The SCEARE Model (Reading)

Asplund and Ordway (2018) recently provided a comprehensive model on how school counsellors can work toward an LGBTQI+ Inclusive school climate called The SCEARE (School Counselors: Educate, Affirm, Respond, and Empower) Model.

The model proposes 4 tiers that are mutually supportive and can lead to systematic changes in the school climate.

• EDUATION and it is the foundation of the whole model.  In order to be able to bring positive changes in their environment, school counsellors must firstly educate themselves on LGBTQI+ topics and then they can use the knowledge to educate other school staff, students and parents.
• AFFIRMING ADULTS. It has been proven that the presence of supportive adults at school serves as a protective factor for LGBTQI+ youth. In their model, Asplund and Ordway (2018) propose an affirming adult spectrum that consists of affirming attitudes and behaviours at the top (like acceptance and advocacy for LGBTIQ+ rights), and unaffirming attitudes and behaviours at the bottom (heteronormativity and oppression). This spectrum is to be used as a reference tool and a major goal of Tier I of the SCEARE model is to educate staff so that their attitudes and behaviours can become more affirming.
• LGBTQI+-RESPONSIVE BULLYING PREVENTION PROGRAM. The model stipulates that school counsellors can and should advocate for the following additions as part of an LGBTQI+ responsive bullying prevention program: formal school policy, consistent staff intervention, an anonymous bullying report system, bathroom use and inclusive signs.
• STUDENT EMPOWERMENT. The main goal of the empowerment is for LGBTQI+ students feel comfortable participating in all aspects of the school community without fear of discrimination or harassment. School counsellors can help students identify their personal strengths and weaknesses, facilitate opportunities for students to learn how to appropriately and effectively express their needs and desires, and help students learn how to use the resources available to them to create positive change for themselves. Although student empowerment is supported throughout the three preceding tiers, it can be endorsed by implementation of GSA group or fostering self-advocacy skills. Asplund and Ordway (2018) state that possible indicators of student empowerment within the school environment include the following: students feel physically and emotionally safe at school, students engage in self-advocacy and/or believe it would be safe and acceptable to self-advocate, students report heterosexist bullying and believe that doing so is beneficial, and the presence of a GSA and/or other LGBTQI+-affirming clubs or programs that provide community belonging for students.