Purpose: The purpose of this study is to test the association between protective and risk factors, including age of transition, K-12 experiences, and family support, on suicidality among transgender and gender nonbinary/gender queer (TNB) adults. Methods: Our analysis relies on data from the 2015 United States Transgender Survey. We used separate logistic regression models to predict lifetime suicidal ideation and suicide attempt among 19,121 survey respondents. Results: Negative K-12 experiences significantly predict higher likelihood of both suicidal ideation and suicide attempt for transgender people, regardless of age of transition, and after controlling for a host of covariates. The age a transgender person begins to live full time in a gender different from the one assigned at birth has little association with suicidality. However, supportive families act as a buffer against suicidal ideation, and unsupportive families significantly predict higher likelihood of suicide attempt for transgender people when controlling for numerous covariates. Conclusion: Our findings underscore the importance of supportive environments for TNB adolescents. Interventions that strengthen interpersonal relationships and local environments will reduce suicidality among TNB youth. Importantly, recent anti-trans legislation may interfere with the ability of teachers and families to provide needed supports and will likely have deleterious effects on the mental health of TNB individuals.

We evaluate the association of familial factors and suicidality among transgender adults in the U.S. by estimating the odds of lifetime suicide ideation and attempt using the 2015 U.S. Transgender Survey. Predictors include family support, family rejection, and specific experiences related to both. About 79% of sample respondents have experienced suicidal ideation and nearly 43% have made a suicide attempt. The predicted probability of suicide attempt is 0.35 for those with no family rejection experiences, 0.75 for those who have had all five experiences in our models. Rejection ­predicts both outcomes and experiences of rejection have a cumulative impact.

This paper extends the concept of digital literacy and applies it to Making. Through case descriptions, we contribute an understanding of how children can become or fail to become individuals literate in Making within a formal learning context. Our analysis draws from video recordings and other data sources of two 4th grade classrooms in which the students, who had already participated in 1.5 years of more structured 'makified activities', engaged in an open-ended, exploration-based, and playful task that was more in line with the spirit of Making. Student teams were classified as 'high in Making literacy' and 'low in Making literacy', revealing how Making literacy was expressed at the level of skills, mental models, and practices in various ways for different students. Our qualitative analysis demonstrates what burgeoning Making literacy may mean in a public elementary school classroom, paving the way for a vision of a time when Making becomes generalized practice.

The present study used 2011–12 Schools and Staffing Survey (SASS) data to determine the impact of school organizational factors on secondary STEM teacher retention in the post-NCLB era. Researchers utilized teacher and principal instruments from the SASS to measure the retention of grades 9–12 STEM teachers (n = 920). Due to the nested nature of teachers within schools and based on previous retention research, multilevel logistic regression was used to examine the proportion of variance in STEM teacher retention across schools. The study focused on identifying the proportion of variance in STEM teacher retention that was attributable to school differences, as well as the effect of school climate on STEM teacher retention, controlling for teacher and principal characteristics. The study’s most important finding was that having a principal who majored in a STEM subject had a positive and significant effect on the retention of secondary STEM teachers.

Despite the Obergefell v. Hodges ( 2015 Obergefell v. Hodges. (2015). 135 S. Ct. 2071. [Google Scholar] ) Supreme Court decision allowing same-sex marriage, the current political climate has emboldened state legislatures in the United States to push for anti-LGBTQ adoption legislation, some citing that LGBTQ couples have a negative effect on children. This meta-analysis synthesized data from 32 studies on 6 developmental outcomes (child gender role behaviour, gender identity, sexual orientation, cognitive function, psychological adjustment, and quality of parent–child relationship). The overall effect size of having same-sex parents on the developmental outcomes of the children was positive and significantly different from that of heterosexual parents. Moderator analyses found that location, socioeconomic status, type of relationship, date of publication, and the child's sexual preference were significant. We provide implications for practitioners and policy, as well as recommendations for future research in this area.