Marginalized students being bullied, feel less safe in Linn-Mar schools

MARION — Black, Asian and multiracial students and students who are lesbian, gay, bisexual, transgender or queer in Linn-Mar schools report being bullied, feel like they’re unable to share in class and are less likely to feel safe in school than their white and cisgender peers, according to data from the district.

According to a school climate survey administered to seventh- through 12th-grade students in December, nearly 20 percent of students report being bullied, 32 percent of Black students are less likely to feel physically safe always or most of the time, and 26 percent of Black students and 22 percent of Latino students report they feel unable to share in class because of their race.

Of LGBTQ students, almost half report they feel unable to share due to their gender.

The survey is part of the district’s new equity initiatives. Last year, associate superintendent Nathan Wear was named equity director, and a Linn-Mar Equity Advisory Committee was convened to discuss equal educational opportunities and equity in school programs, review progress reports regarding equity programs and make recommendations to the school board and administrative cabinet.

The report was prepared by Nikeya Diversity and Top RANK, local diversity consulting firms. The survey received a 52 percent response rate, with 1,786 students completing the survey.

The data is being used to develop and implement programs, initiatives and training to support equity, inclusion and diversity in the district and develop a diversity, equity and inclusion strategic plan.

Some of the suggestions for improving school climate include increasing student voices in decision making, improving responsiveness to bullying and harassment, and developing social and emotional skills, according to the report.

Linn-Mar’s student body is 80 percent white, almost 8 percent Asian, almost 8 percent Black, 3 percent Hispanic or Latino. In addition, 21 percent are eligible for free and reduced lunch.

Most students — 95 percent — report positive relationships with teachers, although students from lower socioeconomic backgrounds report lower levels of mentoring.

Most students also agree the curriculum is inclusive and they feel like a valuable classroom member, but less than half of students report having opportunities in class to talk about race, gender and sexual orientation. Non-white students are less likely to agree the curriculum is inclusive, according to the report.

Seventy-two percent of students report always or most of the time feeling physically safe in school, and 63 percent of students report always or most of the time feeling emotionally safe in school. Students with a socially marginalized identity are less likely to feel safe in school, according to the report.

Equity Advisory Committee

The Equity Advisory Committee is made up of 13 people, including parents, community members, Linn-Mar staff, a student, and two non-voting members — a school board member and a district administrator.

Seven of the members are white, six are non-white, eight are female and five are male.

The committee developed six themes to focus and guide their work:

Students of color are “called racial slurs, stereotyped or worse,” said Briana Clymer, a sophomore at Linn-Mar High, during public comment at a school board meeting Monday during which the data was presented.

Briana said she has only had two Black teachers during her time in Linn-Mar schools, and the district lacks racial and ethnic diversity.

“Shouldn’t our teaching staff be as diverse as our student population?” Clymer said. “Representation matters, and it’s important to listen to the voices of students.”

Erica Bernard, parent to two children in Linn-Mar schools and a member of the Marion Alliance for Racial Equity, praised the Equity Advisory Committee and the work they are undertaking.

“It gives voices to those who are historically represented and provides opportunities for them to share their perspectives,” Bernard said. “When those who have been marginalized are seen, heard and listened to, they feel a greater sense of belonging.”

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