and more of an evolution. Instead of "transitioning," a more apt phrase is "pursuing congruence measures." A person can seek harmony in many ways:

Social congruence measures: changes of social identifiers such as clothing, hairstyle, gender identity, name and/or pronouns;

Hormonal congruence measures: the use of medical approaches such as hormone "blockers" or hormone therapy to promote physical, mental, and/or emotional alignment;

Surgical congruence measures: the addition, removal, or modification of gender-related physical traits; and

Legal congruence measures: changing identification documents such as one's birth certificate, driver's license, or passport.

It is important to note, though, that a transition experience can be a very significant event in a person's life. A public declaration of some kind where an individual communicates to others that aspects of themselves are different than others have assumed, and that they are now living consistently with who they know themselves to be, can be an empowering and liberating experience (and moving to those who get to share that moment with them).

Transphobia - Fear, dislike of, and/or prejudice against transgender people.

Transsexual - This term is used in different ways in English-speaking countries. In the US, it is considered an older term that originated in the medical and psychological communities and is considered offensive by many people. Still used by some people who have permanently changed, or seek to change, their bodies through medical interventions, including, but not limited to, hormones and/or surgeries. Unlike the term transgender, transsexual is not an umbrella term. Many transgender people do not identify as transsexual and prefer the word transgender.

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The power of language to shape our perceptions of other people is immense. Precise use of terms in regards to gender can have a significant impact on demystifying many of the misperceptions associated with gender.

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Meet the Experts
Dr. Deb Cohan
Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.
Eugene Patron
Eugene Patron serves as the communications and marketing director for the Point Foundation. He focuses on creating connections and awareness and building support for a variety of causes and communities.

Introduction

According to the National School Climate Report, 86 percent of LGBTQ youth reported being harassed at school, compared to 27 percent of students overall. School years can be challenging for all students, yet those who identify as LGBTQ often face additional pressures or concerns. Within this guide, LGBTQ students can find resources and information about support systems available to help them navigate both high school and college environments.

A Safe Place to Learn

Incidents can take many forms, including physical harassment, emotional or mental abuse, stronger violence, or discrimination. As the Internet has grown to include the use of various social media platforms, cyber bullying has become an issue. Bullying Statistics found that 42 percent of LGBTQ youth have experienced cyber bullying, a rate three times higher than other students.

There is hope to shift the tide; GLSEN found that half of all youth don't understand that discriminatory language is hurtful, nor do they realize the negative consequences their words have specifically on LGBTQ youth. A few things everyone can do to maximize support for LGBTQ teens and college students include:

Create a supportive community

1 Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus.

LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

2 As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

3 Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

LGBTQ+ Resources for All Students

In addition to numerous LGBTQ organizations focused on particular age groups, many general programs and initiatives exist, which seek to bolster community, encourage positive dialog, and ultimately security greater equality. Some of the best nationally recognized initiatives are listed in this section.

CenterLink
Founded with the mission to build sustainable LGBTQ community centers, this organization now has over 200 locations in 46 states and five countries. Aside from strengthening local LGBTQ communities, the organization also provides networking, technical assistance and training, and capacity building services.

GLAAD
With a national focus on leading conversations about equality for the LGBTQ community and informing the media narrative, this organization works with news and entertainment media of all formats and communications and digital strategy outlets to ensure the public is provided with powerful stories about the LGBTQ community that advocates for greater equality.

Gay & Lesbian International Sport Association
With an international reach, GLISA brings together international sports federations, human rights organizations, associations representing sport teams, clubs from major regions, and other stakeholders to facilitate partnerships for building bridges between sports and the LGBTQ community.

Gay, Lesbian and Straight Education Network
GLSEN's mission is simple: to ensure every member of school communities feel respected, regardless of their sexual orientation. This is accomplished through educating teachers, students and the public about the common pressures faced by LGBTQ students and working to remove barriers to success.

Get Equal
GE focuses on equipping the LGBTQ community and their allies to fight against inequalities and to push for progressive change. Whether organizing direct action efforts, hosting local community meetings, training members in tactics of direct action or providing professional consulting, the organization is committed to continuously fighting for equality.

Human Rights Campaign
HRC is the largest organization fighting for the civil rights of lesbian, gay, bisexual and transgender Americans. The organization currently has over 1.5 million members, all focused on making true equality for all possible. The organization has a number of research publications outlining equality indexes on areas such as healthcare, employers, states and corporations.

Matthew Shepard Foundation
By erasing hate and building compassionate and accepting communities, the Matthew Shepard Foundation hopes to empower LGBTQ individuals to challenge and address discriminatory behavior in their schools, neighborhoods and homes.

National Center for Transgender Equality
Identifying as America's premier social justice advocacy organization for transgender individuals, NCTE works at the federal, state and local levels to leverage political capital and change laws encouraging discriminatory behavior. The organization has a particularly helpful "Know Your Rights" section of their website with information on housing, healthcare, employment, and more.

National Gay & Lesbian Task Force
Since 1973, NGLTF has focused on building the political capital of the LGBTQ community through activist training, advancing pro-LGBT legislation and raising the profile of LGBTQ interests and causes. The organization is also an excellent resource for learning about the beliefs and platforms of those running for public office in regards to LGBTQ interests.

PFLAG
Through support, education and advocacy efforts, PFLAG seeks to unite the LGBTQ community with friends, families and allies. By doing so, the organization hopes to further equality efforts and lessen discriminatory practices. Currently, there are more than 350 chapters and over 200,000 members.

TransYouth Family Allies
TYFA is focused on supporting children and families to create support systems offering encouragement and acceptance regardless of sexual orientation. Main areas of work include educating the public about discrimination, working to eliminate oppression and violence, and forming alliances to ensure support services are in place for LGBTQ individuals.

The organization has a number of outreach initiatives and resources to accomplish this mission.

LGBTQ+ Teens

Research has shown that LGBTQ students, no matter their level of education, have historically faced higher levels of discrimination than their straight peers. These numbers tend to be at their highest during the middle and high school years. A groundbreaking report by the Human Rights Campaign found that LGBTQ youth are twice as likely to have been physically assaulted, kicked or shoved at school. Meanwhile, 92 percent of LGBTQ students say they hear negative messages about being LGBTQ. Top sources for negative comments include school, the Internet and fellow students.

No student should ever have to experience discrimination or negative behavior, regardless of their sexual orientation. This becomes increasingly important as students start thinking about post-secondary options. A recent report found that nearly 14 percent of LGBTQ students who receive frequent verbal harassment decide not to go to college. Fortunately, many people believe this and countless organizations are working on behalf of LGBTQ teens to ensure these behaviors are eradicated over time. It's working: 77 percent of LGBTQ youth said they know things will get better. Below, students and their allies can find helpful resources and information to support them through these years.

The Attic Youth Center
This Philadelphia-based organization is an excellent example of how LGBTQ youth centers can empower and inspire local teens that identify as lesbian, gay, bisexual, transgender, or questioning. Some of the services offered include life skills, mental health counseling, supportive programs, community engagement, and social activities. AYC also provides a number of resources at both the local and national level.

Gay Straight Alliance Networks
GSAs are student run clubs operating in both high school and middle schools that provide support, socialization, and activism activities for LGBTQ youth. The overarching goal is to fight against homophobia and transphobia; providing leadership and activist training for group members and encouraging them to advocate for nondiscriminatory policies and greater equality accomplishes this.

International Lesbian, Gay, Bisexual, Transgender, and Queer Youth and Student Organization
IGLYO is an internationally focused advocacy and activism organization focused on representing the interests of LGBTQ youth. To accomplish this mission, the organization hosts conferences, provides educational materials, and offers the general public many opportunities to get involved.

It Gets Better Project
The mission of the IGB Project is to give LGBT youth across the world hope that things do get better. In response to raised incidents of students committing suicide after being bullied in school, syndicated columnist Dan Savage created the organization to provide both inspiration and resources, including pledges and educational videos.

The Trevor Project
With suicide rates noticeably higher among LGBTQ youth than their straight peers, the mission of The Trevor Project is incredibly important. By providing a 24/7-crisis intervention service, online community, and educational programs, the organization seeks to be both life saving and life-affirming.

YouthPride
Since 2009, this organization has prevented 151 LGBTQ youth suicides through innovative programming and excellent resources. Whether offering daily after school activities or support and discussion groups, the Atlanta-based organization engages youth and empowers them to advocate for themselves. The organization also provides counseling and free HIV testing.

Local LGBTQ+ Centers

In addition to the larger organizations listed above, there are various LGBTQ Centers focused on serving local communities. Whether offering afterschool programs, counseling, mentoring, empowerment services or advocacy initiatives, these organizations provide crucial care at a pivotal time. These centers also frequently work with local schools to help create safer places for LGBTQ students to learn. Before visiting a center, students may have questions about their services. Some of these may include:

Create a supportive community

Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus. LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

INTERVIEW

with Expert DR. DEB COHAN

Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.

Because of the social change work of tireless LGBTQ activists and their straight allies, we are living at a time that is most ripe and ready for conversation.� Ask questions, get curious, share your curiosity, and be prepared to be surprised as to how and where you might find allies. Also, seek out the GSA at your school, and look into your local PFLAG organization. In this day and age of social media, you will also find support in chat rooms and on websites with people living across the globe. With that said, think globally and act locally and keep up your involvement in your own community.

Do not be afraid to seek counseling so you have a safe, open, and trustworthy space to talk with a trained therapist, preferably one who specifies that s/he is friendly to these issues.

Be sure to tell your doctor if you can so your health issues can be addressed holistically.

Self-loathing, isolation, self-injury, and suicidal thoughts are sadly common among high schoolers and college students and especially so among LGBTQ youth.

Teachers and professors can assign reading by some of the great LGBTQ writers of our time. Some write about LGBTQ identity while others write about other subject matter. Often, these are great springboards for discussion on intersectionality and the connections between gender, sexuality, race, and class.

Teachers and professors can also host film screenings and invite guest speakers who highlight these issues from their own personal and professional experiences; these activities must be followed by spirited, lively, open and honest discussions. I do this all the time in my own classrooms. It not only creates a safe space for LGBTQ students but it creates expansive space for straight students. I have had a number of students tell me that after my class, they would be okay if they have a child who is gay-this is hugely transformative considering that they entered the class admittedly homophobic.

LGBTQ+ College Students

In addition to balancing coursework, navigating new social situations and possibly trying to work during their studies, LGBTQ college students may encounter unique challenges while undertaking their education. The National Gay and Lesbian Task Force found that one in five college students fear for their physical safety due to their gender identity or sexual orientation. The good news is that many colleges across the nation are actively fighting to end discrimination on-campus and engender a spirit of acceptance and respect among all students, faculty and staff members.

The Campus Pride Index

Founded in 2001, Campus Pride has becoming the leading national organization for promoting safe college environments by developing student leaders and campus groups. What once started as an online community and center has now grown into a massive effort that has taken root on college campuses across the nation.

One of the most significant resources provided by the organization is the LGBTQ-Friendly Campus Pride Index. This guide is used to measure LGBTQ qualify of life across college and university campuses and promote better practices and open dialog. It also helps postsecondary institutions become more LGBTQ-friendly. According to the organization, "LGBTQ-friendly" describes a learning environment that is inclusive, welcoming and respectful for all lesbian, gay, bisexual, transgender and queer people.

The Index has identified eight factors contributing to an overall LGBTQ-friendly college environment:
8 Factors Contributing to an Overall LGBTQ-Friendly College Environment
Curricula & Courses: LGBTQ-Inclusive Academics

Aside from LGBTQ Centers and student-led groups, colleges and universities can promote LGBTQ awareness and acceptance through academics, as well. Some of the best practices include:

1 Create inclusive lesson plans with positive examples of notable LGBTQ leaders. Fordham University provides an excellent resource to all faculty members that outlines LGBTQ teaching recommendations. Some of their suggestions include:

Challenge heterosexist assumptions

Don't use us/them terminology; be inclusive

Use LGBTQ writers, academics, scientists, and business leaders as examples of positive contributions throughout the course.

Increase the visibility of LGBTQ role models and allies

Make all students, regardless of sexual orientation, feel valued

2 Offer degree programs covering gender, sexuality, diversity, and queer history and culture. A number of schools have courses and degrees that explore the spectrum of human sexuality. Some of the most interesting include:
Majors

Feminist Studies

LGBTQ Studies

Queer Studies

Psychology with an concentration in LGBTQ Studies

Individual Courses

Multidisciplinary approaches to LGBTQ Health

Socio-cultural and historical dimensions of the LGBTQ community

Queer theory

Sex and gender in cross-cultural perspective

The sexual politics of religion

Key College Resources for LGBTQ+ Students

Aside from academic inclusion of LGBTQ topics and positive perspectives, many campuses have various other types of support systems available for LGBTQ students. Some of these include:
LGBTQ Resource Centers
Because LGBTQ students can often face unique challenges, they need unique support and resources. Colleges and universities throughout the nation now often have centers dedicated specifically to LGBTQ needs. Students can find a safe place to locate resources, support, information, and care. In addition to direct services, these departments often host various campus events to foster community, promote education of LGBTQ topics, and promote health and wellness for all students.
Online Social Media and Discussion Resources
Today's students constantly use the Internet in a variety of ways. Universities have picked up on this trend and many now offer online forums for discussion and support, and the latest information on current news and issues within the LGBTQ community. In most cases, these forums are private and can only be accessed with proper and valid school logins.
Faculty and Staff Education Programs
Academics lead the charge in ensuring all students, regardless of sexual orientation, feel safe, valued and empowered in their classrooms. Universities now offer training and many resources to ensure faculty and staff are well-informed about inclusion of LGBTQ topics and are sensitive to discrimination.
LGBTQ Campus Events
Campus wide events deigned to celebrate and empower LGBTQ students and their allies are a great way to educate the larger campus community about LGBTQ interests. Many LGBTQ Resource Centers will host a variety of events throughout the school year. George Mason University provides a great example of a rotating event schedule. Some of their upcoming events include Pride Week, National Coming Out Day and Safe Zone Training. The school also hosts book reading groups from LGBTQ authors and scholarships for LGBTQ students.
Special On-Campus or Campus-Sponsored Housing Issues
Students have enough on their plates without worrying about feeling comfortable in their living space. Many universities provide options specifically designated for LGBTQ students, be they shared dormitory rooms, suite-style apartments, or gender-neutral accommodations. Numerous schools have also begun creating all gender bathroom facilities to ensure further inclusivity.

Other Online Resources

LGBTQ students have enough on their plates navigating the usual pressures of college life without having to worry about feeling safe or discriminated against. Resources and organizations aimed at LGBTQ college students are crucial for educating, informing, advocating, and providing resources. Some of the best organizations serving LGBTQ college students and their allies are listed below:

Delta Lambda Phi Fraternity
The DLP Fraternity was established for gay, bisexual, transgender and questioning men in 1986. Today, the Greek life organization has over 30 chapters spread throughout the country. The chapters seek to form bonds of brotherhood within a decidedly nontraditional group, offering opportunities to lead, grow, and form lifelong friendships.

Gamma Rho Lambda Sorority
Established as the first national lesbian sorority, today this Greek life organization strives to be inclusive of all members, regardless of their sexual orientation. The enduring focus is on creating a sisterhood built on truth in tolerance, knowledge through diversity, bonds of unity, and strength in trust.

Consortium of Higher Education LGBT Resource Professionals
Since 1997, this organization has been working with colleges and educators across the nation to create learning environments where LGBTQ students have equality in all respects. Whether supporting academics or developing inclusive curriculum, the organization advocates on behalf of students by educating faculty and staff.

Reaching Out
Reaching Out MBA was created specifically for LGBTQ students pursuing Master's in Business Administration as a way of empowering and supporting them in their studies and as they enter the professional world. With a mission of inspiring these students to lead the way in equality, the organization educates students about the challenges and opportunities of being an LGBTQ MBA student, inspires them to be leaders, and builds connections among other LGBTQ MBA students.

The Point Foundation
The Point Foundation operates as a national LGBTQ scholarship fund, helping LGBTQ students achieve their academic and leadership potential regardless of obstacles. The biggest obstacle this organization seeks to remove is concern about financing a college education. Students with financial need who can demonstrate their aspiration to make a significant impact on society can truly benefit from the work of this organization.

The Gender & Sexuality Action Committee
Operating under the umbrella of the American Medical Student Association, GSEC seeks to assure equal access to both medical care and education. The organization aspires to be a leader on issues affecting the health of women, intersex and LGBT communities. This goal is accomplished through providing support initiatives, working with legislators to improve police, advocating for patients and students, and providing safe and supportive environments and leadership opportunities for physicians-in-training.

INTERVIEW

with Expert EUGENE PATRON The Point Foundation

College today is a challenging expense for all students, but in surveying LGBTQ applicants for Point Foundation scholarships nearly half say they lack family support to help them pay for college. LGBTQ students estranged from their families may have a hard time filling out FAFSA ® �if they cannot get their parents to supply pertinent information. (Thankfully, recognizing this challenge, the U.S. Department of Education has taken some important steps to make this somewhat easier in recent years).

LGBTQ students are very much in need of professional role models. They have never met openly LGBTQ doctors, entrepreneurs, scientists, or other professionals. Many LGBTQ students wonder if they choose to follow their interests and study their academic discipline of choice, can they be out to their peers and their professor?

Point alumni who have gone on to teach at colleges and universities stress the importance of faculty being out on campus and accessible to LGBTQ students. LGBTQ faculty interacting with LGBTQ students inside and outside of the classroom - having lunch with LGBTQ students, being an adviser to LGBTQ student groups - helps LGBTQ students by modeling for them how they too can integrate themselves into campus life. It's important for LGBTQ faculty to identify and encourage faculty allies - including straight peers - who can help make the campus community welcoming for LGBTQ students.

Point Foundation is a supporter of the Tyler Clementi Higher Education Anti-Harassment Act, which would require colleges to create and distribute an anti-harassment policy to all students and employees, including prospective students and employees upon request. More information on this proposed federal legislation can be found� here.

According to Lambda Legal, nearly one-third of LGBTQ students drop out of high school, three times the national average. Just by getting through high school, LGBTQ students should take pride in their accomplishment!

LGBTQ high school students should try and participate in Campus Pride's LGBTQ College Fairs, where they can learn about colleges that actively seek applications from LGBTQ students. Campus Pride and other organizations also provide annual rankings of how LGBTQ-friendly different schools are. Even after considering these rankings, it is important for LGBTQ students to remind themselves that they can find LGBTQ peers and allies on most campuses today. Students shouldn't hold themselves back from attending the school of their choice because they are LGBTQ.

Scholarships for LGBTQ+ Students

In addition to countless general scholarships, LGBTQ students have numerous funding opportunities offered by leading civil rights and advocacy organizations focused on eradicating sexual orientation discrimination. Some of the top LGBTQ-specific scholarships available include:

The Pride Foundation

Varies

January 11

This scholarship awards LGBT students and their allies who have demonstrably contributed to the LGBTQ community. It is open to both undergraduate and graduate students hailing from Alaska, Idaho, Montana, Oregon, and Washington

The League Foundation

$1,500 - $2,500

April

Students qualified to receive this funding must graduating high school students who plan on attending a college, university or trade school. As part of the application process, students will need to complete an application and two personal essays.

The Point Foundation

Varies

January 20

LGBTQ students who aspire to be leaders in their communities and in the fight for equal rights are excellent candidates for this scholarship. Selection criteria is made on "last provider" basis, meaning this scholarship fills the gap in funding not provided by other sources.

PFLAG

$1,000 - $5,000

April 30

PFLAG awards these scholarships to graduating high school seniors who self identify as members of the LGBTQ community or as an ally. Students must also demonstrate previous commitment to furthering equality via programs, projects or activities within their high schools or communities.

Gamma Mu Foundation

$1,000 - $2,500

March 31

Gay men under the age of 35 may apply for Gamma Mu's scholarship, including those in both undergraduate and postgraduate degree programs. Preference will be giving to students who come from or plan to attend college in a rural area; who have overcome discrimination; who demonstrate leadership qualities; and who have a history of strong academic performance.

Live Out Loud

$5,000

March 4

LGBTQ students demonstrating leadership and ambition are able to apply to this scholarship, providing they are also high school seniors living in New York, New Jersey or Connecticut. Students will complete an information form and six essays as part of their application.

The Queer Foundation

$1,000

February 14

High School seniors may apply for this scholarship, which is awarded on the basis of an English essay competition. Students must compose an essay focused on queer theory or related topics, such as queer medical, legal or social issues.

The Stonewall Foundation

Up to $12,500

August 20

This scholarship was created specifically for immigrant LGBTQI students enrolled in a New York City-based university to provide economic stability in an unfamiliar environment. Students must be full-time and should have completed at least one academic year at the time of their application.

The Association of LGBT Journalists

$2,500

July 31

This scholarship was named after notable painter Bob Ross, who was a strong advocate for LGBT and AIDS rights. Students eligible to receive this award must be enrolled in a journalism or related degree program at a Northern California institution. Students who are from Northern California but attending elsewhere may also apply.

American Psychological Foundation

$15,000

November 1

Students completing empirical and applied research focused on LGBT family psychology and/or therapy may apply for this scholarship, provided they are currently completing advanced graduate coursework. They must also be endorsed by their supervising professor and have a demonstrated commitment to working within LGBT family issues.

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LGBTQ+ Student Resources & Support | Accredited Schools Online

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Bullying Statistics found that 42% of LGBTQ youth have experienced cyber bullying, a rate 3x higher than other students. Here are a few things everyone can do to maximize support for LGBTQ teens and college students.

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Guide to Being an Ally to Transgender and Nonbinary Young People

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Guide to Being an Ally to Transgender and Nonbinary Young People

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Responding to Religious Diversity in Classrooms

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Responding to Religious Diversity in Classrooms

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Chara Scroope,

Religion has historically influenced Indian society on a political, cultural and economic level. There is a sense of pride associated with the country's rich religious history as the traditions of Hinduism, Buddhism, Sikhism and Jainism all emerged out of India. Moreover, while a majority of people in India identify as Hindu (79.8%), the medley of religions that exist within the country continually impact contemporary society.

In India, religion is more publicly visible than it is in most English-speaking Western countries. This becomes evident when considering the numerous spaces that are thought to be sacred and holy. Examples include ' ashrams' (monasteries or congregation sites) consisting of large communities of scholars or monastics, temples ( mandir), shrines and specific landscapes such as the Ganges river. There is a rich religious history visible in architecture, and it is not uncommon to find various places of worship, such as a Hindu temple, Muslim mosque and Christian church, all next to each other.

The 2011 Indian census indicated that 79.8% of Indians identified as Hindu, 14.2% identified as Muslim and 2.3% identified as Christian. A further 1.7% of the population identified as Sikh, 0.7% identified as Buddhist and 0.37% identified as Jain. Due to the massive population size of India, religious minorities still represent a significant number of people. For example, although only 0.37% of India may identify with Jainism, that still equates to over 4 million people. While not all religions in India can be discussed in detail, the following provides an overview of the major religions in the country as well as sizable religions that originated in India.

Hinduism in India

Hinduism - the most widely followed religion in India - can be interpreted diversely. Pinpointing what constitutes Hinduism is difficult, with some suggesting that it is an umbrella term that encompasses various religions and traditions within it. Nonetheless, Hinduism in all its forms has been particularly influential in Indian society.

Daily Life

Hinduism continues to thrive in modern-day India. The religion affects everyday life and social interactions among people through the many Hindu-inspired festivities, artistic works and temples. There is also a continuing revival of the classical 'epic' narratives of the Ramayana (Rama's Journey) and the Mahabharata (The Great Epic of the Bharata Dynasty) through the medium of film and television. The Krishna Lila (The Playful Activities of Krishna) is another popular tale among many villages.

It is common to find images of gods and goddesses in public and private spaces at all times of the year. The elephant-headed god, known as Ganesh, is particularly popular due to his believed ability to remove obstacles. Natural landscapes are also venerated, such as particular trees or rivers. The Hindu pantheon of deities extends into the hundreds of thousands due to the localised and regional incarnations of gods and goddesses. There are also many festivals celebrated throughout the country dedicated to the many Hindu narratives and deities.

Social Structure

One influential component of Hinduism impacting India is the large-scale caste system, known as the ' varna' system. The varna caste system represented the Hindu ideal of how society ought to be structured. This form of organisation classified society into four ideal categories: brahmin (priestly caste), kshatriya (warrior, royalty or nobility caste), vaishya (commoner or merchant caste) and shudra (artisan or labourer caste).

It is a hereditary system in that people are believed to be born into a family of a specific caste. Each caste has specific duties (sometimes known as ' dharma ') they are expected to uphold as part of their social standing. For instance, a member of the Brahmin caste may be expected to attend to religious affairs (such as learning religious texts and performing rituals) while avoiding duties outside of their caste, such as cleaning. In contemporary times, Brahmin men who have been trained as priests often tend to temples and perform ritual activities on behalf of other members of Hindu society.

Islam in India

Islam is the second most followed religion in India, influencing the country's society, culture, architecture and artistry. The partition of the subcontinent in 1947 led to mass emigration of roughly 10 million Muslims to Pakistan and nearly as many Hindus and Sikhs from Pakistan into India. This event changed the demographics of both countries significantly and is continually felt throughout India.

Nonetheless, the Islamic community in India continues to play a considerable role in the development of the country. For example, the Muslim community in India has contributed to theological research and the establishment of religious facilities, institutes and universities. The mystical strain of Islam (Sufism) is also popular, with people gathering to watch Sufi dance performances. The majority of Muslims are Sunni, but there are also influential Shi'ite minorities in Gujarat. Most Sunnis reside in Jammu and Kashmir, Uttar Pradesh, West Bengal and Kerala as well as major cities.

Sikhism in India

Originating in India, Sikhism is a monotheistic religion that promotes devotion to a formless God. The religion is centred on a tenet of service, humility and equality, encouraging its followers to seek to help those less fortunate or in need. For example, it is common for Sikhs to offer food to those visiting a gurdwara (the primary place of worship for Sikhs). One of the most recognised symbols of the Sikh community is a Sikh turban (known as a ' dastar' or a ' dumalla ') worn by many men and some women. Since the partition of India and Pakistan, most Sikhs in India have resided in the Punjab region.

Buddhism in India

Buddhism originated as a countermovement to early Hinduism by presenting a universal ethic rather than basing ethical codes on an individual's caste. The core doctrine of Buddhism, known as the 'Four Noble Truths', teaches that one can be liberated from the suffering that underpins the cycle of death and rebirth by practising the 'Noble Eightfold Path'. Buddhism has become more widely practised in India over the last 30 years. This is partially due to the increased migration of exiled Buddhist monks from Tibet. However, its popularity has also increased as many from the 'untouchables' caste view it as a viable alternative to Hinduism in contemporary Indian society. Many Buddhists reside in the states of Maharashtra, Sikkim, Arunachal Pradesh, Jammu and Kashmir.

Jainism in India

Jainism also originated as a countermovement that opposed some of the teachings and doctrines of early Hinduism. In modern-day India, layperson Jains usually uphold the ethical principle of ' ahimsa' ('non-harm' or 'non-violence'). As such, Jains tend to promote vegetarianism and animal welfare. Another common practice in the Jain lay community is samayika, a meditative ritual intended to strengthen one's spiritual discipline. Samayika is often practised in a religious setting, such as a temple, before a monk, or in one's home. Most Jains reside in Maharashtra, Gujarat and Rajasthan.

Christianity in India

Christianity is the third most followed religion in India, mostly concentrated in the far south and Mumbai. The most prominent denomination of Christianity in India is Roman Catholicism, but there are also localised Christian churches (such as the Church of North India and the Church of South India). Converts to Christianity have come mainly from traditionally disadvantaged minorities such as lower castes and tribal groups.

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Chara Scroope, Religion has historically influenced Indian society on a political, cultural and economic level. There is a sense of pride associated with the country's rich religious history as the traditions of Hinduism, Buddhism, Sikhism and Jainism all emerged out of India.

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Nine Beliefs of Hinduism - Hinduism Today

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Our beliefs determine our thoughts and attitudes about life, which in turn direct our actions. By our actions, we create,...

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12 Things You Need to Know About Hinduism

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12 Things You Need to Know About Hinduism

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1) Hinduism is at least 5000 years old

Hinduism is one of a few ancient religions to survive into modern times. The collection of traditions that compose modern-day Hinduism have developed over at least the past 5000 years, beginning in the Indus Valley region (in the nations of modern India and Pakistan), in what was the largest civilization of the ancient world. There is no 'founder' of Hinduism, nor single prophet or initial teacher. Hindus believe their religion has no identifiable beginning or end and, as such, often refer to it as Sanatana Dharma (the 'Eternal Way'). As for the name itself, 'Hindu' is a word first used by Persians, dating back to the 6th century BCE, to describe the people living beyond the Indus River. Initially it did not have a specific religious connotation. The religious meaning of the term did not develop for roughly another 1000 years.

2) The Vedas are one of Hinduism's many primary religious texts

Hinduism does not have a single holy book that guides religious practice. Instead, Hinduism has a large body of spiritual texts that guide devotees. First among these are the Vedas ("knowledge" in Sanskrit), a collection of hymns on the divine forces of nature presenting key Hindu teachings. The Vedas, considered to be realized (revealed) eternal truths, were passed down via an oral tradition for thousands of years before being written down. Hindu philosophy was further developed in the Upanishads. This philosophy was restated in the Puranas, the Ramayana, and the Mahabharata (the world's longest epic poem), as well as the Bhagavad Gita. Countless life stories, devotional poetry, and commentaries by sages and scholars have also contributed to the spiritual understanding and practice of Hindus.

3) Hinduism is one of four 'Dharmic' or 'Indic' traditions

Hinduism, Buddhism, Jainism, and Sikhism can be referred to as the "Dharmic" or "Indic" traditions. The Dharma traditions share a broadly similar worldview, and share many spiritual concepts, such as dharma, karma, samsara, and moksha -though each religion understands and interprets them differently.

4) Hinduism sees the Divine present in all existence

The deepest single spiritual truth presented through the Vedas is that Brahman (roughly understood in English as 'the Absolute' or 'the Divine') pervades the entire universe. This divine reality, or its essential nature, is present in all living beings, eternal, and full of bliss. Brahman is understood as the cause of creation, as well as its preservation, and dissolution and transformation, all done in a constant, repeating cycle.

5) The nature of the Divine is understood in different ways in different lineages

Within Hinduism there is a broad spectrum of understandings about the nature of Brahman. Some Hindus believe that Brahman is infinite and formless, and can be worshipped as such, or in different forms. Other Hindus believe that the Divine is infinite and has a transcendental form. For example, some Vaishnavas believe that the one supreme form is Krishna, while Shaivites call this form Shiva.

6) Hinduism worships the Divine in both male and female, animal form

Because Hindus believe that Brahman can take form, they accept that there are a variety of ways in which all human beings can connect with the Divine. This universal Divinity is worshipped in both male and female forms. The female form is known as devi, which is a manifestation of shakti (energy or creative force). Other forms combine male and female aspects together and some resemble animals, such as Ganesh or Hanuman. Each of these forms has a symbolic meaning. Hindus have long told stories about these various forms of the Divine to inspire devotion and instill ethical values.

7) Hindus pray to different aspects of the Divine

Hindus pray to different forms of Brahman as manifestations of particular divine qualities or powers. For example: Ganesh is honored by Hindus (as well as sometimes by followers of other Indian religions) as the remover of obstacles and honored for his great wisdom, and is often invoked before beginning any important task or project; Saraswati is the Goddess associated with learning and wisdom; Lakshmi is worshipped as the Goddess of Prosperity. God is believed to have the taken human form of Rama to show people how to live the path of Dharma. Krishna is said to have come to eradicate evil and protect good. Shiva is worshipped as the lord of time and change. Furthermore, the prominence of each of the aspects of the Divine varies depending on the lineage of the individual Hindu.

8) Hindus use images in worship to make the infinite comprehensible to the human mind

Hindus represent the various forms of God in consecrated images called murti. A murti can be made of wood, stone, or metals (and sometimes can be naturally occurring, rather than fashioned by human hands). Murti offer a way to visualize and meditate upon Brahman, which due to its infinite nature is believed to be beyond the grasp of the human mind. Murti is often inaccurately translated as 'idol' but a more accurate translation is 'embodiment'. Hindu families conduct their daily worship at home altars and also at temples on special occasions. Many Hindus consult gurus (recognized spiritual teachers and guides) for advice or answers to spiritual questions.

9) Hindus believe the soul is eternal and is reborn in different forms

Hindus believe that the soul, atman, is eternal. When the physical body dies the soul is reborn in another body. This continuous cycle of life, death, and rebirth is called samsara. Rebirth is governed by : the principle that every action (be it physical or mental) has a result, like cause and effect. What an individual experiences in this life is the result of their past actions, either actions they have already taken in this life or actions from a past life. How an individual acts today impacts the future, both in terms of effects felt later on in this life or in a future birth. Though the effects of karma make certain actions easier or more difficult to take, just as our personal habits influence our lives, this is not a deterministic or fatalistic system. Rather, we all have the ability to freely choose how to act in any situation.

10) Hindus believe we each have four goals in life

Hindus believe we have four goals in life: Dharma (conducting ourselves in a way conducive to spiritual advancement), Artha (the pursuit of material prosperity), Kama (enjoyment of the material world), and Moksha (liberation from the attachments caused by dependence on the material world and from the cycle of birth and rebirth).

11) There are four paths to Moksha

Hindu scripture outline four primary paths to experience God's presence and ultimately obtain the fourth goal, moksha. These paths are not mutually exclusive and can be pursued simultaneously depending on an individual's inclination. These paths are: Karma Yoga (performing one's duties selflessly), Bhakti Yoga (loving God through devotion and service), Jnana Yoga (study and contemplating sacred texts), and Raja Yoga (physically preparing the body and mind to allow deep meditation and introspection, so as to overcome suffering caused by material attachments).

12) Hinduism acknowledges the potential for truth in other religions

Hinduism is a deeply pluralistic tradition, promoting respect for other religions and acknowledges the potential for truth in them. Hindus see the varieties of religions and philosophies as different ways to understand and relate to God. This philosophy leads to pluralism within Hinduism and outside of it. The core philosophy of Hinduism is the search for truth, not the specific path taken. A quote from the Vedas that summarizes the Hindu perspective is, "Truth is one; the wise call it by various names."

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12 Things You Need to Know About Hinduism - Hindu American Foundation

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Hinduism is one of the few ancient religions to survive into modern times. The collection of traditions that compose it today have developed over at least the past 5000 years, beginning in the Indus Valley region, in what was the largest civilization of the ancient world.

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14 Facts About Jews and Judaism That Every Person Should Know

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14 Facts About Jews and Judaism That Every Person Should Know

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The Islam Awareness courses are an excellent, community-based approach to education and engagement on topics of Islam and Muslim experiences in Canada and beyond. As a Métis citizen and academic lead for the Indigenous|Canada massive open online course, I understand the value of an anti-oppression approach to education and the need for deep understanding and relations with Muslim people and ethno-cultural communities.

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What is Judaism and what do Jews believe?

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What is Judaism and what do Jews believe?

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What is Judaism and what do Jews believe?

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Where does it come from?
Islam completes the long chain of guidance from God to humanity. Meticulously preserved and thoroughly documented, Islam's message has a familiar resonance, owing to its shared history and common values, with Abrahamic religions. Additionally, Islam reiterates a return to basic principles of faith: belief in one God, righteous living, and faith in the afterlife. This brochure introduces the central themes of Islam and its core components - with a special focus on our purpose in life and the all-encompassing nature of Islam.
Islam is a faith and comprehensive way of life that literally means 'peace through submission to God.' It provides a clear understanding of a person's relationship with God, purpose in life, and ultimate destiny. A Muslim is someone who adopts the Islamic way of life by believing in the Oneness of God and the prophethood of Muhammad, peace be upon him (pbuh). Today, Islam is one of the fastest-growing religions and is practised by more than 1.2 billion Muslims across the world.

Islam: Monotheistic belief in God

The most essential principle in Islam is the purely monotheistic belief in one God. God is the Creator of everything in the universe and is unique from His creation. Muslims are encouraged to develop a direct and personal relationship with God without any intermediaries. Muslims often refer to God as Allah, which simply means "God" in the Arabic language. Arabic-speaking Jews and Christians also refer to God as Allah. (Read more: Who is Allah?)

God describes Himself in the holy book of Muslims, the Quran (also spelled 'Koran'), by stating:

"Say, 'He is God the One, God the eternal. He begot no one nor was He begotten. No one is comparable to Him.'" (112:1-4).

A Universal Faith

Islam is the culmination of the universal message of God taught by all of His prophets. Muslims believe that a prophet was chosen for every nation at some point in their history, enjoining them to worship God alone and delivering guidance on how to live peacefully with others. Some of the prophets of God include Adam, Noah, Abraham, Ishmael, Isaac, Jacob, Joseph, Moses, Jesus, and Muhammad, peace be upon them all. The prophets all conveyed the consistent divine message of worshipping one God, along with specific societal laws for each nation's circumstances.

However, after the prophets delivered the divine guidance to their people, their message was lost, abandoned, or changed over time, with only parts of the original message intact. God then sent another prophet to rectify their beliefs.

In order to restore the original call of all prophets, God sent Muhammad (pbuh) as the final prophet to all of humanity in the 7 th century C.E.

In 610 C.E., Angel Gabriel visited Muhammad (pbuh) with the first divine message. For the next 23 years, he continued to receive revelations until the message was completed. Muhammad (pbuh) called people towards the belief in one God and encouraged them to be just and merciful to one another. He was a living example of God's guidance for the benefit of the entire humankind. (Learn more about Muhammad.)

"Then We revealed to you [Muhammad], 'Follow the creed of Abraham, a man of pure faith who was not an idolater.'" (Quran, 16:123)

Muslims also believe that God sent revealed books as guidance to humanity through His prophets. These include the Torah given to Moses, the Gospel conferred upon Jesus, and the Quran received by Muhammad (pbuh). The Quran is the last revelation from God, consisting of God's literal speech. It confirms truths from the previous scriptures and maintains the same core message of worshipping God and living righteously. God has ensured that the Quran is protected from corruption, safeguarding it for all of humanity to benefit from until the end of time. It is the only holy book that has been meticulously preserved in its original text. (Click here to find out more about the Quran.)

Purpose of Life

Islam clearly addresses one of the most central and challenging questions in human history: "What is the purpose of life?" God declares in the Quran, "And I did not create ... mankind except to worship Me." (51:56) For Muslims, the purpose of life is to worship God, the Creator of all things. Worship in Islam is a comprehensive concept that urges people to be conscious of God throughout their daily lives and provides a framework to help people live a balanced and virtuous life.

This way of life promotes strong moral character, good relations with people, and just and harmonious societies. Devoting one's self to a life of submission to God is the key to attaining a true sense of peace because it produces a balance of spiritual needs with worldly affairs. It also lends special meaning to the concept of living one's life responsibly, aware of the accountability to come in the hereafter.

Belief in the Day of Judgment is extremely important in Islam. This event will signal the transition between the temporary life of this world to the eternal life in the hereafter. On that day, people will be resurrected and held accountable for their deeds in life, which will determine their eternal destination in Heaven or Hell. Many verses in the Quran describe the events on the Day of Judgment in great detail and give a description of Heaven and Hell.

Worship in Islam

Worship in Islam is woven into the daily life of a Muslim and is not confined to a holy place. The fundamental aspects of worship in Islam are encompassed within five pillars, which enable Muslims to cultivate their relationship with God.

1. Testimony of Faith (Shahadah): The first of the five basic foundations is knowingly and voluntarily asserting that, "There is nothing worthy of worship except God, and Muhammad is the Messenger of God." This statement is the basis of faith in Islam, affirming that no partners can be associated with God and Muhammad is His final prophet. As a result of this belief, Muslims seek guidance in life through God's revelation (the Quran) and the teachings of Prophet Muhammad (pbuh).

2. Prayer: Muslims are required to pray five times a day to maintain a spiritual connection with God and remind themselves of their ultimate purpose in life. Through sincerity, repentance, and direct prayer to God, Muslims strive to establish a personal spiritual relationship with their Creator all throughout the day. This prayer includes physical motions of bowing and prostrating, which were also performed by Jesus, Moses, and the prophets before them.

3. Charity (Zakah): This is an annual charity given to the poor. Muslims must give 2.5% of their yearly savings to help the poor, the needy, and the oppressed. Charity is one of the vital sources of social welfare in Islam, encouraging a just society where everyone's basic needs are provided for.

4. Fasting (Sawm): Muslims fast during the month of Ramadan, the ninth month of the Muslim lunar calendar, by refraining from eating, drinking, and sexual interaction from dawn to sunset. It is an act of self-restraint and spiritual cleansing that increases one's empathy for the less fortunate and enables one to consciously control bad habits such as foul language, idle talk, and anger. Fasting also helps people develop strong willpower as they overcome the essential desires of their body and the damaging acts of their tongue.

5. Pilgrimage (Hajj): The pilgrimage (journey) to Mecca is an act that every Muslim must perform once in their life if they are physically and financially able. It symbolizes the unity of humankind as Muslims from every race and nationality assemble together in equality to worship God, following the traditions of Prophet Abraham.

(To learn more, read Worship in Islam.)

A Holistic Approach

These primary acts of worship urge individuals to fulfill their purpose in life by becoming more conscious of God and serving the practical needs of society. However, worship is not limited to simply completing these acts.

Islam promotes a holistic approach to worship that encompasses spreading justice and compassion in the world through one's daily interactions with people. Smiling at someone, visiting the sick, and defending an innocent person who is being oppressed are all considered acts of worship as well. These forms of worship exemplify the importance of good manners in Islam. Muhammad (pbuh) once said, "The best among you are those who have the best character."

Islam has a practical approach to living that positively transforms people's individual connection to God and fellow humans. Islam offers guidance on all matters of life, including one's diet, manners, and social relationships. God tells Muslims to eat everything "good and pure" while adhering to simple dietary restrictions such as avoidance of pork, alcohol and anything slaughtered in the name of other than God.

When it comes to dressing and behavior, modesty and humility are ordained for both men and women. Muhammad (pbuh) has stated, "Every religion has an essential character and the essential character of Islam is modesty."

Parental obedience and dutifulness is integral to Islam. Men and women are to sanctify their relations in a marital contract, taking their spousal roles and family units seriously. Raising children who are morally upright and responsible participants in their communities is also a significant obligation. The preservation of family ties is a fundamental principle of Islam, along with kind treatment of orphans, widows, travelers, and neighbors. Professional and philanthropic contributions to one's society are encouraged in order to nurture individual and collective success.

God calls on people to remember Him in all of their actions and purify their hearts so that they can live a truly balanced life. Spirituality in Islam is about nurturing tolerance, kindness, control, righteousness, and forgiveness while shunning arrogance, pride, ego, anger and selfishness. This spirituality and God-consciousness should be reflected in a person's interactions with other people. Therefore, Islam stresses the importance of treating people with respect, mercy, and dignity.

In conclusion, Islam is not a new way of life; rather, it maintains the same message God sent to humanity through all of His messengers. Islam teaches people how to have a meaningful relationship with God, without any intermediaries, and how to reform their souls, beautify their character, and be part of a vibrant, healthy community. Through this message, God encourages individuals to draw closer to Him and fulfill their purpose in life.

" Is it not time for believers to humble their hearts to the remembrance of God and the Truth that has been revealed? " (Quran, 57:16)

We invite you to learn more about Islam on our website: www.whyislam.org or by calling us on our toll-free line (877) WHY-ISLAM.

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Islam completes the long chain of guidance from God to humanity. Meticulously preserved and thoroughly documented, Islam's message has a familiar resonance, owing to its shared history and common values, with Abrahamic religions. Additionally, Islam reiterates a return to basic principles of faith: belief in one God, righteous living, and faith in the afterlife.

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Keeping It 101: A Killjoy's introduction to Religion Podcast

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Episode 409: You Still Don't Know about Islam, Part 1

Shownotes! (because citations are political)

We are back back back back back again, nerds, with more HISTORY OF THE WORLD (RELIGIONS), Part 1 - the remix! On this episode, IRMF finally gets to just be her expert-in-Islam self, and Drs. Drs. Hussein Rashid and Kristian Petersen teach us about lived Islam in New York City and China.

The 101! (in which we did the professor-work)
Haven't we already talked about Islam?
We sure have - in episodes 308, " Islam Is More than You Think It Is;" episode 105, " What Does It Mean to Be Religious?," in which we talked about hajj; and episode 309, " Twitter, Jinns, and the Great Conjunction," with Dr. Ali Olomi. Good memory, you! But that's the thing about Islam being the second largest religion in the world: there's always so much more to know.

In this episode, we cover just how expansive and diverse Islam is, including different Muslim communities (Sunni, Shia) and traditions (Sufism), and why we shouldn't use Christian terms (like Protestant and Catholic) to understand non-Christian traditions.

Same basic lesson plan as always this season: knowing that religion is imperial helps us understand why Islam so often gets a raw deal within the world religions paradigm. And, as always, religious literacy requires us to know not just that Islam exists, but that Muslim practices vary among communities and change over time, place, and cultures.

Ilyse gave us some important background on Islamic history, including similarities and differences between Sunni and Shia traditions, including how members of those communities celebrate Ashura, a holiday in the month of Muharram, the first month of the Islamic calendar. Her overview really brought home that the world religions paradigm can really screw up our understanding of lived Islam through a gross slushie of anti-Muslim hostility and good old fashioned Orientalism. (For more on Orientalism, check out episodes 203 and 103. Oh, and episode 308.)

Guest Experts! (because together we are a genius)

Dr. Kristian Petersen is an assistant professor in the Department of Philosophy & Religious Studies at Old Dominion University. He specializes in two main areas of research: 1) the development of Islam in China, and 2) Muslims in Cinema. He has brought his scholarship to public audiences in The Revealer, Al Jazeera English, New Lines Magazine, Sapelo Square, , and The Religious Studies Project.

Dr. Petersen showed us that Chinese Muslims see no contradiction or tension between being both Muslim and Chinese. Mosques look Chinese because they are in China. And there are Chinese women-only mosques (which MPG did not know!).

Dr. Hussein Rashid is a scholar of Muslims and American popular culture, and founder of Islamicate, L3C, a consultancy focusing on religious literacy and cultural competency. He works with a variety of NGOs, foundations, non-profits, and governmental agency for content expertise on religion broadly, with a specialization on Islam. His work includes exploring theology, the interaction between culture and religion, and the role of the arts in conflict mediation.

Dr. Rashid showed us that Muslim Americans bring their cultural, linguistic, ethnic, racialized, gendered selves to their Islam. And in New York City, where many neighborhoods are frankly segregated or at least reflect a dominant ethnic or religio-racial group, you can see this in real life. He cautioned us against attributing all differences between-his examples-Saudi Arabia and Iran to Sunnism and Shiism.

Little Bit Leave It! (in which we leave you a little bit to remember)

Megan wants you to remember that there is SO MUCH to this tradition that never makes it into public conversations about Islam in popular and news media. AND that even thinking about Islam requires those non-Muslims among us to really question the terms we USE to think about it, and how easy it is to slip into Christian-inflected terms to describe an emphatically NOT christian tradition.

Ilyse wants you to remember that Islam is plural and global. That's it. It's Asian, it's African, it's North & South American, it's European. And beyond that, it's Chinese, Tajik, Iranian, Sudanese, Canadian, American, Trinidadian, Brazilian, French, Russian, and English. Making Islam one thing is dated. Like 19th C racist, Orientalist, dated. Like world religions paradigm, dated.

If You Don't Know, Now You Know! (in which we get one factoid each)

Ilyse taught us that Mary is in the Qur'an more than she's in the Bible, AND that if you drew a circle around South and Southeast Asia, more Muslims would live in that circle than beyond it.

Megan pointed out that while Americans often assume most Muslims live in the "Middle East,"
a) Middle from where? Surprise, your maps are racist again and
B) Indonesia has the highest Muslim population of any country in the world. Indonesia is NOT in the middle east, no matter how porous that designation gets, AND while Indonesia's government has a complex relationship to and with Islam, especially in the wake of Dutch colonization, Indonesia does NOT have a quote/unquote Islamic government.

Homework! (because there's always more to learn)

Ilyse says read and listen to guest expert Dr. Kristian Petersen!

Ilyse also thinks you should check out these four texts on the basics of Islam:

She also keeps a running list of good, accessible books. Most of these are available in Vermont's public libraries-so hopefully they are accessible in your neck of the woods, too.

Megan says read and watch guest expert Dr. Hussein Rashid!

Megan also thinks you should check out

Nerds of the Week! (because we love you for loving us)

Thanks for listening, rating and reviewing. This week's nerd royalty are SISWP26, AlaskaRunning, and BDL'99!!

See you next time for "You Still Don't Know about Islam, Part 2"!

Hey Lady Parts, play us out.

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(E409) You Still Don't Know about Islam, Part 1 - Keeping It 101: A Killjoy's introduction to Religion Podcast

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Episode 409: You Still Don't Know about Islam, Part 1 We are back back back back back again, nerds, with more HISTORY OF THE WORLD (RELIGIONS), Part 1 - the remix! On this episode, IRMF finally gets to just be her expert-in-Islam self, and Drs. Drs.

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Buddhism Beliefs and Practices

Some key Buddhism beliefs include:

Followers of Buddhism don't acknowledge a supreme god or deity. They instead focus on achieving enlightenment-a state of inner peace and wisdom. When followers reach this spiritual echelon, they're said to have experienced nirvana.

The religion's founder, Buddha, is considered an extraordinary being, but not a god. The word Buddha means "enlightened."

The path to enlightenment is attained by utilizing morality, meditation and wisdom. Buddhists often meditate because they believe it helps awaken truth.

There are many philosophies and interpretations within Buddhism, making it a tolerant and evolving religion.

Some scholars don't recognize Buddhism as an organized religion, but rather, a "way of life" or a "spiritual tradition."

Buddhism encourages its people to avoid self-indulgence but also self-denial.

Buddha's most important teachings, known as The Four Noble Truths, are essential to understanding the religion.

Buddhists embrace the concepts of karma (the law of cause and effect) and reincarnation (the continuous cycle of rebirth).

Followers of Buddhism can worship in temples or in their own homes.

Buddhist monks, or bhikkhus, follow a strict code of conduct, which includes celibacy.

There is no single Buddhist symbol, but a number of images have evolved that represent Buddhist beliefs, including the lotus flower, the eight-spoked dharma wheel, the Bodhi tree and the swastika (an ancient symbol whose name means "well-being" or "good fortune" in Sanskrit).

Founder of Buddhism

Siddhartha Gautama, the founder of Buddhism who later became known as "the Buddha," lived during the 5th century B.C.

Gautama was born into a wealthy family as a prince in present-day Nepal. Although he had an easy life, Gautama was moved by suffering in the world.

He decided to give up his lavish lifestyle and endure poverty. When this didn't fulfill him, he promoted the idea of the "Middle Way," which means existing between two extremes. Thus, he sought a life without social indulgences but also without deprivation.

After six years of searching, Buddhists believe Gautama found enlightenment while meditating under a Bodhi tree. He spent the rest of his life teaching others about how to achieve this spiritual state.

When Gautama passed away around 483 B.C., his followers began to organize a religious movement. Buddha's teachings became the foundation for what would develop into Buddhism.

In the 3rd century B.C., Ashoka the Great, the Mauryan Indian emperor, made Buddhism the state religion of India. Buddhist monasteries were built, and missionary work was encouraged.

Over the next few centuries, Buddhism began to spread beyond India. The thoughts and philosophies of Buddhists became diverse, with some followers interpreting ideas differently than others.

In the sixth century, the Huns invaded India and destroyed hundreds of Buddhist monasteries, but the intruders were eventually driven out of the country.

Islam began to spread quickly in the region during the Middle Ages, forcing Buddhism into the background.

Types of Buddhism

Today, many forms of Buddhism exist around the world. The three main types that represent specific geographical areas include:

Theravada Buddhism: Prevalent in Thailand, Sri Lanka, Cambodia, Laos and Burma

Mahayana Buddhism: Prevalent in China, Japan, Taiwan, Korea, Singapore and Vietnam

Tibetan Buddhism: Prevalent in Tibet, Nepal, Mongolia, Bhutan, and parts of Russia and northern India

Zen Buddhism is a form of Mahayana Buddhism that's practiced in many of the same areas. It emphasizes simplicity and meditation-the word "zen" means meditation-in lieu of religious scripture, ceremonies or doctrines.

Nirvana Buddhism is closely related to Theravada Buddhism, but the concept of nirvana is also central to many paths of Buddhism. The term nirvana means "blowing out," as a candle is blown out, thus ending all attachment and desire to achieve a state of pure enlightenment.

Each of these types reveres certain texts and has slightly different interpretations of Buddha's teachings.

Some forms of Buddhism incorporate ideas of other religions and philosophies, such as Taoism and Bon.

Dharma

Buddha's teachings are known as "dharma." He taught that wisdom, kindness, patience, generosity and compassion were important virtues.

Specifically, all Buddhists live by five moral precepts, which prohibit:

Killing living things

Taking what is not given

Sexual misconduct

Lying

Using drugs or alcohol

Four Noble Truths

The Four Noble Truths, which Buddha taught, are:

The truth of suffering (dukkha)

The truth of the cause of suffering (samudaya)

The truth of the end of suffering (nirhodha)

The truth of the path that frees us from suffering (magga)

Collectively, these principles explain why humans hurt and how to overcome suffering.

Eightfold Path

The Buddha taught his followers that the end of suffering, as described in the fourth Noble Truths, could be achieved by following an Eightfold Path.

In no particular order, the Eightfold Path of Buddhism teaches the following ideals for ethical conduct, mental disciple and achieving wisdom:

Right understanding (Samma ditthi)

Right thought (Samma sankappa)

Right speech (Samma vaca)

Right action (Samma kammanta)

Right livelihood (Samma ajiva)

Right effort (Samma vayama)

Right mindfulness (Samma sati)

Right concentration (Samma samadhi)

Buddhist Holy Book

Buddhists revere many sacred texts and scriptures. Some of the most important are:

Tipitaka: These texts, known as the "three baskets," are thought to be the earliest collection of Buddhist writings.

Sutras: There are more than 2,000 sutras, which are sacred teachings embraced mainly by Mahayana Buddhists.

The Book of the Dead: This Tibetan text describes the stages of death in detail.

Dalai Lama

The Dalai Lama is the leading monk in Tibetan Buddhism. Followers of the religion believe the Dalai Lama is a reincarnation of a past lama that has agreed to be born again to help humanity. There have been 14 Dalai Lamas throughout history.

The Dalai Lama also governed Tibet until the Chinese took control in 1959. The current Dalai Lama, Lhamo Thondup, was born in 1935.

Buddhist Holidays

Every year, Buddhists celebrate Vesak, a festival that commemorates Buddha's birth, enlightenment and death.

During each quarter of the moon, followers of Buddhism participate in a ceremony called Uposatha. This observance allows Buddhists to renew their commitment to their teachings.

They also celebrate the Buddhist New Year and participate in several other yearly festivals.

Sources

Buddhism: An Introduction, PBS.
Buddhism, Ancient History Encyclopedia.
The History of Buddha, History Cooperative.
Demographics of Buddhism, Georgetown University Berkley Center for Religion, Peace, & World Affairs.
Religions: Buddhism, BBC.
Buddhist Scriptures, Georgetown University Berkley Center for Religion, Peace, & World Affairs.
The Noble Eightfold Path: Tricycle.
What Is Zen Buddhism and How Do You Practice It? Lion's Roar.

Fact Check

We strive for accuracy and fairness. But if you see something that doesn't look right, click here to contact us! HISTORY reviews and updates its content regularly to ensure it is complete and accurate.

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Buddhism - Definition, Founder & Origins

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Buddhism is a religion that was founded by Siddhartha Gautama ("The Buddha") more than 2,500 years ago in India. With about 470 million followers, scholars consider Buddhism one of the major world religions.

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About 2500 years ago, a prince named Siddhartha Gautama began to question his sheltered, luxurious life in the palace. He left the palace and saw four sights: a sick man, an old man, a dead man and a monk. These sights are said to have shown him that even a prince cannot escape illness, suffering and death. The sight of the monk told Siddhartha to leave his life as a prince and become a wandering holy man, seeking the answers to questions like “Why must people suffer?” “What is the cause of suffering?” Siddartha spent many years doing many religious practices such as praying, meditating, and fasting until he finally understood the basic truths of life. This realization occurred after sitting under a Poplar-figtree in Bodh Gaya, India for many days, in deep meditation. He gained enlightenment, or nirvana, and was given the title of Buddha, which means Enlightened One.

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The Sikh community invites all people to join them in bringing about mutual understanding and deep respect for all people.
Since Sept. 11th, Sikhs, like other Americans, have been grappling with grief and fear. But their fear is not only about another assault from outside. Many Sikhs have become victims of hate crimes because of their appearance. Balbir Singh Sodhi, a Sikh American ( Balbir Singh Sodhi), was killed on Sept.15 as a result of mistaken identity. Across America, the only people who wear turbans are followers of the Sikh religion. Sikhs are from Northern India (Punjab) and are neither Hindus nor Muslims.
Although Sikhism encourages self-defense, it pointedly teaches not to seek revenge or retribution, and teaches observers to be free of hatred.
Sikhs celebrating the Sikh new year in Toronto, Canada
Sikhs at a Glance

99 percent of people wearing turbans in the U.S. are Sikhs from India

Sikhs have been in the U.S. for over 100 years

There are roughly 700,000 Sikhs in the U.S. today

Sikhism is the world's fifth largest religion with 25 million adherents worldwide

Sikhs believe in one God, equality, freedom of religion, and community service

Sikhs cover their uncut hair with a turban

The Sikh turban represents a commitment to equality and justice

Sikhism is a distinct religion, separate from Hinduism and Islam

Sikhism - The word Sikh (pronounced "sickh") means 'disciple' or 'learner.' The Sikh religion was founded in Northern India in the fifteenth century by Guru Nanak Dev Ji and is distinct from Islam and Hinduism. Sikhism is monotheistic and stresses the equality of all men and women. Sikhs believe in three basic principles; meditating on the name of God (praying), earning a living by honest means as well as sharing the fruits of one's labor with others. Sikhism rejects caste and class systems and emphasizes service to humanity.

Turbans are worn to cover our long hair and with respect to God. Learn to recognize a Sikh turban. Sikhs have unshorn hair, beards and moustaches. The Sikh faith teaches us the humanitarian principles of freedom, equality, and justice - the same principles this great democracy is founded on. There are about 25 million Sikhs in the world. Sikhs have been in the United States for over 100 years. Sikhism recognizes the universal truths that underlie all human endeavors, religions and belief systems. The universal nature of the Sikh way of life reaches out to people of all faiths and cultural backgrounds, encouraging us to see beyond our differences and to work together for world peace and harmony.
History and Beliefs
The almost 25 million Sikhs worldwide constitute the fifth largest religion in the world. Despite almost a million Sikhs living in North America (USA and Canada), Sikhs are often confused as Arabs or Muslims. Sikhs arrived in North America in 1897 and played a pivotal role in the opening of the West and construction of the Panama Canal in 1904. In 1906, Sikhs established their first gurdwara, or place of worship, in the United States. 700,000 Americans and Canadians are Sikh and nearly every major city has a Sikh place of worship and community center.

The Sikh faith is five hundred years old. Guru Nanak, the founder of Sikhism, taught a message of love. He spoke of a universal God, common to all mankind, not limited to any religion, nation, race, creed, color, or gender. The Sikh religion is strictly monotheistic, believing in one supreme Creator, free of gender, absolute, all-pervading, and eternal. Sikhism views lfe not as a fall from grace, but a unique opportunity to discover and develop the divinity in each of us. Human rights and justice form a cornerstone of Sikh belief, and Sikh history features countless examples of Sikh Gurus and their followers making tremendous sacrifices for the cause of religious freedom and justice. More recently, Sikhs have been some of the most highly decorated soldiers of the British armed services during both World Wars. They played a significant role in the memorable battles of El Alamein in the Burma-China front and also in the allied assault in Italy. In India's struggle for independence from the British, over two-thirds of all the Indians who were sentenced to life imprisonment or death were Sikh. This is in spite of the fact that Sikhs form less than two percent of India's population

Guru Nanak surrounded by the successive 9 Guru's.

The Sikh Identity
In 1699, the tenth and last living Sikh Guru, Guru Gobind Singh, summoned his followers to the town of Anandpur in Punjab; over 80,000 came. According to history, Guru Gobind Singh appeared before his people, flashed a naked sword, and demanded a head. He repeated his call until five Sikhs volunteered. These five individuals came from different parts of India and from different castes. To these five, and subsequently to many others on that historic day, Guru Gobind Singh bestowed a new discipline, a creed to his Sikhs. The Guru initiated these five in the new order of the Khalsa and then, in a dramatic and historic gesture, they in turn initiated him. On that day, he gave the Sikhs a unique identity which includes five articles of faith:

unshorn hair as a gift of God and Guru and a mark of Sikh identity

a small comb for the hair

a steel bracelet which signifies a reality with no beginning and no end, and is also symbolic of a Sikh's commitment to the ideals of his faith, much as wedding ring might indicate fealty and identity

a sword indicative of resolve and commitment to justice, and

knee-length breeches in keeping with the disciplined life-style of a Sikh

For the past 300 years, male Sikhs have been easily recognized by their long unshorn hair covered with a turban. Notably, in traditional Indian society only males of high caste or the elite, ruling class wore turbans. In requiring all Sikhs to don turbans, Guru Gobind Singh envisioned all individuals as noble. Sikh women adhere to the same life style, symbols, rules and conduct, but relatively few choose to wear turbans. Young Sikh boys, instead of wearing a turban, often cover their uncut hair, which is tied in a top-knot, with a simple piece of fabric.

Along with the aforementioned physical identifiers, Guru Gobind Singh went further in distinguishing Sikhs. In Indian society, an individual's name reveals one's caste and social status. Guru Gobind Singh freed Sikhs from the rigid caste system by ordering all Sikh males adopt the surname "Singh," meaning a lion, and women use the surname "Kaur" meaning princess, thus shedding their caste identity. Each year, Sikhs worldwide commemorate and celebrate the historic events of Vaisakhi 1699 as a milestone in Sikh history when Guru Gobind Singh decreed the formation of the Khalsa and fashioned the nation of Sikhs.
The Sikh Scripture
Guru Gobind Singh (pictured to the right) also decreed an end to the line of Gurus in human form. The writings of the earlier Gurus were collated along with those of Hindu and Muslim spiritual figures whose teachings strongly resonated with Sikh beliefs. This collection of writings is known as Guru Granth Sahib, a uniquely ecumenical and eclectic collection of spiritual writings. For Sikhs, Guru Granth Sahib is the repository of all spiritual knowledge and authority. In temporal matters all authority rests with the Sikh community worldwide acting democratically and in mindful prayer with an awareness of the spiritual heritage which is embodied in the Guru Granth. Sikhs revere the ten Gurus, Guru Nanak to Guru Gobind Singh, because they delivered the divine word of the one, timeless God. The word "Guru" acquires, therefore, a very special meaning for Sikhs. It is reserved only for the ten Gurus who gave us the divine message and to this message contained in the Guru Granth Sahib.
The Gurdwara
The Sikh place of worship, or Gurdwara, is more than a place of worship. It has historically served as a refuge for the homeless and the destitute. Gurdwaras usually display the Nishan Sahib, a saffron-colored triangular flag bearing the khanda, the symbol of the Sikh faith. Visitors, irrespective of their religion, are offered shelter, comfort, and food. The prerequisites for entering a Gurdwara are removing shoes and covering one's head with a handkerchief, scarf, or other cloth.

In a Gurdwara, no special place or seat may be reserved or set aside for any dignitary, as all are considered equals. The service consists of singing of the liturgy, as well as the exposition of Sikh history, tradition, and theology. Non-Sikhs are always welcome. Sikh gurdwaras all over the world usually run free community kitchens, which provide meals to all. These kitchens are run and funded by volunteers. In traditional Indian society, people of high and low caste were rigidly segregated. To combat this social problem, the Sikh community kitchen, or langar, requires everyone to sit side by side and eat together, thereby teaching the concept of equality by shattering all barriers of caste and class. Every major city in the United States and Canada has Sikh gurdwaras and they are open to all.
The Sikh Way of Life
Sikhism is a practical religion and Sikhs are a pragmatic people. The emphasis is on a leading a worldly, successful life as a householder and a contributing member of society, but with the mind attuned to an awareness of God. Sikhism rejects all distinctions based on caste, creed, gender, color, race, or national origin. For Sikhs, God is not found in isolation or by renouncing the world, but is attained as an active family member and member of one's community. The word "Sikh" means student. Therefore, a Sikh is and remains a student of the meaning of life. The core values of Sikhism are derived from three equally important tenets: an honest living and an honest day's work, sharing with others what God and life have given, and living life fully with an awareness of the divine within each of us. Sikhism enunciates a philosophical concept termed Miri-Piri, which means living a life with an active, strong sense of commitment to the world and humanity, governed and directed by a strong foundation and underpinning of spirituality. Thus, the Sikh ideal is to strike a perfect balance and integration of these two states of existence.

In matters that affect the Sikh community, Sikhs have throughout history followed a simple but effective mechanism whereby individual voices are heard and decisions reflect the current state of knowledge, information and technology. In all such matters, and in honor of the first five Sikhs who heeded the call of Guru Gobind Singh in 1699, the voice of the community is channeled through five initiated Sikhs selected and authorized to resolve issues and speak as the voice of the community. Sikhs believe that God and Guru pervade the congregation when five Sikhs act in mindful prayer. Decision making, thus, becomes a collective process. Sikhs do not have a priestly hierarchy with its associated ecclesiastical authority.

Women

The Sikh faith is committed to the equality of women, and necessarily so, as it defines God as gender neutral, perhaps one of the few major world religions to do so. There is no activity in a gurdwara or within the community that is permitted to a man but not to a woman. There is no religious function from which women are barred at any time of their lives.

Dietary Restrictions
Sikhs have no food taboos except those that stem from one simple injunction - a life of moderation in which we shun all that harms the body or the mind. Animal sacrifice is forbidden and so is the consumption of animals killed in such manner. This also means that all intoxicants - tobacco, alcohol or any mind altering "recreational" drugs - are forbidden.

Other Religions
Sikhism recognizes the universal truths that underlie all human endeavors, religions, and belief systems, though people differ in how they institutionalize those beliefs into a code of conduct and a way of life. Much as Sikhs love their religion, Sikhism is equally respectful and accepting of other ways of life and beliefs. Sikhism asks a non-Sikh to discover and live the essential message and meaning of his or her own religion so that a Christian can become a better Christian, Jew a better Jew, Hindu a better Hindu, while a Sikh becomes a better Sikh.

Adapted from "Sikhs and their Religion" by Dr. IJ Singh and from SALDEF.org

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Who are Sikhs? What is Sikhism? | SikhNet

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The Sikh community invites all people to join them in bringing about mutual understanding and deep respect for all people. Since Sept. 11th, Sikhs, like other Americans, have been grappling with grief and fear. But their fear is not only about another assault from outside.

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Episode #63: Zaretta Hammond - Trauma Informed Educators Network Podcast

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Episode #63: Zaretta Hammond - Trauma Informed Educators Network Podcast

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Episode #63:  Zaretta Hammond - Trauma Informed Educators Network Podcast

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ABOUT CTA

With a long history of working with high-risk children through education, research and the dissemination of innovation, CTA's insight remains online as a shared resource.

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During its long tenure, a major activity of the CTA was to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children. The "translational neuroscience" work of the CTA resulted in a range of innovative programs in therapeutic, child protection and educational systems.

Etienne Wenger, a leading social learning theorist, defines communities of practice as groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. This model has been discussed as optimal for promoting social change in our current complex world. The CTA worked to create these collaborative working relationships between organizations and individuals to most effectively promote positive change for children.

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The CTA started as a typical center of excellence in an academic setting, initially at The University of Chicago and later at Baylor College of Medicine. Over time however, it was clear that the problems of abuse and neglect in children were much more complex and multi-dimensional in ways that our medical model was unable to address.

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A medical school centered work group investigating and solving physiological problems in humans makes sense. Solving problems which involve parenting, education, the law, child protection systems, mental health, law enforcement and a host of related systems across every professional discipline is more challenging. In response to this challenge we created this collaborative, interdisciplinary virtual Center of Excellence, The ChildTrauma Academy.​

THE HISTORY OF OUR MISSION & STRATEGY

The ChildTrauma Academy set out to help improve the lives of traumatized and maltreated children - by improving the systems that educate, nurture, protect and enrich these children. We focused our efforts on education, program consultation, research and disseminating innovations in the field.

Essential to this process was the collaboration of all sectors of society. As such, we engaged in a continuous process of identifying key partners, drawn from academia, the corporate world, private organizations and public sector systems. While each partnership had a distinct focus- identifying best practices in child protection, evaluating the latest research in child development, defining optimal ways to provide resources to parents or creating a novel therapeutic approach with traumatized children- all engaged in the continuous process of testing, refining and distributing innovations that can improve children's lives.

OUR EVOLUTION

In late 2018, the Neurosequential Network was formed to develop a whole host of online trainings for front-line professionals working in education, mental health, coaching, early childhood and research. The new entity continues to serve professionals from around the world at www.neurosequential.com.

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ABOUT CTA With a long history of working with high-risk children through education, research and the dissemination of innovation, CTA's insight remains online as a shared resource. ​ During its long tenure, a major activity of the CTA was to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children.

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Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K–5 Illustrated Edition by Susan E. Craig (Author), Jane Ellen Stevens (Foreword)
Susan Craig’s book Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives is a great choice for an a school-wide staff read. It has strong ideas for educators ready to create a school culture based on safety and resiliency. Plus, pass along the tips on helping children self-regulate their emotions to every teacher in your school.

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10 Things About Childhood Trauma Every Teacher Needs To Know

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10 Things About Childhood Trauma Every Teacher Needs To Know

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10 Things About Childhood Trauma Every Teacher Needs To Know

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With grief, sadness is obvious. With trauma, the symptoms can go largely unrecognized because they mimic other problems: frustration; acting out; or difficulty concentrating, following directions, or working in a group. Students are often misdiagnosed with anxiety, behavior disorders, or attention disorders rather than understood to have trauma that drives those symptoms and reactions.

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Childhood Trauma: Expert Answers to Tough Questions From Real Teachers

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Childhood Trauma: Expert Answers to Tough Questions From Real Teachers

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When kids in our classrooms are hurting from traumatic experiences like divorce, bullying, and abuse, we want to help-but it can be hard to know just what to say or do. We collected real questions from teachers in our Facebook community about these tough situations and asked trauma expert Dr. Caelan Soma, chief clinical officer and senior trainer at Starr Commonwealth, a nonprofit organization that provides schools with resources to help children experiencing trauma, to share her best advice.

Q: "How can I help my first grade student whose family is going through a really difficult divorce? I am seeing regression in my student and a lot of anxiety around pickup and drop-off, and I want to approach her parents in a useful and non-confrontational way."

A: Divorce is tough on students when they're at home and at school, and your student is lucky to have a teacher who recognizes that and wants to help. Let the parents know you are noticing changes. Don't bring up the divorce. Focus on the child and what you are seeing in class. If they tell you about the divorce, you are in the know, but don't speculate. This will make the parent feel defensive and view you as placing blame rather than trying to help. Instead, ask them what behavior they're seeing at home. Ask if there is anything you can do. The child will benefit most from consistency and routine in the classroom. Try to give your student ways to calm down on a sensory level-like breathing or stretching-to work through anxiety she may be feeling from home. While it may be frustrating that you can't control what happens when your student leaves your classroom, you can feel good about the fact that the strategies you teach your student to use at school can translate to help her deal with the stress she experiences at home too.

Q: "How can I support my sixth grader whose grandmother just died? They were very close, and he just can't seem to focus in class and is so withdrawn that I'm worried about him. How should I react? At what point do I contact a counselor or call a parent?"

A: Teachers are such caring individuals, and it's so hard when they have constant worries about one of their students. While it may look like an oppositional behavior, your student may just need time to heal and to know you understand. You can normalize the reaction by telling your student, "I get it. It's hard to pay attention. It's going to come out of nowhere and you're going to feel sad." Give your student the OK to tell you if he needs to get a drink or put his head down during the day. Let his parents know about the changes and tell them you will keep in touch to update them on how things are improving or not. A school counselor may be helpful, but you don't need to move to an intervention until the normal grief response period of six to eight weeks has passed. Generally, with emotional support at home and at school, a grieving child's heart will heal significantly during that time period.

Q: "How can I help a second grader in my class who comes in from recess most days on the verge of tears because of bullying on the playground? I've not seen it in my classroom, and he hasn't confided in me."

A: Thank you for keeping your eyes and ears open to potential bullying in your school. It's best to address the problem head-on. Ask the student and others, such as the recess monitor, what is happening. Link the student with a peer buddy and an adult he feels safe going to or giving a signal to when he is not having a good day. The code can be a wink or a silly word to alert someone he needs support. Bullying doesn't have to be violent. It can be a look or a whisper. While it might not seem traumatic to adults, peers are the center of kids' lives, and if they aren't accepting of them, that's traumatic. Intervene before the situation spirals into something that's out of control, and you'll be able to help your student on the road to happier days at school.

Q: "We had a 14-year-old girl in our school commit suicide, and everyone is in shock. How can I help my students get through this? This is the second suicide of a young girl this year."

A: It can be very upsetting for both teachers and students when a student commits suicide. There is a lot of concern that talking about suicide and how it happened will lead to "contagion"-making other kids do it-but there is no research to back up that worry. For many kids, it's the opposite, and for them, it's better to talk about the situation. But remember, reactions vary. The event will be very upsetting to some of your students and not to others. We have to respect all symptoms and reactions. There is a continuum and everyone is going to be on a different page. Schools can offer an outlet for kids who are having the hardest time to come together to process the event, but no one should be required to talk about it. Make it optional. It's best, too, that memorials-for any death-take place outside of school for the same reason. Students should have the choice to participate. It has nothing to do with disrespecting the family or not caring, but it has everything to do with respecting everybody else. When you respect and honor each student's individual reactions, you help create a supportive environment that allows everyone to process and heal in his or her own way.

Q: "I have a fifth grader who has been placed in three different foster homes in the past year. What can I do to help him stay on track? His home life is so unstable, and I can see it's affecting him at school too."

A: It's really hard for a teacher to see a student bounced around from foster home to foster home. The best thing you can do is to be the constant, stable person in your student's world-and sometimes that's enough. You don't have control of what goes on outside your classroom. To have one consistent, caring adult in the life of a child-even if it's not a caregiver or a parent-is one of the most beneficial characteristics of building resilience.

Q: "I'm having trouble connecting with one of my third graders whose family is homeless and lacks support at home. What can I do? Her mother is so overwhelmed that she basically told me she didn't have energy to help her daughter or care how she is doing in school. I want to engage and motivate my student, but the mom's attitude is rubbing off on my student."

A: When parents aren't emotionally available to support the positive things happening in the classroom, it can be really frustrating for teachers. It usually helps to shift the lens away from what you think is wrong with the mom to look at what's happening in her world. The mom is in crisis and survival mode. Likely, she does care, but her priority is finding a place to live. Find a time to talk to her informally and briefly-no need for a big meeting, which could make her feel uncomfortable and defensive. Reframe the experience, rather than putting the blame on the mom. Tell her you know it's a tough time and validate her feelings. Say to her, "I know you care. You just have so much going on now, but your daughter needs you to tell her you care and school is important." Then ask how you can help. Separately, tell your student that you understand her mom is working hard, and it might not seem like she cares, but she really does-and so do you. Ask her how you can help. You may need to modify homework expectations or set up a peer support person to help her with assignments. The support and understanding you give to the parent and the student will help everyone connect and motivate your student to succeed.

Q: "I'm in my second year teaching middle school, and both years I've had a student in my class find out she's pregnant. How can I support these girls? What do they need to hear from me? It's such a sensitive situation."

A: Teen pregnancy can be an overwhelming experience for these girls, but having a teacher like you who cares about their education can be invaluable. Treat the girls who are pregnant like the rest of the girls in the class. Do acknowledge that they are pregnant, but don't make a big deal about it. Be proud of them for coming to class. When they know their teacher thinks it's brave for them to stay in school, they'll be more likely to keep coming to class.

Q: "How do I make school a safe place when I teach in one of the most dangerous cities in the country? It seems like there's not a week that goes by when the students aren't telling me about a stabbing or drive-by shooting. How do I help my students cope with ongoing news of student deaths as the result of violence and gang activity? What can I do to create a safe environment for them at school?"

A: It's so tough for caring teachers to know they can't control what's happening to their students outside the classroom. The best thing you can do is be consistent inside your classroom. Have routines and try to connect with students. You may hear students say, "What's the point?" Engage them in activities that allow them to feel some sense of hope-even if it's just talking about activities in the near future that they are looking forward to doing. Allow for movement and physical-activity breaks in the classroom, so they can have some fun. Encourage them to seek out safe places, and become an advocate for after-school programs, clubs, and equipment in the parks. Your encouragement and effort will go a long way in helping them stay away from situations that may put them in harm's way.

Q: "How can I support a high school student whose mother has terminal cancer and is in hospice care? What is the right thing to say to him? How can I accommodate him?"

A: Your student is lucky to have a compassionate teacher who wants to say the right thing. You can let the student know you understand his mom is sick and you are available to talk. Ask if there is someone to support him at home. Sometimes all the focus shifts to the sick person, but others in the family suffer and there is some unintentional neglect. Pay attention to changes in academics or behavior and make an accommodation if needed. Your caring support will be a bright light for this student during a very difficult and sad time in his life.

Q: "A 10th grade girl in my class was physically abused by her dad. How do I balance her need for support with the comfort level of her classmates? She's been sharing a lot of details with other kids in class, and I can see it's making them feel uncomfortable. I want to support her, but I also want to help her understand when it is appropriate to share."

A: This type of situation can leave teachers feeling torn: You want to help the student who is suffering, but you also want to make sure the other students are comfortable in your classroom. It's best to be direct. You want to protect the girl who was abused, but you also need to protect the other kids. Take her aside discretely and let her know it's appropriate to share with a very close friend who desires to listen, a teacher or counselor, but it is not appropriate to share with everyone. When other students hear the details, they may perceive it can possibly happen to them, which can cause post-traumatic stress reactions in those students too. It doesn't have to actually happen to them for it to worry them. If other kids are complaining, let them know they can come to you if she shares too much with them. They have a right not to be exposed to the discussion. Even though this may feel like a difficult conversation to have with a student, it will help her-as well as the rest of your class-feel safe and supported.

Q: "I have a second grader who was sexually abused by her uncle, and I fear for her safety. What should I do? She tells me her family still sees him-even at their house, and I'm worried about the situation."

A: Thank you for being concerned and asking this important question. You should contact a school social worker and the principal. If you know this information, you are a mandated reporter. If the child is at risk of harm, you need to report it to be investigated. That's a serious situation, and you can help your student greatly if you get the appropriate people involved as soon as possible.

Q: "How do I handle one of my special ed students in ninth grade with behavioral difficulties who had a close friend who was murdered? He's sharing some pretty intense emotions in class, and I can't imagine how difficult it must be for him to process."

A: Especially when teachers are working with special education students, it can be hard to know when to draw the line. The classroom isn't the best place for the student to share the details of what happened. Sometimes we see acting-out behavior as that becomes the only way the student is able to communicate their anger and frustration. But if the child is risking his safety or the safety of others, he should not be in the classroom. If it's to that level, it's escalated and it's too much. In that case, the student definitely needs to be linked with a professional and removed from the classroom if safety is an issue. To best help this child, you should follow your school's protocol for handling the behavior.

Q: "What should I do to work through my fourth graders' grief over a student in our school who was killed in a car accident recently? Many of my students have never known anyone who died-let alone someone their own age."

A: When tragedy strikes a community, it can affect the children in your classroom, and it can be tough on teachers too. People are often really curious to know the details. By giving the facts, you can reduce the rumor mill. It's important for some brief notification to go out from the superintendent or principal that tells the community what happened-only to the point the family approves. Some kids will have more questions than others, and it's best to answer to their level of curiosity. These events can sometimes make people feel helpless, and they want to do something to respond. Ask students if they'd like to make cards for the family to send their condolences, which is a compassionate way to support the family and help your students positively express their emotions.

Q: "Our community just experienced a tornado. How can I help my students get through this rough time and feel secure again? Many of my students are struggling in temporary housing. Others are scared whenever the sky looks threatening."

A: When an event such as a natural disaster occurs and is so widespread that it affects the entire community, sometimes there can be a long period of transition where people are out of sorts. Acknowledge to your class that things are not like they were and it may be rocky. As people rebuild or another storm comes, memories can resurface along with feelings of stress. Natural disasters are so difficult because they affect so many people and they are unknown. It can lead to a chronic state of stress that may last up to a year as the family resettles, but your constant caring and support will make this time a lot easier on your students.

Bottom-Line Message
As teachers, we want to do whatever we can to help our students who are suffering. "Many times, however, the situations your students experience are so complicated, the best thing you can do is be there to listen," says Soma. She adds, "Caring can be more powerful than any academic lesson and may be just what a child in trauma needs most."

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Childhood Trauma: Expert Answers to Tough Questions From Real Teachers

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When kids in our classrooms are hurting from traumatic experiences like divorce, bullying, and abuse, we want to help-but it can be hard to know just what to say or do.

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Sometimes anxiety is easy to identify - like when a child is feeling nervous before a test at school. Other times anxiety in the classroom can look like something else entirely - an upset stomach, disruptive or angry behavior, ADHD, or even a learning disorder.

There are many different kinds of anxiety, which is one of the reasons it can be hard to detect in the classroom. What they all have in common, says neurologist and former teacher Ken Schuster, PsyD, is that anxiety "tends to lock up the brain," making school hard for anxious kids.

Children can struggle with:

Separation anxiety: When children are worried about being separated from caregivers. These kids can have a hard time at school drop-offs and throughout the day.

Social anxiety: When children are excessively self-conscious, making it difficult for them to participate in class and socialize with peers.

Selective mutism: When children have a hard time speaking in some settings, like at school around the teacher.

Generalized anxiety: When children worry about a wide variety of everyday things. Kids with generalized anxiety often worry particularly about school performance and can struggle with perfectionism.

Obsessive-compulsive disorder: When children's minds are filled with unwanted and stressful thoughts. Kids with OCD try to alleviate their anxiety by performing compulsive rituals like counting or washing their hands.

Specific phobias: When children have an excessive and irrational fear of particular things, like being afraid of animals or storms.

Here are some tips for recognizing anxiety in kids at school, and what might be causing it.

Inattention and restlessness

When a child is squirming in his seat and not paying attention, we tend to think of ADHD, but anxiety could also be the cause. When kids are anxious in the classroom, they might have a hard time focusing on the lesson and ignoring the worried thoughts overtaking their brains. "Some kids might appear really 'on' at one point but then they can suddenly drift away, depending on what they're feeling anxious about," says Dr. Schuster. "That looks like inattention, and it is, but it's triggered by anxiety."

Attendance problems and clingy kids

It might look like truancy, but for kids for whom school is a big source of anxiety, refusing to go to school is also pretty common. School refusal rates tend to be higher after vacations or sick days, because kids have a harder time coming back after a few days away.

Going to school can also be a problem for kids who have trouble separating from their parents. Some amount of separation anxiety is normal, but when kids don't adjust to separation over time and their anxiety makes going to school difficult or even impossible, it becomes a real problem. Kids with separation anxiety may also feel compelled to use their phones throughout the day to check in with their parents.

Disruptive behavior

Acting out is another thing we might not associate with anxiety. But when a student is compulsively kicking the chair of the kid in front of him, or throws a tantrum whenever the schedule is ignored or a classmate isn't following the rules, anxiety may well be the cause. Similarly, kids who are feeling anxious might ask a lot of questions, including repetitive ones, because they are feeling worried and want reassurance.

Anxiety can also make kids aggressive. When children are feeling upset or threatened and don't know how to handle their feelings, their fight or flight response to protect themselves can kick in - and some kids are more likely to fight. They might attack another child or a teacher, throw things, or push over a desk because they're feeling out of control.

Trouble answering questions in class

Sometimes kids will do perfectly well on tests and homework, but when they're called on in class teachers hit a wall. There are several different reasons why this might happen.

"Back when I was teaching, I would notice that when I had to call on someone, or had to figure out who's turn it was to speak, it was like the anxious kid always tended to disappear," says Dr. Schuster. "The eager child is making eye contact, they're giving you some kind of physical presence in the room like 'Call on me, call on me!' " But when kids are anxious about answering questions in class, "they're going to break eye contact, they might look down, they might start writing something even though they're not really writing something. They're trying to break the connection with the teacher in order to avoid what's making them feel anxious."

If they do get called on, sometimes kids get so anxious that they freeze. They might have been paying attention to the lesson and they might even know the answer, but when they're called on their anxiety level becomes so heightened that they can't respond.

Frequent trips to the nurse

Anxiety can manifest in physical complaints, too. If a student is having unexplained headaches, nausea, stomachaches, or even vomiting, those could be symptoms of anxiety. So can a racing heart, sweaty palms, tense muscles, and being out of breath.

Problems in certain subjects

When a child starts doubting her abilities in a subject, anxiety can become a factor that gets in the way of her learning or showing what she knows. Sometimes this can be mistaken for a learning disorder when it's really just anxiety.

However anxiety can also go hand in hand with learning disorders. When kids start noticing that something is harder for them than the other kids, and that they are falling behind, they can understandably get anxious. The period before a learning disorder is diagnosed can be particularly stressful for kids.

Not turning in homework

When a student doesn't turn in her homework, it could be because she didn't do it, but it could also be because she is worried that it isn't good enough. Likewise, anxiety can lead to second guessing - an anxious child might erase his work over and over until there's a hole in the paper - and spending so much time on something that it never gets finished. We tend to think of perfectionism as a good thing, but when children are overly self-critical it can sabotage even the things they are trying their hardest at, like school work.

You might also notice that some anxious kids will start worrying about tests much earlier than their classmates and may begin dreading certain assignments, subjects, or even school itself.

Avoiding socializing or group work

Some kids will avoid or even refuse to participate in the things that make them anxious. This includes obvious anxiety triggers like giving presentations, but also things like gym class, eating in the cafeteria, and doing group work.

When kids start skipping things it might look to their teachers and peers like they are uninterested or underachieving, but the opposite might be true. Sometimes kids avoid things because they are afraid of making a mistake or being judged.

Dr. Schuster notes that when kids get anxious in social situations, sometimes they have a much easier time showing what they know when teachers engage them one-to-one, away from the group.

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How Does Anxiety Affect Kids in School? - Child Mind Institute

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Sometimes school anxiety is easy to identify - like when a child is feeling nervous before a test at school. Other times anxiety in the classroom can look like something else entirely - an upset stomach, disruptive or angry behavior, ADHD, or even a learning disorder.

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20 Ways To Help Students Who Struggle With Anxiety

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20 Ways To Help Students Who Struggle With Anxiety

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Chances are you've seen a significant increase in the number of students who struggle with mental health over the past several years. According to JAMA Pediatrics, even before the pandemic, the rate of child and adolescent anxiety increased 27% between 2016 and 2019. By 2020, more than 5.6 million youths were diagnosed with anxiety. With symptoms such as trouble concentrating, an upset stomach, or sleeplessness, anxiety can be one of the most debilitating challenges students face in classrooms today.

We know anxiety is more than just "worries." It can influence classroom performance just as much as any other learning disability. Kids who are worried and anxious aren't doing it on purpose. The nervous system acts automatically, especially when it comes to worry (which often stems from fight-or-flight reflexes). That's why phrases like "just relax" or "calm down" aren't helpful. But with practice, kids can learn to slow down their anxious brains, and we can learn to help them. Here are a few ways you can help anxious kids in the classroom.

1. Educate yourself about anxiety

The more you understand about anxiety, the more you can arm yourself with strategies to help your students. This article from district superintendent Jon Konen provides a definition of anxiety, its causes, how to recognize it, types of anxiety disorders, and, most importantly, how you can help as a teacher.

2. Create strong bonds

Building strong bonds and connecting to youth can protect their mental health. Schools and parents can create these protective relationships with students and help them grow into healthy adulthood. Try these 12 Ways To Build Strong Classroom Community.

3. Practice those deep breaths

When people slow down their breathing, they slow down their brain. When I notice that one of my kids is struggling with anxiety, I'll often lead the whole class in a breathing exercise. It helps the child who is overwhelmed and usually a few other kids too. Sometimes I'll do it just because the whole class is squirrelly and we need to focus. Slow, deep breaths are the key. This article about belly breathing describes the process I like to use with my kids. It works every single time.

4. Take a break and go outside

Being out in nature can also calm an anxious brain. Sometimes just a change of scenery is what makes the difference. Breathing the cool air or making time to notice chirping birds can also calm an overactive worrier. Asking students to carefully observe their environment can help them turn the focus away from their worries and toward something more tangible: How many different kinds of trees do you see? How many different bird songs do you hear? How many different shades of green are in the grass?

It doesn't hurt for us to take a mental break sometimes too. Check out 20 Terrific Guided Meditation for Teachers.

5. Talk openly about anxiety

Don't set anxiety up as something you want (or should) get rid of. It's part of life, and it's not realistic to think it'll go away completely. You can help students see and understand this in your own actions. Check out this great article of what you should (and shouldn't) do when working with kids dealing with anxiety.

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6. Tackle the topic with a good book

Often, when one of my kids is struggling, the school counselor will come and share a picture book about managing anxiety with the entire class. Some kids may not be receptive to direct, one-on-one intervention, but they will respond beautifully if they know the whole class is receiving the same information. Check out this list of great books for kids with anxiety.

7. Get kids moving

Exercise helps anyone who is feeling anxious. Anxiety can end up looking like anger, so if you see this, try taking a movement break. You probably already have some favorite ways to do this, but if you're looking for some ideas, check out our video above. You can also get the free set of printables for that right here.

8. Try walking and talking

Building on the moving idea, if you have a student that needs some one-on-one attention, try the " On My Walk " activity. I used to have a student who struggled a lot with anxiety, and this worked great with her. After a couple of loops around the playground with me, everything would feel a little better. Our walk served three purposes: 1. It removed her from the situation. 2. It gave her a chance to explain the issue to me. 3. It got her blood pumping, which clears out the anxiety-producing energy and brings in the positive exercise endorphins.

9. Focus on the positive by having students keep a gratitude journal

The brain is incapable of producing anxious thoughts while it is producing positive thoughts stemming from gratitude. If you can trigger a positive train of thought, you can sometimes derail the anxiety. I knew a teacher who had his fifth graders keep gratitude journals, and every day they would record at least one thing they were thankful for. When his students seemed overwhelmed by negativity or mired in anxiety, he'd encourage them to reread their journals.

Check out the video above for another inspiring teacher or these 22 videos to help kids understand gratitude.

10. Validate students' feelings

Before trying to problem-solve with students who are in the midst of racing thoughts or have completely shut down, Phyllis Fagell, a school counselor and therapist based in Maryland and Washington, D.C., recommends validating their feelings. For instance, saying, "If I was afraid I might look dumb, I'd be worried about raising my hand too," may reduce the impact of anxiety and help a student relax, develop trust, and feel understood. Fagell also reminds teachers not to shame anxious students. For more, check out the full article from WGU.

11. Remind kids to eat healthily and stay well

For the most part, teachers don't really have a lot of control over what students eat and how much they sleep, but these things do matter when it comes to managing anxiety. Not surprisingly, a healthy diet and plenty of sleep make a difference in how well a student is able to handle situations that could be overwhelming. It's one of the reasons that snack and rest time are an essential part of the day for preschoolers!

For your younger students, check out 17 tasty books that teach kids about nutrition and healthy eating habits for a list of picture books about healthy eating.

12. Encourage families to make sure their children are getting enough sleep

With all the extracurricular activities available to kids, not to mention the allure of high-stimulus technology, many kids are just not getting the amount of healthy sleep they need. According to the CDC, children ages 6-12 need as much as 9-12 hours of sleep each night. Preschoolers need even more (10-13 hours), and teens need between 8 and 10 hours. A solid night's sleep does wonders for improving mood, concentration, and outlook. Good sleep quality is also essential. Encourage healthy sleep habits in your students with these Tips for Better Sleep.

13. Create a space where kids can express their anxiety

You've probably heard of classroom safe spaces, and this is a great option to offer if you have students dealing with anxiety. A safe space is a comfy zone in the classroom where kids can go to decompress and regroup. Many teachers include glitter jars, headphones, books, or other items to help kids get back on track.

14. Use fidgets

Another helpful idea, which can stand on its own or be part of your safe space, is offering students classroom fidgets. Sometimes this can work wonders in just giving kids an outlet for their amped-up energy. Here are 39 of our favorite classroom fidgets.

15. Try aromatherapy

Aromatherapy is thought to help activate certain receptors in the brain, potentially easing anxiety. Whether in the form of essential oil, incense, or a candle, natural scents like lavender, chamomile, and sandalwood can be very soothing. Check for sensitivities among your students before introducing a scent to the whole class. An alternative could be an unlit candle, dried herbs, or a sachet treated with essential oil kept in the classroom safe space for students to use individually.

16. Teach kids to recognize their warning signs

Everyone experiences anxiety differently. For children, signs may include shortness of breath, stomachaches, or inability to settle down and concentrate, among others. Coaching students to recognize their unique triggers and warning signs can help them know when to take a step back. Integrate social-emotional strategies throughout the day to help students learn to manage their anxiety.

17. Incorporate Zones of Regulation strategies

Students with anxiety need concrete, easy-to-use strategies to help them cope. Rooted in cognitive therapy, Zones of Regulation is a curriculum developed to help kids understand and learn to manage their emotions. This informative article offers 18 helpful strategies.

18. Offer individual accommodations

For older students, accommodations can make all the difference. Many students struggle with performance anxiety, especially when it comes to tests. When a student is feeling anxious, their brain simply can't function as effectively. When we can set up our tests and assignments so anxious kids are less stressed, they'll likely perform better. Extended time and cue sheets could help kids who suffer from test anxiety. For other accommodations for kids who struggle with anxiety, check out this list from Worry Wise Kids.

The good news about anxiety is that it is one of the most manageable mental-health struggles that children face in the classroom. With the right support and strategies, most children are able to develop strategies that help them manage their anxiety.

The Child Mind Institute offers a " Symptom Checker " to help inform you about a student's possible diagnoses and information and articles to help facilitate a conversation.

19. Mind your classroom management

Schools play a critical role in helping students manage anxiety by creating environments where all students feel that they are cared for, supported, and belong. Certain classroom management approaches strengthen school connectedness. From teacher expectations and behavior management to student autonomy and empowerment, these strategies make a difference.

20. Teach inclusivity

Poor mental health is a growing problem for children and adolescents. According to a JAMA Pediatrics meta-analysis of 29 studies including 80, 879 youths, the prevalence of depression and anxiety symptoms has significantly increased, remains high, and therefore warrants attention.

And some groups are affected more than others. In a report by the CDC, feelings of anxiety and depression were found to be more common among lesbian, gay, or bisexual students and female students. Almost half of lesbian, gay, or bisexual students and nearly one-third of students not sure of their sexual identity reported they had seriously considered suicide-far more than heterosexual students. It is essential that schools put serious effort into creating safe, inclusive classrooms and invest in curricula that supports equity. Here are 50 Tips for Facilitating a More Inclusive Classroom and 5 Ways Social-Emotional Learning Can Help Your Class Become a More Inclusive Community.

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20 Ways To Help Students Who Struggle With Anxiety

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If you have students with anxiety in your classroom, words like "relax" don't help. Instead, try these ideas.

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8 Ways a Child's Anxiety Shows Up As Something Else

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8 Ways a Child's Anxiety Shows Up As Something Else

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Anxiety Presents Itself in Many Different Ways...

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Anxiety Presents Itself in Many Different Ways...

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5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom

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5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom

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5 Ways Teachers Can Address Socioeconomic Gaps in the Classroom - Social Studies

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For my first permanent teaching position, I was lucky enough to fill a history position at a small K-8 school in a rural community.

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Effective strategies for supporting students from low socio-economic backgrounds

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Effective strategies for supporting students from low socio-economic backgrounds

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Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff

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Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff

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Education & Socioeconomic Status Affect Our Society

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Education & Socioeconomic Status Affect Our Society

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Jesus is also often referred to as the Messiah, or Christ.

Most Christians believe that Jesus is the Son of God, and that his coming was predicted in the Old Testament of the Bible.

Jesus' teachings and his life are documented in the New Testament of the Bible.

Christians believe that Jesus will return to earth in the Second Coming of Christ one day to judge humans for their sins and to grant eternal life to those who believe in and follow his teachings.

In Christianity, the word gospel is used to refer to the written accounts of Jesus' life.

The Ten Commandments are biblical principles of Christianity. Although different denominations have different interpretations, they have major similarities. Most interpretations prohibit murder, theft, adultery, blasphemy, and worshipping idols other than God. Keeping the Sabbath is also commonly observed.

The Roman Catholic Church is the largest Christian denomination in the world today. Roman Catholics make up approximately half of the world's Christians.

There are approximately 800 million Protestant Christians worldwide today.

Approximately 160 million of the world's Christians are Orthodox.

Today there are approximately 6 million Christianity books in print.

Each year approximately 78.5 million Bibles are distributed worldwide.

The religious professionals of Christianity include priests, bishops, archbishops, patriarchs, pastors, ministers, preachers, and deacons.

Christian places of worship include churches, chapels, cathedrals, basilicas, and meeting halls.

Many Christians believe in angels, devils, demons, the Holy Spirit, Salvation, Mary - Mother of Jesus, Purgatory, heaven and hell.

Christians believe in one God, essentially a trinity of Holy Spirit, Father, and Son.

Christians believe that the afterlife includes an eternal heaven or hell depending on whether the individual has faith in God, in Christ's resurrection, and how they lived their life and worshipped God.

Christian holidays include Advent, Christmas, Epiphany, Lent, Good Friday, Easter, and All Saint's Day.

Christianity teaches that there are seven deadly sins including pride, greed, lust, envy, gluttony, anger, and sloth.

Baptism in the Christian faith can have different meaning. Some believe it makes the person being baptized a member of the church while others believe it is linked to salvation or that it can strengthen a person's faith.

Although Christianity is the largest religion in the world, and practiced in many countries around the world, it is mainly practiced in North America, South America, and in Europe.

Aside from Jesus Christ, other prominent figures of Christianity include Jesus' mother Mary, Abraham, the Apostle Paul and John the Baptist.

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Christianity is a religion based upon Jesus of Nazareth's life and his teachings. It is the largest religion in the world today with more than 2.2 billion followers. Jesus was born in approximately 7 BC and it is believed he began teaching in Galilee after his 30 th year.

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Christianity - Dogma, Definition & Beliefs

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Christianity is the most widely practiced religion in the world, with more than 2 billion followers. The Christian faith centers on beliefs regarding the birth, life, death and resurrection of Jesus Christ.

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September 27, 2022

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Christianity 101 | National Geographic Society

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Media Credits The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited. Web Producer other Last Updated September 27, 2022

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What is Christianity? explained in 2 minutes

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What is Christianity? explained in 2 minutes

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What is Christianity? explained in 2 minutes