Erin Yaremcio

001185125

Dr. Lance Grigg

ED 3603

February 18, 2019

Response to Presentations

Response to LGBTQ Topic: Should A Teacher Be Able to Disclose a Student’s Sexuality?

I selected this presentation as one of my topics for response as though I am not in the

LGBTQ+ community, I consider myself an ally for LGBTQ+ people and rights. In today’s

classroom, children struggle more so than ever, to “figure out” who they are and label

themselves into certain categories. Often, the stress of finding this label or even discovering a

title that may fit, can cause undue stress upon our students due to circumstances beyond our

control. When students have disclosed alarming mental health situations to a teacher who

believes that by telling a parent about the issue, against the child’s wishes, that the issue will

resolve, there are usually one of two outcomes: either the parent(s) are understanding and work

towards finding the supports for the student (with or without disclosing to the student that they

know of their “new” identity), or punishment and reprimands for going against the “norm”.

Although the GSA’s and QSA’s in Alberta Schools: A Guide For Teachers states that the teacher

should never reveal a student’s sexual orientation to another without express consent, it does

state that in instances where the student’s safety and well-being are in danger that the teacher

must ensure that immediate and appropriate attention and support is found. However, the group
themselves came to a rationalized and logical conclusion that this “attention and support” may

include the parents of the student in question. Though I can understand how the group came to

their conclusion and I see the logical process behind their thoughts – I myself have a hard time

believing that a teacher should be able to tell parents a student’s sexual identity even in instances

of alarm. I believe that there are better ways for a teacher to find support and attention for a

student, without ever disclosing a student’s sexual orientation and while considering the

thoughts, feelings and opinions of the student themselves. Due to this inquiry presentation, I

have begun to examine ways in which a teacher can recommend supports for students in a

somewhat vague and ambiguous way (or straightforward and immediate if necessary). And in

order to make these recommendations and even discuss supports that may be available, this topic

reinforced for me that relationships are key. In regards to the laws and regulations that are in

place to protect LGBTQ+ youth, I have begun to look at the teacher‘s (as stakeholder)

responsibilities to their students and the students’ families. When I look at the overarching issue,

and how this presentation has impacted my own thoughts about the issue, I have realized that I

hold my relationships with my students, over my relationship I may have with their families. I

feel that, as in locum parentus, we as teachers are charged with looking after our students - thus

reinforcing my opinion that students come first. Now after the presentation, I have concluded

that although my loyalties lie first and foremost with my students, that I have to consider families

and give them the benefit of the doubt when it comes to intervening in situations where the

student’s life may be at risk.

Mental Health: What is the responsibility of the school(s) to address mental health issues?
 After viewing this presentation on “Mental Health: What is the responsibility of the

school(s) to address mental health issues?” I was able to examine my own expectations of what a

school should provide for students’ mental health.. I selected this presentation to focus on as I

vividly remember my own struggles with mental illness in my adolescence. Although I was (and

still am) a high-performing student that works hard, I struggled (and still struggle) with viscous

testing anxiety and anxiety in general. After a teacher’s intervention which enabled me to access

mental health supports at school, I began to receive supports outside of school as well – which

often led to my absence in classes. Mental health and mental illness are a relevant issue for

educators, because kids can be mean. I know how trivial that last statement sounds, but it is true.

Kids can be horrible, and one of the ways that they will continue to ostracize members of a

school’s community is through stigma. If we are able to reduce the stigma surrounding mental

illness, then overall mental health in the surrounding community will benefit. It’s a “helpful for

all, needed by some” philosophy. I completely agree with each of the stakeholder’s

responsibilities that the presenting group laid out and was appalled (but honestly not that

surprised) at the lack of support that the government provides. One of the questions that was

raised for me, based on the lack of support from the government, was “What has to be done to

ensure that Mental Health is supported in schools? Does funding need to be reallocated? Does

there need to be a province wide initiative started?” I also was able to begin to work off of the

question of what the difference between protective factors and risk factors are, and/or how they

are imbedded in classroom culture and how they can be implemented in a classroom/school.

Although I have raised some questions of my own in response to this presentation, I feel that in

order to resolve my own questions that I will have to dedicate more time, resources and effort

into finding effective solutions and supports for mental health in schools. I was startled by the
fact that for teachers to recommend the usage of medication to parents, it is illegal! I am glad to

have been made aware of this fact, as I feel now like I am better equipped to have meaningful

and informed conversations with parents if the need ever arises.