findings of the 2009 National School Cli- mate Survey (GLSEN). Students on cam- puses with GSAs are more likely to report feeling safe on campus, and are less likely to be exposed to bias-related harassment. Na- tionwide, LGBT (lesbian, gay, bisexual and transgender) teens deal with issues of school safety every day. The School Climate Survey states that 85 percent of students report being verbally harassed, and 62 percent of students do not report these harassments to school staff, fearing that reporting the ha- rassment would make the problem worse. LGBT teens are four times more likely to report having skipped at least one day of school in the previous month because they felt unsafe or uncomfortable. The School Climate Survey makes four


recommendations to combat harassment. Gay Straight Alliances, inclusive curricu- lum, supportive educators, and comprehen- sive bullying/harassment policies are strong contributing factors to keeping students safe and engaged in school. GSA members are serious about mak-


ing new members feel welcome. An existing member always introduces new students to everybody in the room. “We never ask about a student’s sexuality,” explains the club pres- ident, Anna. “The only question we’ll ask is ‘Why did you decide to come today?’” After that, they’re welcome to partici-


pate as much or as little as they like. Club meetings are much like any high school club meeting – lots of talk about schoolwork, planning fundraisers, and ideas to promote the club. The difference is that no matter why the student decided to join, they’re treated like they belong there. Our GSA attracts a diverse group of stu-


dents. Some join because they’re sorting out their own identity. Others join to show sup- port. Kate, grade 11, reports: “ I joined the club ... as a way to show support to my gay cousins living in the Philippines.” Another senior proudly shares that she grew up with same-sex parents, and wants to show her support to the LGBT community. Others report that they see LGBT issues as another civil rights issue that deserves their atten- tion.


While everyone has his or her own rea- sons for joining, one thing is clear. The


Playgrounds prove perilous for some students A


recent survey of elementary students found many teachers are uncomfortable handling student concerns about sexual identity. The study, conducted by the Gay, Lesbian & Straight Education Network, is based on national surveys of 1,065


elementary school students in third to sixth grade and 1,099 elementary school teachers in kindergarten-sixth grade. Key findings include:


n Less than half of teachers (48%) indicate that they feel comfortable responding to


questions from their students about gay, lesbian or bisexual people. n A majority of teachers (85%) have received professional development on diversity or


multicultural issues, but less than half of teachers have received specific professional devel- opment on gender issues (37%) or on families with LGBT parents (23%).


n Students are most commonly made fun of or bullied because of their looks or body


size (67%), not being good at sports (37%), how well they do at schoolwork (26%), not conforming to traditional gender norms/roles (23%) or because other people think they’re gay (21%).


n The most common forms of biased language in elementary schools, heard regularly by


both students and teachers, are the use of the word “gay” in a negative way, such as “that’s so gay,” (students: 45%, teachers: 49%) and comments like “spaz” or “retard” (51% of students, 45% of teachers). Many also report regularly hearing students make homophobic remarks, such as “fag” or “lesbo” (students: 26%, teachers: 26%) and negative comments about race/ethnicity (students: 26%, teachers: 21%).


n Seven in 10 students (72%) say they have been taught that there are many different


kinds of families. However, less than two in 10 (18%) have learned about families with gay or lesbian parents (families that have two dads or two moms).


The full report, titled “Playgrounds and Prejudice: Elementary School Climate in the United States,” (2012) is available at www.glsen.org.


Resources to help LGBT students thrive in school


Schools & Youth Program of the ACLU’s LGBT Project Strives to make public schools safe and bias-free; helps students establish Gay Straight Alliances and understand their legal rights. n www.aclu.org/lgbt/youth


Children of Lesbians and Gays Everywhere (COLAGE) Seeks to engage, connect and empower people to make the world a better place for


children of lesbian, gay, bisexual and/or transgender parents and families. n www.colage.org


Gay-Straight Alliance (GSA) Network Supports young people in starting, strengthening and sustaining GSAs. n www.gsanetwork.org


From Our House to the Schoolhouse: A National Campaign of Parents, Families and Friends of Lesbians and Gays (PFLAG)


Uses its national network in more than 500 communities to help make schools safer. n www.pflag.org/From_Our_House_to_the_Schoolhouse.schools.0.html


March/April 2012 13


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