Introduction
The society has grown more accommodating of varied gender and sexual orientations in recent decades. Simons and Beck (2020) discuss Sexual and Gender Minority (SGM) identity development and provide school counselors with LGBTQ+ adolescent support. Understanding sexual and gender minority (SGM) identity development helps adolescents evolve as gender and sexuality views, practices, and definitions change. This paper summarizes the article’s findings, discusses my agreement with their recommendations, explores cultural changes that allow SGM identity exploration, explains SGM identity from biological and societal perspectives, and describes ways the educational system can create a safe environment for SGM youth.
Findings and Agreement with Recommendations
Simons and Beck’s article emphasizes adolescent SGM identity development and offers school counselors practical advice. Social standards, discrimination, and limited support systems make SGM youth’s self-discovery and acceptance difficult. The principles encourage educational institutions to create welcoming and supportive places. I support the article’s SGM youth advice. School counselors should learn about LGBTQ+ youths’ difficulties and provide an inclusive environment. Support groups and LGBTQ+ books can help students explore their identities safely. Anti-bullying programs and LGBTQ+-inclusive curricula can also foster student acceptance. Simons and Beck (2020) show how societal norms, discrimination, and inadequate support systems affect people. These recommendations address these educational concerns proactively. School counselors should receive thorough training to help LGBTQ+ pupils. SGM youth might feel acknowledged, appreciated, and empowered to be themselves in inclusive educational institutions.
Changes in Cultural Context
Over the past 30 years, cultural shifts have allowed SGM people to more freely express themselves. LGBTQ+ rights and representation in media, politics, and popular culture have been key. Destigmatization of non-heteronormative identities has encouraged people to be themselves. Technology and the internet have helped SGM people find support and services. Social media and online platforms enable information exchange and acceptance. Same-sex marriage, non-discrimination laws, and LGBTQ+ education policies have made society more inclusive. LGBTQ+ rights and well-being have been strengthened through non-discrimination legislation and policies in education, work, and housing. Many schools now include LGBTQ+-inclusive curricula and anti-bullying programs. Such activities improve student understanding, respect, and empathy, creating a more supportive and inclusive learning environment.
SGM Identity from Biological and Societal Perspectives
Sexual orientation and gender identity are multifaceted biologically and socially. Genetics, prenatal hormone exposure, and brain anatomy may influence sexuality, according to research. However, human identity is a complicated mix of genetics, environment, and personal experiences, hence there is no single “cause” for being LGBTQ+. Culture, society, and history shape SGM identity. Diversity is constrained by gender binaries and sexuality norms. Gender and sexuality evolve with civilization. Diverse identities challenge norms, allowing SGM people to openly express themselves. Cultural norms, societal constructions, and historical settings shape SGM identity, which often follows binary gender and sexuality. However, societal progress has challenged these standards, allowing people to explore and appreciate multiple SGM identities, and creating a more inclusive and tolerant atmosphere.
Creating a Safe Place in the Educational System
Educational institutions should expressly prohibit sexual orientation and gender identity discrimination to make SGM youth feel comfortable. LGBTQ+ history and contributions should be included in the curriculum. Teachers should get LGBTQ+, inclusion, and prejudice training to develop an inclusive classroom. LGBTQ+ support groups can help students connect, share, and locate resources. Schools must adopt LGBTQ+-inclusive anti-bullying initiatives. SGM youth will be bullied less. SGM pupils should be able to report bullying and prejudice anonymously in schools. SGM students need knowledgeable, helpful school counselors. LGBTQ+-trained counselors can offer useful support.
Conclusion
Simons and Beck’s article emphasizes the necessity of recognizing and supporting teenage SGM identity. The article’s suggestions help make schools safe and inclusive. Over the past 30 years, cultural shifts have allowed people to explore their SGM identities, leading to increased acceptance and understanding. SGM identity can be viewed from biological and social viewpoints, recognizing human complexity. Inclusive policies, teacher training, support groups, and anti-bullying programs make schools safe for SGM youth. Educational institutions may help create a society that values variety and individuality by applying these approaches.
Reference
Simons, J., & Beck, M. J. (2020). Sexual and Gender Minority Identity Development: Recommendations for School Counselors. https://doi.org/10.31235/osf.io/v8wne
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