A Safer Learning Environment for All

            Adolescence is a period of exploration, of seeking the truth to one’s identity and place within the constructs of society.  It is that awkward phase where we desperately want to hold onto our past selfs and our past beliefs, but also desire to make changes in our lives and in the way society perceives us to be.  Within the hallways, out in the schoolyard, and especially in our classrooms, it is important to create an environment that feels safe and is respectful of each individual’s differences.  As educators, we have a responsibility to our students to value and protect them and to encourage them to do the same with everyone they encounter, regardless of how they are treated in return.

            At one point or another in our educational careers we will be confronted by issues of gender and sexuality in the classroom.  In most instances, we will overhear our students teasing and harassing one another over their personal differences and beliefs that have been formed from misconceptions and intolerance.  Bullying cannot be an acceptable practice in our school system today.  As educators, who spend the most hours in a day with our students, students must understand that their differences are not weaknesses or reasons to be ridiculed by others, but rather are strengths that should be developed through their studies.  More must be done in our school environments to promote safety and growth for all, and here in New York State we are beginning to move in a direction that puts a student’s safety above all else.
            Taking effect in the state legislation as of July 1, 2012, the New York State Dignity for All Students Act now calls for an end to any and all forms of harassment, discrimination, and bullying in the school environment.  By promoting a more positive school culture where each student and educator feels as if they belong and are respected, then a shift can be made in school curriculums as well that address diversity and sensitivity as we all move towards becoming better world citizens.  Such a law is necessary due to the alarming rate in reported and more importantly unreported incidents of bullying experienced by students as well as the relative inactivity of schools and professionals to intervene before and after incidents.  It is time that educators and schools are held accountable for what occurs in the lives of students and educators.  No one should feel as if they are unsafe or disrespected in the classroom.  If an effort is taken in our lessons and actions as educators, then we can guide our students to be more accepting of the differences of others.  Teachers do not have to fear controversial issues arising in their class discussions if everyone involved understands that there is a level of respect that must not be violated and that everyone is entitled to his/her opinions.
            In my English classes, I intend to present my students with literature that will address different issues of gender, ethnicity, sexuality, race, etc. that they may encounter once they step outside the classroom.  Providing students with literature that address issues they are familiar with because they are experiencing them in their own lives makes the controversial issues more personal to the students and the educators.  If they feel as if what they are reading it connected to their lives, then they will have a stronger desire to become immersed in the text.  By beginning with the literature they are reading, I hope that students will begin to respect each other’s differences and to obtain a desire to learn more about different cultures and personal characteristics.  If change is to come about in our schools and in the world community, then our students must become advocates that look towards promoting the safety of everyone. (JS)