Research suggests nonbinary individuals — those who do not identify exclusively as men or women — experience bias and discrimination more frequently than cisgender and binary transgender people, contributing to negative mental health outcomes.
One study revealed that 71% of transgender and nonbinary youth reported having experienced discrimination, and 46% of transgender and nonbinary adults reported being verbally harassed because of their gender identity.
A team of Nebraska researchers is working with teachers to share stories from the past and connect them to the larger historical narrative of America through animation and film.
The project, “Animating History,” takes an interdisciplinary approach to advance knowledge in areas no single discipline can achieve on its own. This project aligns with the UNL Grand Challenge of anti-racism and racial equity.
As technology continues to rapidly evolve, a group of Nebraska researchers is collaborating with the state’s K-12 educators, artists and administrators to imagine the future of education.
The Teaching with Arts and Emerging Media (Art TEAMS) project is underway in classrooms throughout Nebraska. The five-year pilot project is designed to promote teaching innovation through arts and emerging media in Nebraska public schools.
A recent project featuring photographs by Native American women has brought into focus some of the challenges they have faced — and highlighted their strengths and resilience.
Ramona Herrington, cultural outreach manager for the Interpersonal Violence Research Laboratory, and Preciouse Trujillo, senior community liaison with the Rapid City Family Project, led the project, which documented challenges and triumphs of Lakota women with histories of incarceration. Katie Edwards, IVRL director and professor of educational psychology and CYFS, worked with Herrington and Trujillo on the project.
For small towns scattered throughout Nebraska, mental health professionals are hard to come by. Recruiting and retaining such professionals is crucial to ensuring these rural populations have access to quality mental health care.
Because mental health trainees are more likely to remain and work in the rural communities where they live, Beth Doll, professor of educational psychology, and Matthew Gormley, assistant professor of educational psychology are leading a virtual training program that can be accessible to anyone interested in a career in school psychology, no matter where they reside.
Being bullied is not pleasant for anyone. But for students with disabilities, the effects can be more damaging — and the risk of bullying is disproportionately higher.
Bullying is a public health crisis linked to adverse educational and mental health outcomes such as poor grades, negative perceptions of school, depression and anxiety. Students with disabilities have a greater risk of being victimized, as well as more social difficulties than peers without disabilities, and may be less responsive to existing bullying intervention programming.
The religiously unaffiliated, including atheists, are the fastest-growing (non)religious population in the United States. But the social stigma associated with atheism leaves this population vulnerable to isolation and poor mental health outcomes.
Dena Abbott, assistant professor of counseling psychology, recently completed a yearlong study to investigate the psychological well-being of two groups of atheists — rural-residing and woman-identified atheists — in the context of anti-atheist discrimination in the U.S.
As in other states, Nebraska’s ability to deliver high-quality instruction to students served in special education depends on the availability of qualified teachers.
Unfortunately, shortages of special education teachers — both statewide and nationally — leave many students in individualized education programs at further risk for compromised educational outcomes. According to the U.S. Department of Education, 49 states and the District of Columbia reported shortages of special education teachers in 2021.
