Contents:
- INCLIVE SEXUAL HEALTH EDUTN FOR LBIAN, GAY, BISEXUAL, TRANSGENR,
- REVIEWSEXUALY TN CLUDG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) ISSU SCHOOLS
- 'SEX EDUTN'S' ERIC EFFNG IS SPIRATN TO NIGERIA'S GAYS, SAYS ACTIVIST
INCLIVE SEXUAL HEALTH EDUTN FOR LBIAN, GAY, BISEXUAL, TRANSGENR,
"But on the other si of the , five stat allow negative rmatn on homosexualy and/or a posive ph for heterosexualy. " Winer Universy's Interdisciplary Sexualy Rearch Collaborative is behd the webse, aimed at providg sex tn to Black gay and bisexual webs prove ccial, nsirg how often people pepper their search eng wh qutns – particularly about taboo topics, Sron says.
REVIEWSEXUALY TN CLUDG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) ISSU SCHOOLS
More than 24% of LGBTQ stunts had never had any sex tn schools, acrdg to the Gay, Lbian, and Straight Edutn Network Rearch Instute's Natnal School Climate Survey.
Some of the stat have banned sex tn that "promot a homosexual liftyle, " acrdg to the report, while others require that sex tn foc on "monogamo, heterosexual marriage. Stunts wh stat that ban the posive discsn of LGBTQ sexualy sex tn programs were more likely to hear homophobic ments om school staff, the report says, ls likely to report feelg supported by staff, ls likely to learn about effective rpons to harassment, and ls likely to have LGBTQ rourc schools.
Lbian, gay, bisexual, transgenr, queer, and qutng (LGBTQ) youth need and serve to learn settgs that are clive of their experienc and that give them the tn necsary to stay safe and healthy. No promo homo Rearch Brief - Laws prohibg the “promotn of homosexualy” (often referred to as “no promo homo” laws), are lol or state tn laws that exprsly forbid teachers of health/sexualy tn om discsg lbian, gay, or bisexual (LGB) people or topics a posive light – if at all. Rights and ntentAbstractShould children and adolcents be ted school about genr diversy, cludg lbian, gay, bisexual and transgenr (LGBT) issu?
'SEX EDUTN'S' ERIC EFFNG IS SPIRATN TO NIGERIA'S GAYS, SAYS ACTIVIST
Specifilly, opponents argue that (a) children who learn about LGBT issu school will engage same-sex practic or even bee homosexual, bisexual, or trans* themselv; (b) schools force a particular view on children that stands ntrast to the heteronormative, relig, and/or polil views of parents; and (c) teachers act as role mols and change the sexual orientatn and genr inty of their stunts.
Send, psychologil and soclogil rearch signals that heteronormativy, homosexualy non-acceptance, and negative attus toward LGBT people general are associated wh lower levels of tn and telligence as well as higher levels of relig belief and polil nservatism.
For at-risk sexual mory stunts who show genr nonnformg and genr atypil behavr, schools n create a safe climate and protect adolcent health if they succeed rcg homophobic and transphobic discrimatn, bullyg, peer victimizatn, and verbal, physil, and sexual abe.