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It doesn't matter if it's a first grader who might not know what the word "gay" means, a sixth grader trying to sound cool, or a tenth grader "teasing" a friend. All of these have the potential of creating an unsafe classroom or school environment and must be addressed. So, what can caring adults do?

Stop It ...

Keep it simple with quick responses:

"Remember, we don't use put-downs in this class."

"Do you know what 'gay' means?"

"It's not OK at this school to use 'gay' disrespectfully to mean something is bad."

"You may not have meant to be hurtful, but when you use the word 'gay' to mean something is bad or stupid, it is hurtful." Follow-up: "Do you know why it is hurtful?"

"Using the word 'homo' to tease someone is harassment and is unacceptable."

"Even if you didn't mean to offend people who are gay, it is offensive to call this assignment gay (or queer); if you don't like something, then say you don't like it!

"It is never OK to say, 'you act like a girl (or look like a boy)' as a put-down."

"Using the words 'queer', 'dyke' or 'fag' to joke around is not OK. These are hurtful words and can impact anyone who overhears them."

"It doesn't matter who said it, I don't want to hear that kind of language again. Is that clear?"

Don't Ignore It ...

Harassment does not go away on its own.

Ignoring mean name-calling and hurtful teasing allows it to continue and possibly get worse.

If other students do not see action, they get the message there is nothing wrong with it.

Not speaking up teaches not only the student targeted, but also anyone within hearing range that they will not be protected from harassment.

Almost any response is better than ignoring the situation. You may not know exactly what to say, but you must stop the harassment.

Taking action reaffirms limits. Interrupting name-calling and harassment isn't always easy. With experience you will become more comfortable in handling it. Practice with colleagues.

You can always go back to the student and say or do something else if you feel you did not respond well.

Educate ...

If you have the time and opportunity to educate on the spot, do it. If you don't, make time later.

If you have been hearing the phrase "That's gay" or "no homo," take time during class to make sure that your students know what "gay" means and know why it is hurtful to use as a comment or put-down.

Be clear that using the word "gay" in a negative way is disrespectful. Be clear that using the phrase "That's gay" is hurtful to other students who may have family members or friends who are LGBTQ.

Be prepared to provide accurate information. For the youngest students, keep it simple - for example, "the word gay describes a man and a man or a woman and a woman who love each other." As students get older, they may want more explanations and discussion.

In lessons on respect, prejudice or civil rights include information about discrimination against LGBTQ people and the LGBTQ civil rights movement.

Be Proactive ...

Develop an environment of respect and caring for all students in your school and classroom using inclusive language, books and other materials.

Establish clear schoolwide and classroom policies against hurtful teasing and bullying. Ensure that all members of the school community understand what the policies are and why they are important.

Be explicit that rules against hurtful name-calling include "That's gay!" "Homo!" "Fag!" "Tranny!" "Sissy!" and other LGBTQ put-downs.

Develop the capacity of students and educators to be allies that stand up for students who are harassed.

This handout was developed in partnership between the National Education Association (NEA) and the Human Rights Campaign Foundation and their projects: NEA BullyFree, Time to THRIVE and Welcoming Schools.
*LGBTQ: Lesbian, Gay, Bisexual, Transgender, Queer
Click to Download Bully Free: It Starts With Me poster.

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What Do You Say to 'That's So Gay' & Other Anti-LGBTQ Comments? | Welcoming Schools

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It doesn't matter if it's a first grader who might not know what the word "gay" means, a sixth grader trying to sound cool, or a tenth grader "teasing" a friend. All of these have the potential of creating an unsafe classroom or school environment and must be addressed.

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Strategies to create a safe classroom and school environment for LGBTQ students:

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Strategies to create a safe classroom and school environment for LGBTQ students:

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Wear supportive wristbands or buttons

During classroom time or casual talk, make sure the language you are using is inclusive of all people. Instead of using "he, she, boyfriend, girlfriend" use words like "partner" or "they". This will help students feel more comfortable being themselves and coming to you for support.

Be a role model of acceptance: By using inclusive language and demonstrating respect and tolerance of the LGBTQ community, students are more likely to see you as a supportive and positive educator.

Ask questions that demonstrate acceptance, understanding, and compassion. These questions can include: "Have you been able to tell anyone else?" "Have I ever offended you unknowingly?" "Do you feel safe in school and do you have support from any adults?"

DO NOT tolerate homophobia or transphobia, inappropriate words like "tranny" or "homo", and always address abusive language and behaviors and correct the behavior.

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Media Contact:

Curtis Lahaie Marketing and Communications Associate Curtis.Lahaie@glsen.org 646-388-6572

LGBTQ Secondary Students Still Face Hostility at School, But Considerable Improvements Show Progress

GLSEN's Biennial National School Climate Survey Further Confirms School-based Supports Improve School Climate and Educational Outcomes for Students

NEW YORK (December 14, 2016) - U.S. middle and high schools remain hostile environments for lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students, according to GLSEN's National School Climate Survey. However, the report, which documents school climate, its effects on student outcomes and the availability and benefits of school-based supports for LGBTQ students, also shows significant signs of improvement in these areas since 2001.

"This research provides further evidence for the positive effect of school-based supports - comprehensive anti-bullying policies, Gay-Straight Alliances (GSAs), supportive educators and LGBT-inclusive curriculum - on LGBTQ students' experiences with harassment and discrimination and, ultimately, their educational outcomes," said Dr. Joseph Kosciw, GLSEN's Chief Research & Strategy Officer. "Although many LGBTQ students still experience harassment and discrimination, these supports can be vital for transforming school climates and helping all students thrive."

The biennial report, which began in 1999, includes a sample of 10,528 secondary students from all 50 states and the District of Columbia. The report shows:

Most LGBTQ students have experienced harassment and discrimination at school. Over eight in 10 (85 percent) experienced verbal harassment based on a personal characteristic, and nearly two thirds (66 percent) experienced LGBTQ-related discrimination at school. Due to feeling unsafe or uncomfortable, nearly a third (32 percent) of LGBTQ students missed at least one day of school in the last month, and over a third avoided bathrooms (39 percent) and locker rooms (38 percent).

Hostile school climates negatively affect LGBTQ students' educational outcomes and mental health. LGBTQ students who experienced high levels of anti-LGBTQ victimization were twice as likely to report they do not plan to pursue post-secondary education. Also, LGBTQ students who experienced high levels of anti-LGBTQ victimization and discrimination had lower GPAs, lower self-esteem and higher levels of depression.

The majority of LGBTQ students report hearing biased remarks from school staff, and school staff often fail to intervene when they hear these remarks at school. Most LGBTQ students report that they've heard homophobic remarks (56 percent) and negative remarks about gender expression (64 percent) from school staff. There was also a decrease in school staff's frequency of intervention in these types of remarks from 2013 to 2015.

School-based supports, often still lacking but generally growing in availability, have a positive effect on school climate. LGBTQ students in schools with a GSA or a comprehensive anti-bullying policy experienced lower levels of anti-LGBTQ victimization. Also, LGBTQ students with an LGBT-inclusive curriculum were more likely to report that their classmates were somewhat or very accepting of LGBTQ students (76 percent vs. 42 percent). However, though it was the highest percentage ever recorded, only 22 percent of LGBTQ students were taught positive representations of LGBT topics in their classes.

School climates are slowly improving for LGBTQ students. LGBTQ students reported a decrease in homophobic remarks compared to all prior years. The incidence of harassment and assault related to sexual orientation was also lower than in all prior years. Changes in harassment and assault based on gender expression were similar to those for sexual orientation.

For the first time, GLSEN's National School Climate Survey also includes insights on bisexual student experiences, school policies that specifically affect transgender students, and anti-bullying student education. The survey also asks students about discriminatory policies and practices around extracurricular activities and traditions like graduation, portraits, homecoming and prom.
Registration is open for a free webinar on the findings, to be held 3-4:30 EST on January 10. An executive summary, the complete report and shareable infographics can be found at glsen.org/nscs.
About GLSEN

GLSEN champions safe and affirming schools for all students. We envision a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Each year, GLSEN programs and resources reach tens of thousands of K-12 schools across the United States, and our network of chapters brings GLSEN's expertise to their local communities. GLSEN's progress and impact have won support for our work at all levels of education in the United States and sparked an international movement to ensure equality for LGBTQ students and respect for all in schools. For more information on GLSEN's policy advocacy, student leadership initiatives, public education, research and educator training programs, please visit glsen.org.

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LGBTQ Secondary Students Still Face Hostility at School, But Considerable I

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Media Contact: Curtis Lahaie Marketing and Communications Associate Curtis.Lahaie@glsen.org 646-388-6572 NEW YORK (December 14, 2016) - U.S. middle and high schools remain hostile environments for lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students, according to GLSEN's National School Climate Survey .

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Building awareness and acceptance of the LGBTQ community: 

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Building awareness and acceptance of the LGBTQ community: 

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Include positive representations of LGBT people, history, and events into the curriculum

Make books more accessible in the library where students can find information about LGBTQ related issues

Include LBBTQ information in sex education that is inclusive of all sexual orientations and gender identities.

Teach respect to student: GLSEN uses the example of the “No Name Calling Week”

Display LGBTQ supportive material: Post supportive materials such as quotes from famous LGBT icons, information about the LGBT community or materials from LGBT organizations around the classroom. Decorate with signs for national holidays and months of celebration (Black History Month or Women’s History Month)

GSAs and other student clubs are helpful in combating bullying, harassment, and name-calling

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It doesn't matter if it's a first grader who might not know what the word "gay" means, a sixth grader trying to sound cool, or a tenth grader "teasing" a friend. All of these have the potential of creating an unsafe classroom or school environment and must be addressed. So, what can caring adults do?

Stop It ...

Keep it simple with quick responses:

"Remember, we don't use put-downs in this class."

"Do you know what 'gay' means?"

"It's not OK at this school to use 'gay' disrespectfully to mean something is bad."

"You may not have meant to be hurtful, but when you use the word 'gay' to mean something is bad or stupid, it is hurtful." Follow-up: "Do you know why it is hurtful?"

"Using the word 'homo' to tease someone is harassment and is unacceptable."

"Even if you didn't mean to offend people who are gay, it is offensive to call this assignment gay (or queer); if you don't like something, then say you don't like it!

"It is never OK to say, 'you act like a girl (or look like a boy)' as a put-down."

"Using the words 'queer', 'dyke' or 'fag' to joke around is not OK. These are hurtful words and can impact anyone who overhears them."

"It doesn't matter who said it, I don't want to hear that kind of language again. Is that clear?"

Don't Ignore It ...

Harassment does not go away on its own.

Ignoring mean name-calling and hurtful teasing allows it to continue and possibly get worse.

If other students do not see action, they get the message there is nothing wrong with it.

Not speaking up teaches not only the student targeted, but also anyone within hearing range that they will not be protected from harassment.

Almost any response is better than ignoring the situation. You may not know exactly what to say, but you must stop the harassment.

Taking action reaffirms limits. Interrupting name-calling and harassment isn't always easy. With experience you will become more comfortable in handling it. Practice with colleagues.

You can always go back to the student and say or do something else if you feel you did not respond well.

Educate ...

If you have the time and opportunity to educate on the spot, do it. If you don't, make time later.

If you have been hearing the phrase "That's gay" or "no homo," take time during class to make sure that your students know what "gay" means and know why it is hurtful to use as a comment or put-down.

Be clear that using the word "gay" in a negative way is disrespectful. Be clear that using the phrase "That's gay" is hurtful to other students who may have family members or friends who are LGBTQ.

Be prepared to provide accurate information. For the youngest students, keep it simple - for example, "the word gay describes a man and a man or a woman and a woman who love each other." As students get older, they may want more explanations and discussion.

In lessons on respect, prejudice or civil rights include information about discrimination against LGBTQ people and the LGBTQ civil rights movement.

Be Proactive ...

Develop an environment of respect and caring for all students in your school and classroom using inclusive language, books and other materials.

Establish clear schoolwide and classroom policies against hurtful teasing and bullying. Ensure that all members of the school community understand what the policies are and why they are important.

Be explicit that rules against hurtful name-calling include "That's gay!" "Homo!" "Fag!" "Tranny!" "Sissy!" and other LGBTQ put-downs.

Develop the capacity of students and educators to be allies that stand up for students who are harassed.

This handout was developed in partnership between the National Education Association (NEA) and the Human Rights Campaign Foundation and their projects: NEA BullyFree, Time to THRIVE and Welcoming Schools.
*LGBTQ: Lesbian, Gay, Bisexual, Transgender, Queer
Click to Download Bully Free: It Starts With Me poster.

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What Do You Say to 'That's So Gay' & Other Anti-LGBTQ Comments? | Welcoming Schools

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It doesn't matter if it's a first grader who might not know what the word "gay" means, a sixth grader trying to sound cool, or a tenth grader "teasing" a friend. All of these have the potential of creating an unsafe classroom or school environment and must be addressed.

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Strategies to keep the classroom gender neutral: 

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Strategies to keep the classroom gender neutral: 

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Don’t use labels: With bathroom passes, instead of having a separate one for each gender, use one that everyone can use.

Instead of grouping students by gender, group them by birthdays, pet preferences, sneaker color etc.

Use more inclusive language when greeting your students: Use phrases like “Students, scholars, friends”

Don’t ignore mean teasing and abusive language such as “that’s so gay!” or “no homo”. You can address this by saying, “You may not have meant to be hurtful, but when you use the word ‘gay’ to mean something is bad or stupid, it is hurtful.” You can follow up by asking if they understood why it was inappropriate or hurtful.

Have a no tolerance policy for hurtful name-calling. If you notice words that are used often, take time during class to address and correct these things.

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We empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

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Strategies for engaging the biological boy in the classroom:

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Strategies for engaging the biological boy in the classroom:

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Let boys choose topics that appeal to them to read and write about- such as reading about NASCAR, their favorite sports team, or anything of their choice.

Give them an opportunity to move around- like “gallery walks”. Have the students move around the room to analyze and ask questions about anything posted on the wall around the classroom or moving around in groups.

Use project- based learning: Swap a worksheet for a project instead- give them an activity such as “How to Build a Raft”

Increase the use of images and technology

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[Guest Blog by Shetal Shah, a teacher from Atlanta Girls School, Atlanta, Ga. Shetal is a member of the Edward E. Ford Fellowship Program. She participates in a yearlong cohort of Atlanta Public School and independent school teachers studying what we know about teaching and learning from a neuroscience perspective.]
I think I just completed most of my research for my topic...finally! It took me longer than expected. I should be able to catch up, however, before I roll out and implement some of these strategies in my classroom after spring break.

My action research project is to identify and determine the effectiveness of gender-based pedagogical strategies aimed to improve memory, recall, and engagement of students in an all-girls classroom environment.

In order to identify gender-based pedagogical strategies, I read various articles and books written by experts in the field. The most helpful pieces of research came from those who observed single-gender classrooms to identify the most effective strategies (motivation and engagement seem to be the key indicators). The brain-based rationale was interesting for each pedagogical strategy, as well.

Some of the most common trends of strategies I found were:

For Boys:

Incorporate abstract arguments, philosophical conundrums, and moral debates

Use movement (this one came up the most frequently)

Use symbolic texts, diagrams, and graphs instead of sentences/texts

Have them do three quick activities versus a long-term project

Traditional tests

Competitive games (this one also came up frequently)

When giving directions, use less words and get to the point quickly

Classroom Environment:

Horseshoe arrangement

More space between students so they can spread out

Natural and bright light

Less cluttered and organized

Mix up seating arrangements and a variety of a seating arrangements (tables, desks, an easy chair, rug area, etc.)

69 degrees

use outdoors

can be loud (teacher should be loud)

For Girls:

Incorporate cooperative learning

Assign long-term projects

Allow for verbal expression (written/spoken)

Assign projects and writing stories

Provide opportunities to discuss what's been taught

Note-taking and reading

Provide opportunities to read fiction

Mind-mapping

Encouragement

Classroom Environment:

Cozy, comfortable room

Tables for collaborative work

Cozy nooks for reading

Loving and supportive (put up signs of motivation and encouragement)

Quiet, calm, organized

74 degrees

Since it would be unrealistic to test every strategy, my initial thought is to try the following strategies in my action research project:

Boy-Friendly Strategies Girl-Friendly Strategies

Activities that require movement (i.e. tossing a ball, walk & talk)

Less movement (i.e. stretch breaks)

Quick activities that can be done within one or two lessons

Long-term project

Diagrams/graphic organizers when presenting content

Text and note-taking when presenting content

Non-fiction (reading and reporting)- can be tied into activities

Fiction (reading and writing)- can be tied into activities

Environment: rearrange seating, bring a rug, 69 degrees and lots of bright light

Environment: warm, cozy, 74 degrees, natural and warm lighting, signs of motivation

Do you think this is too much? Should I pair it down even more? I would love your input on this research study or any thoughts you might have.

My next step is to plan my next units with these strategies in mind. I will teach Latin American Revolutions using Girl-Friendly Strategies and the Industrial Revolution with Boy-Friendly Strategies in all-girl classes and use data collection tools to uncover how girls respond to the effectiveness of these different pedagogical strategies to engage them as learners.

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Effectiveness of gender-based pedagogical strategies to improve learning in an all-girls classoom

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Guest Blog by Shetal Shah, a teacher from Atlanta Girls School, Atlanta, Ga. Shetal is a member of the Edward E. Ford Fellowship Program. She participates in a yearlong cohort of Atlanta Public School and independent school teachers studying what we know about teaching and learning from a neuroscience perspective.]

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Strategies for engaging the biological girl in the classroom:

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Strategies for engaging the biological girl in the classroom:

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Let girls talk: Girls can process what they are thinking when saying things out loud. They work very well in group settings. Set tables up in groups for assignments and projects and let them discuss the topic first before thinking about it and doing it.

Use hands-on teaching strategies: For math or science, incorporate props, visuals and models such as dice, thermometers, building blocks, other items that are task-oriented.

Provide and loving and supportive environment: The usage of encouraging posters or signs can tremendously help

Provide text and allow note-taking when material is presented