The Importance Of The LGBT Community In Schools

In 2016 President Obama named the Stonewall Inn as the first National monument to LGBTQIA (Lesbian, Gay, Bisexual, Trans, Questioning, Asexual, Intersex) rights. In history classes, we learned that movements can lead to progression to break down and change constitutional law, and the mindset of society. We hear about the civil rights movement, women’s rights and even the labor movement; but seldom do we hear about the gay rights movement. Many people say that the LGBTQIA community has been fighting since 1912 or WWII, but all can agree that the Stonewall riots started gay liberation and changed the LGBTQ community forever.

[The Gay-Straight Alliance (GSA) organization at my high school, which meets twice per month, generated a list of concerns that they shared with school administration. The focus was specifically about gender identity, the lack of support from school staff, and the daily scrutiny they face as a result of their sexual orientation and gender identity. Through collaboration with my colleagues it was evident that there had been an increase in teacher and student referrals surrounding gender identity. The feedback from GSA clearly identified that as a school we are not meeting the needs of our LGBT students and those struggling with sexual orientation. Members of the GSA clearly feel that teachers ignore negative comments like “gay” and “faggot” when they hear them in class, that teachers may not clearly understand gender neutral language, and that our Lesbian, Gay, Bisexual, and Transgender (LGBT) students do not feel safe and protected in school. Students needed support advocating for their right to use a restroom, correct pronoun, etc., requiring district, community, parent, and colleague

gay, lesbian, bisexual, and transgender students; part-time and full-time students; students with and without disabilities; and students of different races and national origins," it says. The guidance goes on to say that schools are obligated to "respond appropriately" to complaints of

After reading week 13’s article by Coiser (2009) I agreed with the teachers who were served that said they would intervene if a queer student felt a problem was arising at school. The sad thing is that Coiser (2009) states that students from queer families do not feel confident that their teachers would intervene if a problem arises. This made me think back to my previous comment about how I am unaware of the queer families at

My goal since beginning high school has been to create a safer school environment for LGBTQ students. Although the climate has become much more tolerant, bullying and discrimination are still rampant in the hallways, the classrooms and the Facebook statuses of students at my school.

Supported by my high school principle, I researched the topic, created and presented a multimedia workshop to the Roslyn School District faculty discussing positive interventions for LGBTQ youth facing discrimination. The purpose of the training was to increase awareness of LGBTQ youth, to identify language that supports inclusion, and to offer interventions that address bias and discrimination in school settings.

In “We must celebrate gender and sexual diversity in our schools” published in The Conversation, February 16 2016, Lucy Nicholas argues that the current commentary on the LGBTI (Lesbian, Gay, Bisexual, Transgender and Intersex) community against schools and the SSC (Safe Schools Coalition) is extremely out of touch. Many of youths already understand their sexuality, whether it be heterosexual, homosexual or bisexual.

Most LGBT youth become happy with who they are which gives them room to thrive during their adolescent years. Attending a school that has a safe and comfortable environment for every student is especially important. Positive environments can help all youth achieve good grades and maintain good mental and physical health. However, some youths are more likely than their straight peers to experience bad health and life outcomes. Experiences with violence, compared to other students, come easy to LGBT individuals that can cause increased risks for unfortunate circumstances.‘Violence’ includes behaviors such as teasing, harassment, and physical assault. It is important that students at risk have access to resources and support to deal with any questions or challenges they may have or face as they mature. Surveyed LGBT students reported 10% were threatened or injured, 34% were bullied, and 28% were bullied electronically.

Inequities facing the LGBTQ community will take a long time to resolve. However, by implementing an inclusive health curriculum and giving knowledge to students about the LGBTQ community, we can combat bias and discrimination in schools. In schools, students are given foundational knowledge that will be useful to them in the future.

Emily: I chose to attend the LGBTQ Education Conference in Seattle, WA. This conference was primarily directed towards educators and administrational support staff within academic settings, and was hosted by the SAFE Schools organization of Washington State. The objective that SAFE Schools sought in this conference was to introduce educators and school support staff to the history of the LGBTQ community, as well as to offer a tool box of skills that they can pull from to create the safest learning environment possible for students who align with a LGBTQ orientation (Safe Schools, n.d.). During the conference, a panel of educators discussed current issues their schools are facing, and how they

School is an important part of any kids’ life, and the sexual orientation of their parents is an argument that has been made against LGBT parents by saying their kids will not be as smart or intelligent as children with straight parents. For children of LGBT parents, the most important people in their academic career are the school staff, the same with children who have straight parents. Tests showed with LGBT children “the presence of supportive school staff was related to their academic achievement. For example, students with LGBT parents who could identify many supportive staff at their school reported a GPA half a grade higher” (Allen and Goldberg). A study had even been done while trying to determine the psychological aspects of LGBT parents and social relationships which “reported no differences between children raised by lesbians and those raised by heterosexuals with respect to crucial factors of self-esteem, anxiety, depression, behavioral problems, performance in social arenas (sports, school and friendships)” (Gilfoyle). While only 33 out of 1,010 principals about 30% (Allen and Goldberg) studied had professional development help to handle the bullying LGBT children went through, there was no effect on the grades. All the tests showed that even as these children of LGBT parents were bullied, their grades did not suffer, and

The Lesbian, Gay, Bisexual, Transgender, and Queer student population has continued to face harsh challenges and circumstances throughout their educational years. Statistics show that 84.9% of LGBTQ students experience verbal harassment which has ultimately lead to 63.5% of students feeling unsafe in their current school. (McCormick 72). The high rates of harassment, bullying, and discrimination has lead to an increase of depression, suicide, and the use of drugs. Not only are students being treated unjustly, but they also do not have the support from their own teachers or counselors. So we ask ourselves, what can be done about the violence that these students face? Should school

Today’s world is filled with issues. Bullying and homosexuality are two of the most talked about topics in the news. These topics often cause controversy between people young and old. Some people may feel threatened by people who have sexual preferences other than their own. They may express this fear in a variety of ways ranging from subtle discrimination to overt violence(“Gay and Lesbian Issues -Discrimination”). Most people do not realize“homosexuals can be found in every race, religion, age group, country, state, and social group.”( “Know your Rights!”) That doesn't exclude schools. Many people teach their kids that homosexuals are a disgrace to the world. This builds tension between kids at school and later causes bullying and depression.

In the classroom youth attendance is required; teachers are responsible for instruction, nurturing, developing minds and bodies. In many schools counselors and teachers have proven to be less hospitable than society at large. In fact, you will find that schools are the main areas for anit-gay and lesbian prejudices. Robinson, R. K. stated “97 percent of youth that were surveyed reported regularly hearing homophobic remarks from several of their peers” (2016). Not only are homophobic remarks routine, but according to research conducted by the American Association of University Women, being called lesbian or gay is the most upsetting form of sexual harassment youth will experience (Iudici, A., & Verdecchia, M. 2015). Iudici, A., & Verdecchia, M. stated that over 90 percent of lesbians and gays teens have reported experiencing some type of verbal or physical abuse”(2015).

How many students can explain the difference between a person who identifies as gender fluid and someone who identifies as cisgender or transgender? How many of those same students have used homosexual adjectives, such as gay, to offend a heterosexual or humiliate an action? For the most part, a student will not learn about the different types of gender until college and have used homosexual adjectives as insults to describe stupidity or diminish a men’s need to portray emotion. The educational system has yet to create a curriculum that will educate children on the different types of sexuality to oppose the negative portrayal of the LGBTQ community. If children are taught that it’s acceptable to diminish, exclude and insult someone based on their sexual orientation and gender identity, then that child will eventually continue a vicious violent cycle towards members of such community and expand that vision to others within his community. In the article “Surviving the Pain and Widening the Circle: Celebrating Lesbian and Gay Pride Week in an Elementary Classroom,” a teacher (Mr. Guiney) explains the need for schoolboards to include a curriculum on sexual diversity to prevent further ignorance and violence upon homosexuals whether they are students or teachers. As it was mentioned in the article, it is important “to create welcoming, safe and equitable learning environments for all” especially in the educational department where hostility towards homosexuals is highly visible