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Education and Diversity Project

            While searching the American Psychological Associations (APA) website I found a great article that showed that there are several variables of sexual orientation that affect the classroom experience and academic achievement of K-12 students. Population being studied in this case is jr' high and high school students. First students can be at a disadvantage to pre-dispossed biases by teachers. As we've learned already to this point everyone has bias and there is no way around it. If you have an accepting teacher and one that will make the situation a good thing instead of unconformable then sexual orientation can be accepted by the other students. "┬áBecause their legitimate fear of being harassed or hurt may reduce the willingness of lesbian, gay, and bisexual youths to ask for help, it is important that their school environments be open and accepting so these young people will feel comfortable sharing their thoughts and concerns, including the option of disclosing their sexual orientation to others. Such disclosure is an expression of a normal tendency to want to share personal information about oneself with important others and should be respected as such. It is healthy for teenagers to share with friends and families their "latest crush" or how they spent their weekend. To be able to provide an accepting environment, school personnel need to understand the nature of sexual orientation development and be supportive of healthy development for all youth. If school environments become more positive for lesbian, gay, and bisexual students, it is likely that their differences in health, mental health, and substance abuse risks will decrease.".
             The APA statement on sexual orientation is this " As these statements make clear, the nation's leading professional medical, health, and mental health organizations do not support efforts to change young people's sexual orientation through therapy and have raised serious concerns about the potential harm from such efforts.

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