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ACSA Legislative Lunch Break: LGBTQ+ Rights

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ACSA Legislative Lunch Break: LGBTQ+ Rights

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ACSA - Association of California School Administrators

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ACSA Legislative Lunch Break: LGBTQ+ Rights

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Legislative Lunch Break returns at 1 p.m. to tackle the ongoing attacks on LGBTQ+ communities and student rights in the wake of President Trump’s executive o…

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Supporting LGBTQ+ Students - Professional Learning (CA Dept of Education)

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Instructional guidance, law, and policies for local educational agencies to support Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students and provide safe learning environments that protect the health and safety of LGBTQ+ students.

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Protections for LGBTQ+ Students: AB 1955

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Protections for LGBTQ+ Students: AB 1955

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Protections for LGBTQ+ Students: AB 1955 - Professional Learning (CA Dept of Education)

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Includes legislative findings and declarations, substantive provisions, supports and resources, and summaries of other relevant laws.

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AB1955:v96#DOCUMENT

An act to add Sections 220.1, 220.3, and 220.5 to, and to add Article 2.6 (commencing with Section 217) to Chapter 2 of Part 1 of Division 1 of Title 1 of, the Education Code, relating to pupil rights.

[ Approved by Governor July 15, 2024. Filed with Secretary of State July 15, 2024. ]

LEGISLATIVE COUNSEL'S DIGEST

AB 1955, Ward. Support Academic Futures and Educators for Today's Youth Act.

(1) Existing law requires the State Department of Education to develop resources or, as appropriate, update existing resources for in-service training on schoolsite and community resources for the support of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) pupils, and strategies to increase support for LGBTQ pupils, as specified.

This bill would require the State Department of Education to develop resources or, as appropriate, update existing resources, for supports and community resources for the support of parents, guardians, and families of LGBTQ pupils and strategies to increase support for LGBTQ pupils, as specified.

(2) Existing law prohibits discrimination on the basis of, among other characteristics, gender, gender identity, gender expression, and sexual orientation in any program or activity conducted by an educational institution that receives, or benefits from, state financial assistance, or enrolls pupils who receive state student financial aid. Existing law requires the State Board of Education to adopt regulations to implement these provisions.

This bill would prohibit school districts, county offices of education, charter schools, and the state special schools, and a member of the governing board or body of those educational entities, from enacting or enforcing any policy, rule, or administrative regulation that requires an employee or a contractor to disclose any information related to a pupil's sexual orientation, gender identity, or gender expression to any other person without the pupil's consent unless otherwise required by law, as provided. The bill would prohibit employees or contractors of those educational entities from being required to make such a disclosure unless otherwise required by law, as provided. The bill would prohibit employees or contractors of school districts, county offices of education, charter schools, or the state special schools, or members of the governing boards or bodies of those educational entities, from retaliating or taking adverse action against an employee on the basis that the employee supported a pupil in the exercise of specified rights, work activities, or providing certain instruction, as provided.

SECTION 1.

This act shall be known, and may be cited, as the Support Academic Futures and Educators for Today's Youth Act or SAFETY Act.

SEC. 2.

The Legislature finds and declares all of the following:

(a) All pupils deserve to feel safe, supported, and affirmed for who they are at school.

(b) Choosing when to "come out" by disclosing an LGBTQ+ identity, and to whom, are deeply personal decisions, impacting health and safety as well as critical relationships, that every LGBTQ+ person has the right to make for themselves.

(c) Parents and families across California understand that coming out as LGBTQ+ is an extremely personal decision and want to support their children in coming out to them on their own terms.

(d) Parents and families have an important role to play in the lives of young people. Studies confirm that LGBTQ+ youth thrive when they have parental support and feel safe sharing their full identities with them, but it can be harmful to force young people to share their full identities before they are ready.

(e) Policies that forcibly "out" pupils without their consent remove opportunities for LGBTQ+ young people and their families to build trust and have these conversations when they are ready.

(f) LGBTQ+ pupils have the right to express themselves freely at school without fear, punishment, or retaliation, including that teachers or administrators might "out" them without their permission. Policies that require outing pupils without their consent violate pupils' rights to privacy and self-determination.

(g) Pupils have a constitutional right to privacy when it comes to sensitive information about them, and courts have affirmed that young people have a right to keep personal information private.

(h) Laws and policies that target or invite targeting of pupils on the basis of gender or sexual orientation are prohibited under state and federal law.

(i) Attacks on the rights, safety, and dignity of transgender, gender-expansive, and other LGBTQ+ youth continue to grow across the country, including here in California. These efforts are having a measurable impact on the health and well-being of LGBTQ+ pupils, and have led to a rise in bullying, harassment, and discrimination.

(j) School policies that support LGBTQ+ pupils and their parents and families in working towards family acceptance on their own terms, without interference from teachers and school staff, build safety and trust within school communities.

(k) (1) Teachers and school staff can provide crucial support to LGBTQ+ young people and can play an important role in encouraging them to seek out appropriate resources and support.

(2) Affirming school environments significantly reduce the odds of transgender youth attempting suicide, according to The Trevor Project Research Brief: LGBTQ & Gender-Affirming Spaces (2020).

(3) LGBTQ+ students with supportive staff at their school experienced a number of positive outcomes, including being less likely to feel unsafe at school because of their gender expression or sexual orientation, or both, and reporting lower levels of depression, according to Joseph G. Kosciw, Ph.D., et al., The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools (2019).

(4) Transgender and gender-nonconforming youth with supportive educators had better education outcomes, according to Michelle Marie Johns et al., Protective Factors Among Transgender and Gender Variant Youth: A Systematic Review by Socioecological Level (2018).

(l) School personnel have faced increasing harassment and adverse employment actions because of their lawful efforts to protect pupil privacy, to protect pupils from discrimination, to provide instruction consistent with state standards, and to create a safe and supportive learning environment for all pupils, including LGBTQ+ pupils.

(m) This harassment and adverse treatment of school personnel prevents all pupils from accessing safe and supportive learning environments.

(n) No school employee should suffer an adverse employment action because the employee supported a pupil or pupils in exercising their legal rights to privacy, nondiscrimination, state-aligned instructional materials, and equal educational opportunity.

SEC. 3.

Article 2.6 (commencing with Section 217) is added to Chapter 2 of Part 1 of Division 1 of Title 1 of the Education Code, to read:

Article 2.6. Supports and Resources for Parents, Guardians, and Families of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Pupils

217.

(a) (1) The department shall develop resources, or, as appropriate, update existing resources, for supports and community resources for the support of parents, guardians, and families of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) pupils and strategies to increase support for LGBTQ pupils and thereby improve overall school and community climate. The resources shall be designed for use in schools operated by a school district or county office of education and charter schools serving pupils in grades 7 to 12, inclusive.

(2) The department shall develop the supports and community resources for parents, guardians, and families of LGBTQ pupils in collaboration with parents, guardians, and families of, including, but not limited to, LGBTQ pupils.

(b) The department shall periodically update the supports and community resources for the support of parents, guardians, and families of LGBTQ pupils to reflect changes in law.

(c) (1) As used in this section, school-based supports and community resources for the support of parents, guardians, and families of LGBTQ pupils include, but are not limited to, all of the following:

(A) Parents, guardians, and families of LGBTQ pupils support groups or affinity clubs and organizations.

(B) Safe spaces for parents, guardians, and families of LGBTQ pupils.

(C) Antibullying and harassment policies and related complaint procedures for parents, guardians, and families to access.

(E) School staff who have received antibias or other training aimed at supporting LGBTQ youth and their parents, guardians, and families.

(F) Suicide prevention policies and related procedures for parents, guardians, and families to access.

(2) As used in this section, community resources for the support of parents, guardians, and families of LGBTQ pupils include, but are not limited to, both of the following:

(A) Local community-based organizations that provide support to parents, guardians, and families of LGBTQ youth.

(B) Local physical and mental health providers with experience in treating and supporting parents, families, and guardians of LGBTQ youth.

SEC. 4.

Section 220.1 is added to the Education Code, to read:

220.1.

An employee or a contractor of a school district, county office of education, charter school, or state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, shall not in any manner retaliate or take adverse action against any employee, including by placing the employee on administrative leave, on the basis that the employee (a) supported a pupil in the exercise of rights set forth in Article 1 (commencing with Section 200) of, Article 2.7 (commencing with Section 218) of, Article 3 (commencing with Section 220) of, or Article 4 (commencing with Section 221.5) of, this chapter, (b) performed the employee's work activities in a manner consistent with the recommendations or employer obligations set forth in this chapter, or (c) provided instruction to pupils consistent with the current content standards, curriculum frameworks, and instructional materials adopted by the state board, and any other requirements of this code, including, but not limited to, Section 51204.5 and the California Healthy Youth Act (Chapter 5.6 (commencing with Section 51930) of Part 28 of Division 4 of Title 2).

SEC. 5.

Section 220.3 is added to the Education Code, to read:

220.3.

(a) An employee or a contractor of a school district, county office of education, charter school, or state special school for the blind or the deaf shall not be required to disclose any information related to a pupil's sexual orientation, gender identity, or gender expression to any other person without the pupil's consent unless otherwise required by state or federal law.

(b) Subdivision (a) does not constitute a change in, but is declaratory of, existing law.

SEC. 6.

Section 220.5 is added to the Education Code, to read:

220.5.

(a) A school district, county office of education, charter school, state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, shall not enact or enforce any policy, rule, or administrative regulation that would require an employee or a contractor to disclose any information related to a pupil's sexual orientation, gender identity, or gender expression to any other person without the pupil's consent, unless otherwise required by state or federal law.

(b) Subdivision (a) does not constitute a change in, but is declaratory of, existing law.

(c) Any policy, regulation, guidance, directive, or other action of a school district, county office of education, charter school, or state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, that is inconsistent with subdivision (a) is invalid and shall not have any force or effect.

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AB 1955 Support Academic Futures and Educators for Today's Youth Act.

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Since 2020, there has been a growing legislative attack on transgender people, and particularly on transgender youth. This includes a growing number of bills (and now laws) that explicitly require school staff-and in some cases, any government or public employee-to out transgender youth to their families, often without regard for whether doing so might put the child at risk of harm.

State law forces the outing of transgender youth in schools (5 states)

State law does not force the outing of transgender youth in schools (45 states , 5 territories + D.C.)

State law promotes, though does not require, outing of transgender youth in schools (see note) (6 states)

Note: Policies that promote, though do not explicitly require the outing of transgender students vary from state to state. See the "Citations" tab or click "Citations & More Information" beneath the map legend for more detail on each state's policy.

Recommended citation:
Movement Advancement Project. "Equality Maps: Forced Outing of Transgender Students." www.mapresearch.org/equality-maps/youth/forced_outing. Accessed 01/26/2024.

Percent of Adult LGBTQ Population Covered by Laws

*Note: These percentages reflect estimates of the LGBTQ adult population living in the 50 states and the District of Columbia. Estimates of the LGBTQ adult population in the five inhabited U.S. territories are not available, and so cannot be reflected here.

7 % of the LGBTQ population lives in states that force the outing of transgender youth in schools

93 % of the LGBTQ population lives in states that do not force the outing of transgender youth in schools

12 % of the LGBTQ population lives in states that promote, though do not require, the outing of transgender youth in schools

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Forced Outing of Transgender Youth in Schools

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This map depicts the growing number of laws that explicitly require school staff-and in some cases, any government or public employee-to out transgender youth to their families, often without regard for whether doing so might put the child at risk of harm.

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Bill Text - AB-9 Pupil rights: bullying.

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Frequently Asked Questions - Equal Opportunity & Access (CA Dept of Education)

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School Success and Opportunity Act (Assembly Bill 1266) Frequently Asked Questions.

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FAQ for Sexual Education, HIV/AIDS, and STDs - Comprehensive Sexual Health & HIV/AIDS Instruction (CA Dept of Education)

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Frequently asked questions (FAQ) and answers regarding comprehensive sexual health education, HIV/AIDS and STD instruction.

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Frequently Asked Questions: Senate Bill 48

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Frequently Asked Questions related to the implementation of Senate Bill 48 (Chapter 81 of the Statutes of 2011).

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Organizations and guidance for the support of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, educators, and families in Amador, Calaveras, San Joaquin, Stanislaus, and Tuolumne Counties.

Counseling Services
For local physical and mental health providers with experience in treating and supporting LGBTQ+ students.

AMADOR

CALAVERAS

SAN JOAQUIN

STANISLAUS

TUOLUMNE

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LGBTQ+ Resources: Region 6 - Delta Sierra

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Organizations and guidance for the support of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, educators, and families in Amador, Calaveras, San Joaquin, Stanislaus, and Tuolumne Counties. Counseling Services For local physical and mental health providers with experience in treating and supporting LGBTQ+ students.

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Counseling Services - Educator Excellence (CA Dept of Education)

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Information on counseling services for Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, their educators and their families.

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California Curriculum Frameworks

California History-Social Science (HSS) Framework
The California HSS Framework contains a number of references to the contributions of lesbian, gay, bisexual, transgender (LGBT) Americans to California and United States (U.S.) history throughout its grade level chapters.

California HSS Framework Chapter 20, "Access and Equity,"(PDF) includes a section on meeting the needs of LGBT students in the HSS classroom, found on pages 24-25.

References to LGBT history are found primarily in the eleventh grade U.S. history chapter but can be located in three places:

Chapter 14, "Grade Nine-Elective Courses in History Social Science,"

Chapter 16, "Grade Eleven-U.S. History and Geography: Continuity and Change in Modern U.S. History"

Chapter 17, "Grade Twelve-Principles of American Democracy"

California Health Education Framework
California is working to ensure that every classroom is a safe learning environment and every student has access to the information they need to grow into a healthy adult. The 2019 Health Education Curriculum Framework for California Public Schools, Kindergarten through Grade Twelve (Health Education Framework) is a guidance document that districts may use when developing health education programs for students.

Chapter 7, "Access and Equity," includes a section specifically on meeting the needs of LGBTQ+ pupils, found approximately on pages 37- 43.

Content and pedagogy for meeting LGBTQ+ students' needs is woven throughout this framework.

Supplemental Curricular Resources

Teaching LGBTQ History : This website provides resources and lesson plans for teaching LGBTQ history and fulfilling the requirements of the FAIR Act.

LGBTQ History Month in October : These are specific resources for the October LGBTQ history month.

ONE Archives Foundation states that its professional development opportunities empower educators to diversify their curricula and create an affirming learning environment. The foundation's goal is to ensure that LGBTQ history is visible and accessible to kindergarten through grade twelve (K -12) students and educators through free and low-cost resources.

Elementary Educator Resources for LGBTQ+ Students

Elementary Educator Toolkits, Resources, and School Climate Information

LGBTQ+ Inclusive Curricula for Elementary Schools

Inclusive Books for Elementary Classrooms and Additional Reading

California Department of Education Recommended Literature List
Recommended Literature: Prekindergarten Through Grade Twelve (Recommended Literature List) is a searchable database of books for children and teens which helps students, teachers, and families find books that entertain, inform, and explore new ideas and experiences. To search for LGBTQ+ related literature, click on "Recommended Literature List Search", then select "customized search". Scroll to the bottom of the search page and select "Topic / Gender/Sexuality". Then click Search.

Questions: Teacher and Leader Policy Office | 916-445-7331
School Health and Safety Office | 916-319-0314

Last Reviewed: Thursday, June 3, 2021

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California History-Social Science (HSS) Framework The California HSS Framework contains a number of references to the contributions of lesbian, gay, bisexual, transgender (LGBT) Americans to California and United States (U.S.) history throughout its grade level chapters. California HSS Framework Chapter 20, "Access and Equity,"(PDF) includes a section on meeting the needs of LGBT students in the HSS classroom, found on pages 24-25.

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Safe Spaces for LGBTQ+ Students - Educator Excellence (CA Dept of Education)

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Information on safe spaces for Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, their educators and their families.

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Peer Support or Affinity Clubs and Organizations

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Peer Support or Affinity Clubs and Organizations

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Information on peer support or affinity clubs and organizations for Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, their educators and their families.

For Students

For Educators

Why start or maintain at GSA at your school?

To help create safe and inclusive school climates for gay and transgender youth.

A research brief (PDF) from the Gay, Lesbian and Straight Education Network, or GLSEN reports that:

Students in schools with GSAs are less likely to hear homophobic remarks in school on a daily basis than students in schools without a GSA-57 percent compared to 75 percent.

Gay and transgender students who attend schools with a GSA are less likely than those at a school without a GSA to report feeling unsafe in school because of their sexual orientation (61 percent vs. 68 percent) or because of their gender identity (38 percent vs. 43 percent).

Fifty-three percent of secondary school teachers believe that having a GSA would help make schools safer for gay and transgender students.

To achieve higher academic achievement through school safety:

The California Safe Schools Coalition (PDF) has produced a number of research briefs that look at the impact harassment and discrimination based on sexual orientation and gender identity has on academic achievement and school safety in California schools.

Thirty-one percent of gay and transgender youth who felt safe at school received mostly A's, compared to 18 percent who did not feel safe at school.

Thirty-five percent of gay and transgender youth who felt safe at school received A's and B's, compared to 26 percent who did not feel safe at school.

Eighty-three percent of gay and transgender students who strongly feel safe at school have plans to go to college, compared to 67 percent of those who do not feel safe at school.

For Parents

The Family Acceptance Project ® is directed by Dr. Caitlin Ryan at the Marian Wright Edelman Institute at San Francisco State University, and was developed by Caitlin Ryan and Rafael Dìaz in 2002. It includes the first comprehensive study of LGBTQ youth and their families and the first evidence-informed family support model to help diverse families learn to support their LGBTQ children.

For Everyone

National Organizations

Questions: Teacher and Leader Policy Office | 916-445-7331
School Health and Safety Office | 916-319-0314

Last Reviewed: Thursday, June 3, 2021

Trending in Educator Excellence

No items posted in the last 60 days.

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Peer Support or Affinity Clubs and Organizations

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Information on peer support or affinity clubs and organizations for Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students, their educators and their families. To help create safe and inclusive school climates for gay and transgender youth.

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The Trevor Project’s 2021 National Survey on LGBTQ Youth Mental Health is the organization’s third annual, cross-sectional national survey of LGBTQ youth across the United States. We hope this report elevates the voices and experiences of diverse LGBTQ youth, providing insights that can be used by r…

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Training

American Psychological Association: The Respect Online Course
The Respect Online Course includes three self-paced modules that provide school staff (educators, school counselors, nurses, psychologists, and social workers) with the knowledge, attitudes, and skills to make schools safe and supportive for lesbian, gay, bisexual, transgender and questioning students.

The Trevor Project
The Lifeguard Workshop is a free online learning module with a video, curriculum, and teacher resources for middle school and high school classrooms. The Trevor Project's Trainings for Professionals include in-person Ally and CARE trainings designed for adults who work with youth. These trainings help counselors, educators, administrators, school nurses, and social workers discuss LGBTQ+ competent suicide prevention.

California Health Education
The primary purpose of this website and the Health Education Framework is to offer guidance to teachers of health education that will assist them in addressing significant changes to health instruction as reflected in the 2008 Health Education Standards, as well as more recent key initiatives and legislation. This includes guidance and professional learning on being inclusive to LGBTQ+ youth in the classroom in Module One . Creating safe, supportive, and inclusive learning environments, including for LGBTQ+ youth.

Resources for Schools
Curriculum Materials that are Inclusive of LGBTQ+ Youth Peer Support or Affinity Clubs and Organizations Safe Spaces for LGBTQ+ Students Counseling Services School Staff Antibias Training Aimed at Supporting LGBTQ+ Youth
Resources for Families and Communities Organized by Region

A curated list of regional organizations and guidance for the support of LGBTQ+ students, educators, and families; and strategies to increase support for LGBTQ+ students.

Region 1 - North Coast
Del Norte, Humboldt, Lake, Mendocino, Sonoma

Region 2 -Northeastern
Butte, Glenn, Lassen, Modoc, Plumas, Shasta, Siskiyou, Tehama, Trinity

Region 3 - Capital Service Region
Alpine, Colusa, El Dorado, Nevada, Placer, Sacramento, Sierra, Sutter, Yolo, Yuba

Region 4 - Bay
Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo, Solano

Region 5 - South Bay
Monterey, Santa Clara, Santa Cruz, San Benito

Region 6 - Delta Sierra
Amador, Calaveras, San Joaquin, Stanislaus, Tuolumne

Region 7 - Central Valley
Fresno, Kings, Madera, Mariposa, Merced, Tulare

Region 8 - Costa Del Sur
Kern, San Luis Obispo, Santa Barbara, Ventura

Region 9 - Southern
Imperial, Orange, San Diego

Region 10 - RIMS
Riverside, Inyo, Mono, San Bernardino

Region 11 - Los Angeles
Los Angeles

Statewide Resources for Families and Communities

Counseling Services
For local physical and mental health providers with experience in treating and supporting LGBTQ+ students.

Support Groups for Adults and Youth around Gender Diversity
Gender Spectrum hosts free online groups for pre-teens, teens, parents, caregivers, and other family members and adults. These groups provide you with the opportunity to connect with others, share experiences, and feel the comfort of a supportive community.

Laws and Policies

Laws and policies for local educational agencies to support LGBTQ+ students and provide safe learning environments that protect the health and safety of LGBTQ+ students

Laws Related to Supporting LGBTQ+ Students

The FAIR Education Act

California Education Code ( EC) Section 51204.5-the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act-(formerly Senate Bill 48) prescribes inclusion of the contributions of groups previously excluded in the history of California and the U.S. This section previously included men and women and numerous ethnic groups; the expanded language requires inclusion of the contributions of LGBT Americans to California and U.S. history as well as their roles in contemporary society.

To review the Fair Act statute, please visit the California Legislative Information web page. Frequently Asked Questions: regarding Senate Bill 48 are also available.

The California Healthy Youth Act

The California Healthy Youth Act, which took effect January 1, 2016, requires school districts to provide students with integrated, comprehensive, accurate, and comprehensive sexual health education and HIV prevention education, at least once in high school and once in middle school.

All instruction and materials in grades K-12 must be inclusive of LGBTQ students. Instruction shall affirmatively recognize that people have different sexual orientations and, when discussing or providing examples of relationships and couples, must be inclusive of same-sex relationships. ( EC Section 51933[d][5] ). Instruction shall affirmatively recognize that people have different sexual orientations and, when discussing or providing examples of relationships and couples, must be inclusive of same-sex relationships. ( EC Section 51933[d][5] ). Instruction must also teach students about gender, gender expression, gender identity, and explore the harm of negative gender stereotypes. ( EC Section 51933[d][6] ). This means that schools must teach about all sexual orientations and what being LGBTQ means. The California Healthy Youth Act also prohibits sexual health education classes from promoting bias against anyone on the basis of any category protected by EC Section 220, which includes actual or perceived gender and sexual orientation.

For information on the California Healthy Youth Act, EC sections 51930-51939, please visit the California Legislative Information web page.

More information regarding the implementation of The California Healthy Youth Act is available on the California Department of Education (CDE) Frequently Asked Questions: California Healthy Youth Act web page.

Additional information and resources regarding the California Healthy Youth Act, is available on the CDE Comprehensive Sexual Health & HIV/AIDS Instruction web page.

School Success and Opportunity Act

EC Section 221.5(f) (formerly Assembly Bill 1266), requires that pupils be permitted to participate in sex-segregated school programs, activities, and use facilities consistent with their gender identity, without respect to the gender listed in a pupil's records.

Please visit the CDE Frequently Asked Questions related to the implementation of School Success and Opportunity Act web page for more information.

Legal Advisory

The CDE has issued a Legal Advisory regarding application of California's antidiscrimination statutes to transgender youth in schools.

Policies Related to Supporting LBGTQ+ Students

Research, Data, and Reports

Research, Data and Reports on supporting LGBTQ+ students and improving overall school climate for LGBTQ+ students, their educators and their families.

Questions:

Teacher and Leader Policy Office | 916-445-7331
School Health and Safety Office | 916-319-0914

Last Reviewed: Thursday, June 08, 2023

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Instructional guidance, law, and policies for local educational agencies to support Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students and provide safe learning environments that protect the health and safety of LGBTQ+ students.

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Confront Anti-LGTBQI+ Harassement in Schools

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Confront Anti-LGTBQI+ Harassement in Schools

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Confronting Anti-LGBTQI+ Harassment in Schools

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Confronting Anti-LGBTQI+ Harassment in Schools

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Intersex people are born with a variety of differences in their sex traits and reproductive anatomy. According to experts, upper estimates are that nearly 2% of the general population is born with intersex traits (more than the entire population of Japan!). There is a wide variety of difference among intersex variations, including differences in genitalia, chromosomes, gonads, internal sex organs, hormone production, hormone response, and/or secondary sex traits.

Intersex people come from all socioeconomic backgrounds, races, ethnicities, sexual orientations, faiths, and political ideologies. In addition, intersex people can have many different gender identities. Though some individuals with intersex traits identify with intersex as their gender, the majority don't--they may identify as male, female, non-binary, or a different gender. Intersex individuals may also be transgender if they do not identify with the gender with which they were raised. The same breadth of sexualities seen in the general population are also represented in the intersex community. Most of all, intersex people face similar bias and fear of difference that faces the entire LGBTQ+ community. As such, intersex people are valuable members of our communities who deserve recognition and respect. To learn more about intersex people and the issues they face, read interACT's Intersex FAQ.
Non-Consensual Intersex Surgeries Warning: This section contains descriptions of surgeries that may be distressing.
One of the biggest issues facing the intersex community is non-consensual surgeries performed on intersex children. These are non-lifesaving procedures intended to change genital appearance and reproductive anatomy to fit arbitrary norms. According to interACT, these surgeries may include:

The reduction or repositioning of a clitoris (clitoroplasty, or clitoral reduction or recession)

The creation or alteration a vagina (vaginoplasty)

The repositioning of an already functional urethra (hypospadias surgery)

The removal of the organs that would make sex hormones (gonadectomy)

Most intersex surgeries are performed on children under 2 years old, denying them the opportunity to make important choices about their own bodies. This can leave intersex people with serious lifelong emotional and physical consequences that affect fertility, sexual function, and emotional well-being.

Intersex advocates are committed to ending these harmful practices and allowing intersex people to make choices about their own bodies.
Are Intersex People Part of the LGBTQ+ Community?
Intersex people often have similar experiences to LGBTQ+ people and confront many of the same challenges. Some intersex people may also identify as LGBTQ+. Homophobia, biphobia, transphobia and outdated gender norms underlie many of the issues intersex people face. In recognition of these shared experiences, many advocates use the phrase "LGBTQI" and highlight our common struggle for acceptance.
How Can We Support Intersex People?

Remove stigma and depathologize intersex bodies. Just like being LGBTQ+ is not a mental disorder, being intersex is not a physical disorder.

Use intersex inclusive language. InterACT's Intersex Inclusive Language Guide provides helpful guidelines on how to speak with and about intersex people in a respectful manner.

Laws and issues affecting transgender and gender non-conforming people often affect intersex people as well. This includes laws relating to official identity documents and access to sex-specific resources. Remember to include intersex people when discussing these issues and speak out against injustice.

Intersex Awareness Day is observed every October 26 and marks the anniversary of the first public protest against non-consensual infant genital surgeries in the United States in 1996. Learn about the history of intersex advocacy and what you can do to uplift intersex voices.

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Understanding the Intersex Community - HRC

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Intersex people are born with a variety of differences in their sex traits and reproductive anatomy. According to experts, upper estimates are that nearly 2% of the general population is born with intersex traits (more than the entire population of Japan!).

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GLSEN

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Supportive Families, Health Children Brochure

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Supportive Families, Health Children Brochure

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Family Acceptance Project

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National Survey on LGBTQ Youth Mental Health 2020

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National Survey on LGBTQ Youth Mental Health 2020

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National Survey on LGBTQ Youth Mental Health represents the first wide-ranging report from The Trevor Project's cross-sectional national survey of LGBTQ youth across the United States. We hope this report elevates the voices and experiences of LGBTQ youth, providing insights that can be used by the many organizations working to support LGBTQ youth around the world.

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5 Things You Can Do to Support Your LGBTQ Students

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5 Things You Can Do to Support Your LGBTQ Students

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During the past school year, two different people told me they decided to become teachers in part because they hoped to support LGBTQ (lesbian, gay, bisexual, transgender, and queer/questioning) students. The odds are that all classrooms include LGBTQ students, although many aren't yet comfortable being open about their sexualities or gender identities.

It's important for schools to be welcoming places for all students. After all, as the American Federation of Teachers (AFT) notes, "public schools often lead the way for the broader society in modeling inclusiveness and pluralism." Here are some steps teachers can take to ensure LGBTQ students feel safe, welcome, and included in their classrooms.

1. Post Safe Space Signs

You can designate your classroom a "safe zone" through stickers or posters on your classroom door. This lets students know that you're LGBTQ-friendly, and are willing to challenge anti-LGBTQ language or harassment. In addition, the AFT states that safe zone stickers let students know that teachers, counselors, and administrators are "open to discussion of LGBTQ issues in the context of classwork or just in conversation."
Further reading: New Types of Extracurricular Activities: The Culture Club
The Gay, Lesbian and Straight Education Network's (GLSEN) biennial National School Climate Survey revealed that "the safe space campaign, like enumerated antibullying policies, makes a tremendous difference in LGBTQ students' perceptions that their schools are safe and that their teachers are adults they can trust." My students have told me that seeing the sticker on my door just makes them feel better. Teaching Tolerance notes that a safe zone sign posted in your classroom or office "signals to LGBTQ youth that you've got their backs."

2. Start an LGBTQ Organization at Your School

The AFT points out that school-based extracurricular groups have the "potential to shape school climate, address inequality, and affect student performance." LGBTQ student organizations show great promise in "reducing discrimination against LGBTQ students, promoting their well-being, and fostering safe and affirming school environments." These groups provide support for LGBTQ students, and they can help create awareness in schools and help to counteract discrimination. They can also ensure that school policies and curriculum are inclusive. Offering to start such a group at your school or becoming an advisor for an existing one can help ensure that students have positive experiences at school.

3. Stand Up Against Homophobia

GLSEN reports that research has shown "LGBTQ youth face bullying at significantly higher rates than their peers, and the consequences, such as increased rates of suicide, can be heartbreaking."

Educators can help change that. GLSEN provides lesson plans on bullying, bias, and diversity that teachers can use to help educate their students. Students of all ages sometimes use homophobic words or expressions in the classroom. It's important for teachers to let students know that such speech is unacceptable. Teaching Tolerance provides an activity guide to help teachers handle remarks like this in the classroom.

4. Integrate LGBTQ Topics into the Curriculum

The Human Rights Campaign suggests that teachers integrate LGBTQ people and topics into the classroom. When assigning topics for science, history, and art, be sure to include LGBTQ people like Harvey Milk (politician) or Alan Turing (computer scientist). GLSEN also provides an LGBTQ-inclusive curriculum so that students can see themselves in their lessons, and so all students can have an authentic understanding of the world around them.

5. Pursue Professional Development

Workshops and professional development with experts can help to ensure that your school is inclusive, safe, and affirming for LGBTQ youth. Effective professional development can help to educate staff on how to handle harassment and bullying, and it can provide a place to share resources and best practices to ensure safe and respectful schools.
Further reading: Creating an Engaged and Positive Classroom Culture
Schools should be a safe and welcoming place for all students. These steps provide a great starting point for ensuring LGBTQ students are well-supported in schools so that their experiences are happy, healthy, and educational.

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5 Things You Can Do to Support Your LGBTQ Students

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During the past school year, two different people told me they decided to become teachers in part because they hoped to support LGBTQ (lesbian, gay, bisexual, transgender, and queer/questioning) students. The odds are that all classrooms include LGBTQ students, although many aren't yet comfortable being open about their sexualities or gender identities.

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Meet the Experts
Dr. Deb Cohan
Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.
Eugene Patron
Eugene Patron serves as the communications and marketing director for the Point Foundation. He focuses on creating connections and awareness and building support for a variety of causes and communities.

Introduction

According to the National School Climate Report, 86 percent of LGBTQ youth reported being harassed at school, compared to 27 percent of students overall. School years can be challenging for all students, yet those who identify as LGBTQ often face additional pressures or concerns. Within this guide, LGBTQ students can find resources and information about support systems available to help them navigate both high school and college environments.

A Safe Place to Learn

Incidents can take many forms, including physical harassment, emotional or mental abuse, stronger violence, or discrimination. As the Internet has grown to include the use of various social media platforms, cyber bullying has become an issue. Bullying Statistics found that 42 percent of LGBTQ youth have experienced cyber bullying, a rate three times higher than other students.

There is hope to shift the tide; GLSEN found that half of all youth don't understand that discriminatory language is hurtful, nor do they realize the negative consequences their words have specifically on LGBTQ youth. A few things everyone can do to maximize support for LGBTQ teens and college students include:

Create a supportive community

1 Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus.

LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

2 As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

3 Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

LGBTQ+ Resources for All Students

In addition to numerous LGBTQ organizations focused on particular age groups, many general programs and initiatives exist, which seek to bolster community, encourage positive dialog, and ultimately security greater equality. Some of the best nationally recognized initiatives are listed in this section.

CenterLink
Founded with the mission to build sustainable LGBTQ community centers, this organization now has over 200 locations in 46 states and five countries. Aside from strengthening local LGBTQ communities, the organization also provides networking, technical assistance and training, and capacity building services.

GLAAD
With a national focus on leading conversations about equality for the LGBTQ community and informing the media narrative, this organization works with news and entertainment media of all formats and communications and digital strategy outlets to ensure the public is provided with powerful stories about the LGBTQ community that advocates for greater equality.

Gay & Lesbian International Sport Association
With an international reach, GLISA brings together international sports federations, human rights organizations, associations representing sport teams, clubs from major regions, and other stakeholders to facilitate partnerships for building bridges between sports and the LGBTQ community.

Gay, Lesbian and Straight Education Network
GLSEN's mission is simple: to ensure every member of school communities feel respected, regardless of their sexual orientation. This is accomplished through educating teachers, students and the public about the common pressures faced by LGBTQ students and working to remove barriers to success.

Get Equal
GE focuses on equipping the LGBTQ community and their allies to fight against inequalities and to push for progressive change. Whether organizing direct action efforts, hosting local community meetings, training members in tactics of direct action or providing professional consulting, the organization is committed to continuously fighting for equality.

Human Rights Campaign
HRC is the largest organization fighting for the civil rights of lesbian, gay, bisexual and transgender Americans. The organization currently has over 1.5 million members, all focused on making true equality for all possible. The organization has a number of research publications outlining equality indexes on areas such as healthcare, employers, states and corporations.

Matthew Shepard Foundation
By erasing hate and building compassionate and accepting communities, the Matthew Shepard Foundation hopes to empower LGBTQ individuals to challenge and address discriminatory behavior in their schools, neighborhoods and homes.

National Center for Transgender Equality
Identifying as America's premier social justice advocacy organization for transgender individuals, NCTE works at the federal, state and local levels to leverage political capital and change laws encouraging discriminatory behavior. The organization has a particularly helpful "Know Your Rights" section of their website with information on housing, healthcare, employment, and more.

National Gay & Lesbian Task Force
Since 1973, NGLTF has focused on building the political capital of the LGBTQ community through activist training, advancing pro-LGBT legislation and raising the profile of LGBTQ interests and causes. The organization is also an excellent resource for learning about the beliefs and platforms of those running for public office in regards to LGBTQ interests.

PFLAG
Through support, education and advocacy efforts, PFLAG seeks to unite the LGBTQ community with friends, families and allies. By doing so, the organization hopes to further equality efforts and lessen discriminatory practices. Currently, there are more than 350 chapters and over 200,000 members.

TransYouth Family Allies
TYFA is focused on supporting children and families to create support systems offering encouragement and acceptance regardless of sexual orientation. Main areas of work include educating the public about discrimination, working to eliminate oppression and violence, and forming alliances to ensure support services are in place for LGBTQ individuals.

The organization has a number of outreach initiatives and resources to accomplish this mission.

LGBTQ+ Teens

Research has shown that LGBTQ students, no matter their level of education, have historically faced higher levels of discrimination than their straight peers. These numbers tend to be at their highest during the middle and high school years. A groundbreaking report by the Human Rights Campaign found that LGBTQ youth are twice as likely to have been physically assaulted, kicked or shoved at school. Meanwhile, 92 percent of LGBTQ students say they hear negative messages about being LGBTQ. Top sources for negative comments include school, the Internet and fellow students.

No student should ever have to experience discrimination or negative behavior, regardless of their sexual orientation. This becomes increasingly important as students start thinking about post-secondary options. A recent report found that nearly 14 percent of LGBTQ students who receive frequent verbal harassment decide not to go to college. Fortunately, many people believe this and countless organizations are working on behalf of LGBTQ teens to ensure these behaviors are eradicated over time. It's working: 77 percent of LGBTQ youth said they know things will get better. Below, students and their allies can find helpful resources and information to support them through these years.

The Attic Youth Center
This Philadelphia-based organization is an excellent example of how LGBTQ youth centers can empower and inspire local teens that identify as lesbian, gay, bisexual, transgender, or questioning. Some of the services offered include life skills, mental health counseling, supportive programs, community engagement, and social activities. AYC also provides a number of resources at both the local and national level.

Gay Straight Alliance Networks
GSAs are student run clubs operating in both high school and middle schools that provide support, socialization, and activism activities for LGBTQ youth. The overarching goal is to fight against homophobia and transphobia; providing leadership and activist training for group members and encouraging them to advocate for nondiscriminatory policies and greater equality accomplishes this.

International Lesbian, Gay, Bisexual, Transgender, and Queer Youth and Student Organization
IGLYO is an internationally focused advocacy and activism organization focused on representing the interests of LGBTQ youth. To accomplish this mission, the organization hosts conferences, provides educational materials, and offers the general public many opportunities to get involved.

It Gets Better Project
The mission of the IGB Project is to give LGBT youth across the world hope that things do get better. In response to raised incidents of students committing suicide after being bullied in school, syndicated columnist Dan Savage created the organization to provide both inspiration and resources, including pledges and educational videos.

The Trevor Project
With suicide rates noticeably higher among LGBTQ youth than their straight peers, the mission of The Trevor Project is incredibly important. By providing a 24/7-crisis intervention service, online community, and educational programs, the organization seeks to be both life saving and life-affirming.

YouthPride
Since 2009, this organization has prevented 151 LGBTQ youth suicides through innovative programming and excellent resources. Whether offering daily after school activities or support and discussion groups, the Atlanta-based organization engages youth and empowers them to advocate for themselves. The organization also provides counseling and free HIV testing.

Local LGBTQ+ Centers

In addition to the larger organizations listed above, there are various LGBTQ Centers focused on serving local communities. Whether offering afterschool programs, counseling, mentoring, empowerment services or advocacy initiatives, these organizations provide crucial care at a pivotal time. These centers also frequently work with local schools to help create safer places for LGBTQ students to learn. Before visiting a center, students may have questions about their services. Some of these may include:

Create a supportive community

Many schools have student or faculty-led groups that champion and empower the LGBTQ community and align them with straight allies. These groups often promote advocacy and education for the larger student body and provide an outlet for socializing, finding support and encouragement, and talking about the challenges faced on and off campus. LGBTQ students are also encouraged to seek out mentors on their campus who can not only speak to higher administration on their behalf, but also provide a listening ear and an older voice on the challenges they commonly face.

Create a supportive school campus

As further statistics and research emerge about the damaging effects of LGBTQ discrimination on school campuses, many are taking an active stance against prejudiced behavior. Whether enacting policies and disciplinary protocol for those who engage in this behavior or educating all students about the importance of equal rights for all students, a number of colleges are leading the charge in shifting thought and action. These institutions often have LGBTQ offices that encourage student advocacy, alumni relations, media awareness, and faculty support. These organizations may also hose events to educate the wider campus and provide counseling services to students facing discrimination. Advocate pulled together a list of the Top 10 trans-friendly colleges in America.

Build outside resources

Outside of campus-based programs and offices, there are many local community and online resources that help to create more welcoming learning and living environments for LGBTQ students. Whether operating as a national organization with local chapters or an individual center, these programs will often work alongside colleges to help students find housing, employment, and healthcare services.

INTERVIEW

with Expert DR. DEB COHAN

Dr. Deb Cohan, Assistant Professor of Sociology at University of South Carolina Beaufort with a specialization in Gender Studies. Former Board of Directors member at PFLAG.

Because of the social change work of tireless LGBTQ activists and their straight allies, we are living at a time that is most ripe and ready for conversation.� Ask questions, get curious, share your curiosity, and be prepared to be surprised as to how and where you might find allies. Also, seek out the GSA at your school, and look into your local PFLAG organization. In this day and age of social media, you will also find support in chat rooms and on websites with people living across the globe. With that said, think globally and act locally and keep up your involvement in your own community.

Do not be afraid to seek counseling so you have a safe, open, and trustworthy space to talk with a trained therapist, preferably one who specifies that s/he is friendly to these issues.

Be sure to tell your doctor if you can so your health issues can be addressed holistically.

Self-loathing, isolation, self-injury, and suicidal thoughts are sadly common among high schoolers and college students and especially so among LGBTQ youth.

Teachers and professors can assign reading by some of the great LGBTQ writers of our time. Some write about LGBTQ identity while others write about other subject matter. Often, these are great springboards for discussion on intersectionality and the connections between gender, sexuality, race, and class.

Teachers and professors can also host film screenings and invite guest speakers who highlight these issues from their own personal and professional experiences; these activities must be followed by spirited, lively, open and honest discussions. I do this all the time in my own classrooms. It not only creates a safe space for LGBTQ students but it creates expansive space for straight students. I have had a number of students tell me that after my class, they would be okay if they have a child who is gay-this is hugely transformative considering that they entered the class admittedly homophobic.

LGBTQ+ College Students

In addition to balancing coursework, navigating new social situations and possibly trying to work during their studies, LGBTQ college students may encounter unique challenges while undertaking their education. The National Gay and Lesbian Task Force found that one in five college students fear for their physical safety due to their gender identity or sexual orientation. The good news is that many colleges across the nation are actively fighting to end discrimination on-campus and engender a spirit of acceptance and respect among all students, faculty and staff members.

The Campus Pride Index

Founded in 2001, Campus Pride has becoming the leading national organization for promoting safe college environments by developing student leaders and campus groups. What once started as an online community and center has now grown into a massive effort that has taken root on college campuses across the nation.

One of the most significant resources provided by the organization is the LGBTQ-Friendly Campus Pride Index. This guide is used to measure LGBTQ qualify of life across college and university campuses and promote better practices and open dialog. It also helps postsecondary institutions become more LGBTQ-friendly. According to the organization, "LGBTQ-friendly" describes a learning environment that is inclusive, welcoming and respectful for all lesbian, gay, bisexual, transgender and queer people.

The Index has identified eight factors contributing to an overall LGBTQ-friendly college environment:
8 Factors Contributing to an Overall LGBTQ-Friendly College Environment
Curricula & Courses: LGBTQ-Inclusive Academics

Aside from LGBTQ Centers and student-led groups, colleges and universities can promote LGBTQ awareness and acceptance through academics, as well. Some of the best practices include:

1 Create inclusive lesson plans with positive examples of notable LGBTQ leaders. Fordham University provides an excellent resource to all faculty members that outlines LGBTQ teaching recommendations. Some of their suggestions include:

Challenge heterosexist assumptions

Don't use us/them terminology; be inclusive

Use LGBTQ writers, academics, scientists, and business leaders as examples of positive contributions throughout the course.

Increase the visibility of LGBTQ role models and allies

Make all students, regardless of sexual orientation, feel valued

2 Offer degree programs covering gender, sexuality, diversity, and queer history and culture. A number of schools have courses and degrees that explore the spectrum of human sexuality. Some of the most interesting include:
Majors

Feminist Studies

LGBTQ Studies

Queer Studies

Psychology with an concentration in LGBTQ Studies

Individual Courses

Multidisciplinary approaches to LGBTQ Health

Socio-cultural and historical dimensions of the LGBTQ community

Queer theory

Sex and gender in cross-cultural perspective

The sexual politics of religion

Key College Resources for LGBTQ+ Students

Aside from academic inclusion of LGBTQ topics and positive perspectives, many campuses have various other types of support systems available for LGBTQ students. Some of these include:
LGBTQ Resource Centers
Because LGBTQ students can often face unique challenges, they need unique support and resources. Colleges and universities throughout the nation now often have centers dedicated specifically to LGBTQ needs. Students can find a safe place to locate resources, support, information, and care. In addition to direct services, these departments often host various campus events to foster community, promote education of LGBTQ topics, and promote health and wellness for all students.
Online Social Media and Discussion Resources
Today's students constantly use the Internet in a variety of ways. Universities have picked up on this trend and many now offer online forums for discussion and support, and the latest information on current news and issues within the LGBTQ community. In most cases, these forums are private and can only be accessed with proper and valid school logins.
Faculty and Staff Education Programs
Academics lead the charge in ensuring all students, regardless of sexual orientation, feel safe, valued and empowered in their classrooms. Universities now offer training and many resources to ensure faculty and staff are well-informed about inclusion of LGBTQ topics and are sensitive to discrimination.
LGBTQ Campus Events
Campus wide events deigned to celebrate and empower LGBTQ students and their allies are a great way to educate the larger campus community about LGBTQ interests. Many LGBTQ Resource Centers will host a variety of events throughout the school year. George Mason University provides a great example of a rotating event schedule. Some of their upcoming events include Pride Week, National Coming Out Day and Safe Zone Training. The school also hosts book reading groups from LGBTQ authors and scholarships for LGBTQ students.
Special On-Campus or Campus-Sponsored Housing Issues
Students have enough on their plates without worrying about feeling comfortable in their living space. Many universities provide options specifically designated for LGBTQ students, be they shared dormitory rooms, suite-style apartments, or gender-neutral accommodations. Numerous schools have also begun creating all gender bathroom facilities to ensure further inclusivity.

Other Online Resources

LGBTQ students have enough on their plates navigating the usual pressures of college life without having to worry about feeling safe or discriminated against. Resources and organizations aimed at LGBTQ college students are crucial for educating, informing, advocating, and providing resources. Some of the best organizations serving LGBTQ college students and their allies are listed below:

Delta Lambda Phi Fraternity
The DLP Fraternity was established for gay, bisexual, transgender and questioning men in 1986. Today, the Greek life organization has over 30 chapters spread throughout the country. The chapters seek to form bonds of brotherhood within a decidedly nontraditional group, offering opportunities to lead, grow, and form lifelong friendships.

Gamma Rho Lambda Sorority
Established as the first national lesbian sorority, today this Greek life organization strives to be inclusive of all members, regardless of their sexual orientation. The enduring focus is on creating a sisterhood built on truth in tolerance, knowledge through diversity, bonds of unity, and strength in trust.

Consortium of Higher Education LGBT Resource Professionals
Since 1997, this organization has been working with colleges and educators across the nation to create learning environments where LGBTQ students have equality in all respects. Whether supporting academics or developing inclusive curriculum, the organization advocates on behalf of students by educating faculty and staff.

Reaching Out
Reaching Out MBA was created specifically for LGBTQ students pursuing Master's in Business Administration as a way of empowering and supporting them in their studies and as they enter the professional world. With a mission of inspiring these students to lead the way in equality, the organization educates students about the challenges and opportunities of being an LGBTQ MBA student, inspires them to be leaders, and builds connections among other LGBTQ MBA students.

The Point Foundation
The Point Foundation operates as a national LGBTQ scholarship fund, helping LGBTQ students achieve their academic and leadership potential regardless of obstacles. The biggest obstacle this organization seeks to remove is concern about financing a college education. Students with financial need who can demonstrate their aspiration to make a significant impact on society can truly benefit from the work of this organization.

The Gender & Sexuality Action Committee
Operating under the umbrella of the American Medical Student Association, GSEC seeks to assure equal access to both medical care and education. The organization aspires to be a leader on issues affecting the health of women, intersex and LGBT communities. This goal is accomplished through providing support initiatives, working with legislators to improve police, advocating for patients and students, and providing safe and supportive environments and leadership opportunities for physicians-in-training.

INTERVIEW

with Expert EUGENE PATRON The Point Foundation

College today is a challenging expense for all students, but in surveying LGBTQ applicants for Point Foundation scholarships nearly half say they lack family support to help them pay for college. LGBTQ students estranged from their families may have a hard time filling out FAFSA ® �if they cannot get their parents to supply pertinent information. (Thankfully, recognizing this challenge, the U.S. Department of Education has taken some important steps to make this somewhat easier in recent years).

LGBTQ students are very much in need of professional role models. They have never met openly LGBTQ doctors, entrepreneurs, scientists, or other professionals. Many LGBTQ students wonder if they choose to follow their interests and study their academic discipline of choice, can they be out to their peers and their professor?

Point alumni who have gone on to teach at colleges and universities stress the importance of faculty being out on campus and accessible to LGBTQ students. LGBTQ faculty interacting with LGBTQ students inside and outside of the classroom - having lunch with LGBTQ students, being an adviser to LGBTQ student groups - helps LGBTQ students by modeling for them how they too can integrate themselves into campus life. It's important for LGBTQ faculty to identify and encourage faculty allies - including straight peers - who can help make the campus community welcoming for LGBTQ students.

Point Foundation is a supporter of the Tyler Clementi Higher Education Anti-Harassment Act, which would require colleges to create and distribute an anti-harassment policy to all students and employees, including prospective students and employees upon request. More information on this proposed federal legislation can be found� here.

According to Lambda Legal, nearly one-third of LGBTQ students drop out of high school, three times the national average. Just by getting through high school, LGBTQ students should take pride in their accomplishment!

LGBTQ high school students should try and participate in Campus Pride's LGBTQ College Fairs, where they can learn about colleges that actively seek applications from LGBTQ students. Campus Pride and other organizations also provide annual rankings of how LGBTQ-friendly different schools are. Even after considering these rankings, it is important for LGBTQ students to remind themselves that they can find LGBTQ peers and allies on most campuses today. Students shouldn't hold themselves back from attending the school of their choice because they are LGBTQ.

Scholarships for LGBTQ+ Students

In addition to countless general scholarships, LGBTQ students have numerous funding opportunities offered by leading civil rights and advocacy organizations focused on eradicating sexual orientation discrimination. Some of the top LGBTQ-specific scholarships available include:

The Pride Foundation

Varies

January 11

This scholarship awards LGBT students and their allies who have demonstrably contributed to the LGBTQ community. It is open to both undergraduate and graduate students hailing from Alaska, Idaho, Montana, Oregon, and Washington

The League Foundation

$1,500 - $2,500

April

Students qualified to receive this funding must graduating high school students who plan on attending a college, university or trade school. As part of the application process, students will need to complete an application and two personal essays.

The Point Foundation

Varies

January 20

LGBTQ students who aspire to be leaders in their communities and in the fight for equal rights are excellent candidates for this scholarship. Selection criteria is made on "last provider" basis, meaning this scholarship fills the gap in funding not provided by other sources.

PFLAG

$1,000 - $5,000

April 30

PFLAG awards these scholarships to graduating high school seniors who self identify as members of the LGBTQ community or as an ally. Students must also demonstrate previous commitment to furthering equality via programs, projects or activities within their high schools or communities.

Gamma Mu Foundation

$1,000 - $2,500

March 31

Gay men under the age of 35 may apply for Gamma Mu's scholarship, including those in both undergraduate and postgraduate degree programs. Preference will be giving to students who come from or plan to attend college in a rural area; who have overcome discrimination; who demonstrate leadership qualities; and who have a history of strong academic performance.

Live Out Loud

$5,000

March 4

LGBTQ students demonstrating leadership and ambition are able to apply to this scholarship, providing they are also high school seniors living in New York, New Jersey or Connecticut. Students will complete an information form and six essays as part of their application.

The Queer Foundation

$1,000

February 14

High School seniors may apply for this scholarship, which is awarded on the basis of an English essay competition. Students must compose an essay focused on queer theory or related topics, such as queer medical, legal or social issues.

The Stonewall Foundation

Up to $12,500

August 20

This scholarship was created specifically for immigrant LGBTQI students enrolled in a New York City-based university to provide economic stability in an unfamiliar environment. Students must be full-time and should have completed at least one academic year at the time of their application.

The Association of LGBT Journalists

$2,500

July 31

This scholarship was named after notable painter Bob Ross, who was a strong advocate for LGBT and AIDS rights. Students eligible to receive this award must be enrolled in a journalism or related degree program at a Northern California institution. Students who are from Northern California but attending elsewhere may also apply.

American Psychological Foundation

$15,000

November 1

Students completing empirical and applied research focused on LGBT family psychology and/or therapy may apply for this scholarship, provided they are currently completing advanced graduate coursework. They must also be endorsed by their supervising professor and have a demonstrated commitment to working within LGBT family issues.

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LGBTQ+ Student Resources & Support | Accredited Schools Online

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Bullying Statistics found that 42% of LGBTQ youth have experienced cyber bullying, a rate 3x higher than other students. Here are a few things everyone can do to maximize support for LGBTQ teens and college students.

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Supportive educators save students' lives. Having just one visibly supportive educator in a school can ensure that LGBTQ students feel safe, welcomed, and encouraged to learn. Show your support by displaying a Safe Space sticker and poster in your classroom. Learn how to discuss bullying, gender roles, or family diversity with elementary-aged students.

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BEST PRACTICE: Inclusive and Affirming Curriculum for All Students

One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events. For LGBTQ students, attending a school with an inclusive curriculum is related to less-hostile school experiences and increased feelings of connectedness to the school community. Inclusive curriculum benefits all students by promoting diversity and teaching them about the myriad of identities in their communities.

THEORY: Curriculum as Window and Mirror

Curriculum can serve as a mirror when it reflects individuals and their experiences back to themselves. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books. At the same time curriculum can serve as a window when it introduces and provides the opportunity to understand the experiences and perspectives of those who possess different identities. These windows can offer views of worlds that may be real or imagined, familiar or strange. Applied to LGBTQ-inclusive curricular content, these mirrors and windows can help create a more positive environment and healthy self-concept for LGBTQ students while also raising the awareness of all students. Inclusive curriculum supports students' abilities to empathize, connect, and collaborate with a diverse group of peers, skills that are of increasing importance in our multicultural, global society.

CONSIDERATION: Ensuring Coherent Curriculum

At times, educators' efforts to be inclusive and supportive can lead to curricular "fragmentation," or "isolation." This occurs when topics are taught without context and/or are positioned in such a way that they fail to connect to the big ideas of the topic being studied, such as when LGBTQ themes are only introduced during LGBTQ History Month (October) or LGBTQ Pride Month (June). Additional fragmentation occurs when educators include only lesbians or gay men to the exclusion of bisexual and transgender people, or when lessons fail to represent ethnic, racial and other forms of diversity that exist among LGBTQ individuals.

CLASSROOM AND SCHOOL ENVIRONMENT: Responding to Anti-LGBTQ Language and Behavior

LGBTQ-Inclusive lessons and discussions are best introduced in a supportive school environment. Introducing school-wide days of action and visibility, such as GLSEN's Ally Week (September), No Name-Calling Week (January), and the Day of Silence (April) are great ways to shift school culture to be more affirming of LGBTQ people. Additionally, ensuring that you, as educators, can also create a safer classroom environment by interrupting anti-LGBTQ remarks or comments is critical to the success of teaching LGBTQ-inclusive lessons and discussions.

Follow these steps when you witness anti-LGBTQ name-calling, bullying or harassment.

Address Name-Calling, Bullying or Harassment Immediately. Concentrate on stopping the behavior in that moment. Sometimes it's a simple response to hearing a derogatory term like, "That language is unacceptable in this classroom." Remember: no action is an action.

Name the Behavior. Describe what you saw and label the behavior. "That word is derogatory and is considered name-calling. That language is unacceptable."

Use the Teachable Moment (or Create One). Make sure to educate after stopping the behavior. Decide if you are going to educate in the moment or later, and if it will be publicly or privately. If you decide to educate later you will need to create the teachable moment. You can then take this opportunity to teach one class, the entire grade or the whole school about language and behaviors that are acceptable and those that are not.

Support the Targeted Student. Support the student who has been the target of the name-calling, bullying or harassment. Do not make assumptions about what the student is experiencing. Ask the student what they need or want. You will have to decide whether to do this in the moment or later, and if it will be publicly or privately.

Hold Students Accountable. Check school policy and impose appropriate consequences. Make sure disciplinary actions are evenly applied across all types of name-calling, bullying and harassment.

For more information and support refer to GLSEN's Safe Space Kit at www.glsen.org/safespace.

ADVOCACY: Addressing Questions and Pushback

When introducing LGBTQ-inclusive curriculum, it is best to do so as a school, led by the administrators and school leaders. We recommend this decision be communicated through LGBTQ-specific professional development for educators, and to families at the start of the year on curriculum or Back to School night. Frontloading with the schools' responsibility to provide a safe and supportive learning environment for all students along with a commitment to diversity, equity, and inclusion, can be a strong start to the school year and a time to address any misconceptions or apprehensions about this inclusion. If your state, city, or district has a policy mandating inclusive curriculum, you can use this language in your rationale.

The following talking points can support this advocacy:

LGBTQ-inclusive curriculum benefits all students by promoting acceptance and respect, and teaching them more about the diverse people and families in the world.

Anti-LGBTQ bias hurts all children, both those directly affected and those who learn in an atmosphere of fear and tension, afraid to explore their own lives because of worry about disapproval and rejection.

Beginning these conversations in elementary school will help young people develop empathy for a diverse group of people, and to learn about identities that might relate to their families or even themselves. It is never too early for schools to set up a foundation of understanding and respect.

Students of all ages must be given an opportunity to learn that the words "gay," "lesbian," and "transgender" are adjectives that should be used with respect to describe people in their community, not words used in a negative way to hurt, insult, and degrade.

Inclusive curriculum supports a student's ability to empathize, connect, and collaborate with a diverse group of peers, and encourages respect for all.

All students deserve to see themselves in their curriculum, including students who identify as LGBTQ and come from LGBTQ-headed families.

Teaching LGBTQ-inclusive curriculum acknowledges the reality that many students come from LGBTQ-headed families, are being taught by LGBTQ-educators, and are, increasingly, identifying as LGBTQ themselves even in elementary school.

LGBTQ students with inclusive curriculum have better academic and mental health outcomes, and are less likely to miss school (GLSEN's National School Climate Survey).

Supportive administrators can support this work by addressing families directly. They should be open to hearing their questions, and be careful to distinguish questions or concerns from negative pushback. Inviting families to a panel, coffee, or film screening to discuss diversity initiatives has helped many schools to invite families into this work, to address questions directly, and to identify which families in the school community are allies in this work as well.

Example statement from administration: We are conscious of providing age-appropriate and developmentally-appropriate lessons and activities that meet all of our students where they are when addressing LGBTQ-visibility and inclusion. Our goal is to work together as one community through this practice. We encourage you to reach out to us or our teachers throughout the year if you have any questions or would like further information as we support our students in this important work.

PLANNING: Finding Opportunities for LGBTQ Visibility and Inclusion

Educators should spend time identifying the extent to which LGBTQ-related content is present in their current curriculum. Care should be taken to fill gaps while looking for opportunities to deepen student understanding of their world and identities. LGBTQ people, history, and events can be easily inserted into most content areas. Teaching about identity at any age is valuable for students, and can be considered part of social emotional learning (SEL). Curriculum should provide students with opportunities to reflect on their own identities, including gender identity and expression, family diversity including LGBTQ-headed families, and the types of relationships they may want to build.

Social Emotional Learning (SEL): Suggested LGBTQ-Inclusive Learning Opportunities

Early Elementary: Ensure that family studies show examples and use language that includes a variety of family structures including LGBTQ-headed families. Address identity and reflections around gender stereotypes using Ready, Set, Respect!, inclusive read-alouds, and GLSEN's lesson I Am Me: Talking About Identity.

Upper Elementary: GLSEN's Identity Flowers lesson encourages students to explore their own identities and personal experiences with race, culture, ability, family structure, religion or spirituality, and gender identity and expression. Find more lessons for elementary students in our No Name-Calling Week program at www.glsen.org/nncw.

Middle School: GLSEN's Challenging Assumptions lesson provides students an opportunity to experience what it's like to be labeled in a negative way, and as a result, develop empathy for those who others label, even though those labels don't fit.

High School: GLSEN's Learning Empowerment and Self-Identification encourages students to explore how self-identification can be empowering, and have discussions about what it means to be proud of the labels and identities that we all hold. They will also explore the damage that can be done when someone applies labels to another person without that person's permission (consent).
Science & Sexual Health Education
when teaching science it can quickly get very binary (sperm/egg, male/female, XX/XY)

the most important thing is to dismantle this polarizing way of thinking and giving ample examples of ways that nature is not binary. science class can be a place where a very complex world can be, incorrectly, summarized in binaries.

Elementary - In science, elementary students can explore informational texts about animals that highlight their diversity in gender and family structure. Health educators can use these Principles of Gender-Inclusive Puberty and Health Education for more information and best practices.

Grades 6-8 - Educators are mindful of vocabulary and use visuals such as GLSEN's Gender Triangle to distinguish between gender identity, gender expression, and bodies. Educators teach about biology and the human bodies in ways that does not reinforce gender binaries, and includes intersex people. For example, when having conversations involving chromosomes, highlight how not all people born with XX chromosomes identify as women to distinguish between sex, gender, and gender identity. LGBTQ identities are present when discussing healthy relationships, boundaries, and consent.

High School - From learning about meiosis to talking about natural selection, students learn about sex, gender, and gender identity using a diverse represenation. Educators can acknowledge how western culture traditionally views reproduction (between cisgender men and a women) and how many stories are different from that "traditional view." Include the identity and history of scientific figures in relevant lessons, such as Alan Turing in biology lesson or Sally Ride in a physics lesson around velocity and trajectory. Sexual health educators check in with students to answer questions and ensure that they are receiving information and is relevant to them. Word problems in Chemistry and physics can be another opportunity to highlight LGBTQ people, families, and relationships.
For more information, videos, and resources go to www.glsen.org/health and read our blog: Common Core State Standards for ELA and Literacy Elementary Inclusion: 6 Ways I Make My Science Class LGBTQ-Inclusive as a Trans Teacher.
COMMON CORE: Connecting Curriculum to Standards
Writing Core Standard for Grades 6-12
Implementation of the Common Core State Standards is one way that many states and school districts are making efforts to ensure a quality education for all students. The examples below demonstrate how an examination of the standards and themes can lead to locating opportunities for the natural inclusion of LGBTQ-related content in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, and Mathematics.

GLSEN's Ready, Set, Respect! - GLSEN's elementary toolkit has common-core aligned lessons that focus on name-calling, bullying and bias, LGBTQ-inclusive family diversity and gender roles and diversity.
Writing Core Standard for Literacy in History/Social Studies, Science, and Technical Subjects 9-12
Reading the Rainbow: LGBTQ Inclusive Literacy in the Elementary Classroom - This book offers comprehensive resources, curriculum development, resource materials, and a pathway between existing literature and current LGBTQ resources.

Pronouns: Little Words that Make a Big Difference - In this lesson, students will learn about pronouns, how they are used, and their importance. They will learn that pronouns are connected to people's gender identity, and that everyone gets to choose which pronouns work for them. Students will practice using gender neutral pronouns, such as they/them/ theirs, by writing about Hadhir the hamster (they/them).
ELA Standard: Reading and Literature for Grades 9-10
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Suggested LGBTQ-Inclusive Learning Opportunity: GLSEN's LGBTQ History Timeline Lesson facilitates a much needed discussion about the erasure of LGBTQ history in what is considered American history, and the value of critical thinking in history classes. After examining the LGBTQ visibility (or invisibility) in their current history curriculum or textbooks, students proactively create newspaper articles to highlight the stories of LGBTQ leaders and bring them into the classroom.
Common Core State Standards for History/Social Studies
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating, understanding of the subject under investigation.

Suggested LGBTQ-Inclusive Learning Opportunity: Students use GLSEN's National School Climate Survey or Local School Climate Survey to examine LGBTQ student experiences at school. They can also use resources from GLSEN's No Name-Calling Week to examine school climate, bullying and harassment at school.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Suggested LGBTQ-Inclusive Learning Opportunity: Students read Simon vs. the Homosapiens Agenda by Becky Albertalli and watch the movie Love, Simon. Use GLSEN's Love, Simon: Coming Out and Invisible Identities to conduct a character study of the main characters.

Elementary - Describe the relationship between a series of historical events, scientific ideas or concepts in a text, using language that pertains to time, sequence, and cause/effect.

Suggested LGBTQ-Inclusive Learning Opportunity: Students learn about critical events in LGBTQ History through the living timline and resources at www.glsen.org/lgbtqhistory. Students explore read-aloud books such as Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders (Grades 1-3) or The Stonewall Riots: Coming Out in the Streets by Gayle E. Pitman (Grades 4-6).
Common Core State Standards for Mathematics
Grades 6-8 - Cite specific textual evidence to support analysis of primary and secondary sources.

Suggested LGBTQ-Inclusive Learning Opportunity: Students listen to and read the primary sources of individuals who bore witness to or helped shape LGBTQ history in our country through GLSEN's Unheard Voices, developed in partnership with ADL and StoryCorps. Students research additional textual evidence to support and provide more context to these stories.
Grade 7 - Statistics and Probability 7.SP
High School - Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Suggested LGBTQ-Inclusive Learning Opportunity: Students chose a historic event related to an LGBTQ leader from GLSEN's LGBTQ History Flash Cards. Students research the event through multiple sources with differing points of view to present their own assessment. Find more activities at www.glsen.org/historycards

Elementary - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities

Suggested LGBTQ-Inclusive Learning Opportunity: Ensure that word problems are inclusive, and use this opportunity to highlight diversity in names, gender, and family structure. For example, "Anqelique and her moms bought fifteen apples from the market." or "Miguel and their dads love to draw with chalk." Consider the activities that are highlighted and use this as an opportunity to explore a range of gender expression and activities. Encourage students to write story problems with characters who break gender stereotypes, and have their peers solve them.
For more ideas and best practices, read GLSEN's blog How Do We Make Math Class More Inclusive of Trans and Non-Binary Identities?
Use random sampling to draw inferences about a population. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.

Suggested LGBTQ-Inclusive Learning Opportunity: Share statistics or informational posters from GLSEN's National School Climate Survey with students to demonstrate population samples as they relate to the experiences of LGBTQ students. If available, use a State Snapshot of this survey results to allow students to explore the experiences of LGBTQ youth in their state. Students can also use GLSEN's Local School Climate Survey tool to collect their own sampling and draw inferences from the results.

High School - Statistics and Probability Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or measurement variable. Summarize, represent, and interpret data on two categorical and quantitative variables

Suggested LGBTQ-Inclusive Learning Opportunity: Assign students to analyze LGBTQ demographic trends as reflected in GLSEN's National School Climate Survey executive summary, graphics or informational posters. Assign small groups to create a chart or graph illustrating national trends based on one of the areas covered, such as GSAs, inclusive curriculum, policies, etc.

ADDITIONAL RESOURCES:

Inclusive Curriculum Lessons - All of GLSEN's resources and lesson plans for inclusive curriculum can be found at www.glsen.org/curriculum

Changing the Game - Resources for PE teachers, coaches, and athletic directors can be found at www.glsen.org/sports.

Gender Sexuality Alliance (GSA) Resources - Find more activities and discussion topics at www.glsen.org/gsa

No Name-Calling Week - for lessons on addressing name-calling and bullying go to www.glsen.org/nncw.

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BEST PRACTICE: Inclusive and Affirming Curriculum for All Students One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events.

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What Trevor’s Trans & Nonbinary Staff Wish They Could Tell Their Younger Selves

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What Trevor’s Trans & Nonbinary Staff Wish They Could Tell Their Younger Selves

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As The Trevor Project celebrates Transgender Day of Visibility, we also want to celebrate the wide range of experiences and identities held by our trans and nonbinary employees. These experiences and identities are invaluable in shaping how they show up to support LGBTQ youth in crisis every day.

Even as past experiences inform who we are today, we are all on continuous journeys of self discovery. Many of us reflect on how things might have been different if we learned something about ourselves sooner, and those feelings are valid. In the spirit of ongoing self discovery, we asked some of our trans and nonbinary employees what they wish they could tell their younger selves.

Many shared the sentiment that we tell trans and nonbinary youth daily: that you are beautiful the way you are, and that there is no one way to be a transgender or nonbinary person.

"Something I wish someone told me about being nonbinary when I was younger is that there is no right way to look or be nonbinary. You are who you feel you are, and who you know yourself to be."

-Melissa (she/they)

"I didn't know that I would ever be seen and accepted for who I am. I wish I had known that I wasn't alone, and that my identity has a rich history and would come to be more accepted as I got older."

-Lo (they/them)

"I wish someone told me that it was okay to not be a girl, to not be a boy, and to just be. It is okay to conform or to not conform. I think for many of us, we learned far too late that it is okay to do a funny dance with the binary when you get dressed in the morning."

-Cat (they/them)

"Being nonbinary exists, is valid, and the feeling starts on the inside. From there, you can choose any way you wish to present, and you are the only person who gets to decide what gender fluidity looks and feels like for you. Gender is creative, and your personal definition of your gender can and will change from day to day!"

-Charmy (they/them)

"I wish someone had told me that it's okay to be both feminine and nonbinary. I spent so many years trying to change what I looked like in order to fit into the mold of what I thought nonbinary people needed to look like. Just like there are infinite ways to be a human being, there are infinitely wonderful ways to be nonbinary. I wish someone had also affirmed the feeling inside me that my femininity is power. It's also an armor and a gentleness that I wear in the world intentionally."

-Gabriella (they/them)

"I wish someone would have said that, much like my fashion, being trans or nonbinary is not a "one size fits all" when it comes to expression or visibility. I have the opportunity to walk my own runway, chart my own path, and see where it leads."

-Sam (they/them)

While our trans and nonbinary staff members' experiences are unique to them, we hope their words of wisdom to their younger selves have shed some light on your own personal experiences, and inspired you to safely self reflect and be kind to yourselves.

Remember: "You know yourself and what works for you better than anyone else. If you choose not to share parts of your identity with others, it does not make you any less valid than those who may choose to share their identities with other people. Each of us has the right to share or not share different aspects of ourselves with others.* "

Looking for more ways to celebrate Transgender Day of Visibility?
If you or someone you know is feeling hopeless or suicidal, contact The Trevor Project's TrevorLifeline 24/7 at 1-866-488-7386, via chat at www.TheTrevorProject.org/Help, or by texting START to 678-678. *Coming Out: A Handbook for LGBTQ Young People

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What Trevor's Trans & Nonbinary Staff Wish They Could Tell Their Younger Selves - The Trevor Project

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As The Trevor Project celebrates Transgender Day of Visibility, we also want to celebrate the wide range of experiences and identities held by our trans and nonbinary employees. These experiences and identities are invaluable in shaping how they show up to support LGBTQ youth in crisis every day.

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There are a lot of different ways someone can express their gender or sex.

Gender identity isn't an easy topic to understand, and sometimes we need to unlearn some of our old ideas about what it is so that we can really get what gender is all about. Most of us were taught that there are only two genders (man/masculine and woman/feminine) and two sexes (male and female). However, there is a lot more to it than that.

In this section we'll talk about:

Gender 101 | Gender Roles | Transgender Identities | Using Proper Trans Terms | Understanding Transphobia | Intersex Identities | Talking About "Intersex"
Gender 101 and Gender Roles

Gender is actually a social construct, which is an idea created by people to help categorize and explain the world around them. You may not notice it all the time, but each gender comes with a set of expectations, like how to act, talk, dress, feel emotion, and interact with other people. For example, when you think of a teenage boy in America, what comes to mind? Do you imagine him playing football, or do you picture him dancing in a ballet recital? It's likely that you imagined him playing football, first - but why?

In America, we have very defined gender roles that describe what it means to be masculine or feminine, or a boy or a girl, and we learn what's expected of us at a very early age from parents, family, friends, culture, religion, television, movies, and more. Even though these expectations are made up - there is not an objective reason why boys shouldn't be encouraged to practice ballet, for example - gendered characteristics, activities, expressions, and stereotypes are really ingrained in our society, and shape most of our lives.

Here are some other gender-specific differences that you might recognize: Girls get pink clothes, and boys get blue clothes; men shouldn't cry, but girls can be emotional; it's masculine to have a deep voice, and it's feminine to have a higher one; boys play with building blocks, and girls play with dolls; men are athletic and aggressive, girls are nurturing and gentle...the list of expectations based on gender can go on and on, and change from culture to culture.

It's important to remember that these gender roles aren't set in stone. Even though our society expects certain things when we identify as a man or a woman, we don't have to follow them if they don't fit who we are. In fact, gender and sex exist on a spectrum, meaning that there are a lot of different ways that people can express their gender identity or sex.
Transgender Identities
When we're born, a doctor assigns us a sex. This has to do with our biology, chromosomes, and physical body. Male babies are generally assumed to be "men" and female babies are generally assumed to be "women." Some people never question their assigned gender or sex, and choose to identify with what they were assigned at birth - that's called being "cisgender." But there are others who do question their gender or sex, and that's completely normal and ok.

If you don't feel that your gender identity - meaning, your own personal sense of what your gender is - matches the gender you were assigned at birth, you might identify as transgender (or trans). In addition to being a gender identity, transgender is also an umbrella term that includes many other labels, like genderqueer and gender non-conforming.

Genderqueer and gender non-conforming identities describe someone whose gender expression is, or seems to be, different from their assigned gender role. Usually, genderqueer and gender non-conforming people avoid gender-specific pronouns like "she/her" and "he/him," and use more neutral pronouns instead. It's important to note that not all genderqueer or gender non-conforming people identify as transgender, even though they fall under the umbrella of diverse gender identities.

Are you questioning your gender, and aren't sure what feels right to you? Don't worry. You are not alone! Consider a few of these questions, taken from our "Coming Out As You " guide.

How do you feel about your birth gender?

What gender do you wish people saw you as?

How would you like to express your gender?

What pronouns (like he/him or she/hers, or ze/zir or they/them) do you feel most comfortable using?

When you imagine your future, what gender are you?

Remember, there are many parts to our gender, including:

Gender Expression: How we choose to express our gender in public. This includes things like our haircut, clothing, voice and body characteristics, and behavior.

Gender Identity: Our personal sense of what our own gender is.

Gender Presentation: How the world sees and understands your gender.

If you decide that your current gender or sex just isn't right, you may want to make your gender identity fit with your ideal gender expression and presentation. This is called "transitioning," and can include social (like telling other people about which pronouns you like), legal (like changing your name, officially), or medical (like taking hormones, or having surgery). You don't have to go through all of these things to be "officially" transgender, or to have your gender identity be valid. It's all up to you, and what feels safe and comfortable.
Using Proper Trans Terms
It's very important to use appropriate terms when talking about the transgender community. For example, you may see the term transgender shortened with an asterisk (*) to include the many identities that fall under the transgender umbrella.

The term "transgender" should only be used as an adjective and never as a noun. Also, the term "Transgendered" is grammatically incorrect and should never be used. Other offensive words include: tranny, transvestite, she-male, he/she, lady man, shim, "it," or transsexual*.

Example: My friend is transgender.
Example: I think I'm going to come out as a transgender man.
* Some transgender people prefer to identify as transsexual, although others consider it to be outdated. Always ask for, and use, the term that a person prefers. Understanding Transphobia
Unfortunately, trans people often face hatred or fear just because of who they are. Even some LGB people may have transphobic feelings that can make it harder for them to support transgender people as they also fight for equality and acceptance. If you ever feel that you are a victim of a transphobic hate crime, please visit the Transgender Legal Defense & Education Fund site.
Intersex Identities
Remember, sex does not equal gender - it's actually an entirely different thing that relates to our biology and physical characteristics. Generally we think about sex as a binary: male and female. However, there are several conditions that a person can be born with that don't fit the typical definitions of female or male. For example, a person might be born appearing to be female on the outside, but have mostly male anatomy on the inside. Or a person may be born with genitals that seem to be in-between the usual male and female types. Others may be born with "mosaic genetics," so that some of their cells have XX chromosomes and some have XY. Sometimes intersex characteristics aren't noticed until puberty, when our body goes through a lot of different changes.

Many intersex people are given a sex of male or female at birth, even if they fall somewhere in the middle. If you think you might be intersex, don't worry. There are people out there who can help! Here is a comprehensive list of intersex conditions and related resources and support groups: http://www.isna.org/faq/conditions/know.
Talking About "Intersex"
Intersex is an adjective that describes a person. Intersex is never a noun or a verb, because no one can be "intersexing" or "intersexed." You may have heard the word "hermaphrodite" from Greek mythology. Please don't use this term, as it is archaic and offensive to intersex people.

FAQ

1. I am not completely comfortable with the body I was born with. How will taking hormones affect other things, like taking birth control, or getting my period? Will I need to get a hysterectomy because of taking hormones?

2. I told my mom that I think I'm trans, but she thinks that it's just a phrase. What if she's right? I really, really don't want to come out and ask people to use my preferred name and pronouns, and then have it mean nothing. What if I decide that I'm not really a man?

3. Lately I've had this desire to be a girl. I know I'm not ready for a sex change, but I'm planning to grow out my hair and wear more girly-types of clothes. I'm not sure what my parents would make of it, but I can't get this off of my mind. Should I go ahead with it?
Gender Identity

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Trans + Gender Identity - The Trevor Project

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There are a lot of different ways someone can express their gender or sex. Gender identity isn't an easy topic to understand, and sometimes we need to unlearn some of our old ideas about what it is so that we can really get what gender is all about.

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Schools In Transition: A Guide for Supporting Transgender Students in K-12 Schools

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Schools In Transition: A Guide for Supporting Transgender Students in K-12 Schools

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The groundbreaking guide, written for administrators, teachers, parents, and other adults who work with youth, covers topics ranging from basic concepts of gender and the importance of affirming gender identity, to best practices for restroom access and working with unsupportive parents. The National Center for Lesbian Rights (NCLR) and Gender Spectrum led the effort to produce the guide, joined by HRC Foundation, the American Civil Liberties Union (ACLU), and the National Education Association (NEA).

This resource also:

Offers guidelines for meeting the needs of transgender students, including tools for supporting students who are transitioning;

Addresses issues specific to transgender youth, including chosen names; pronouns; confidentiality; restroom and locker room access; sports; and harassment or bullying;

Outlines best practices for working with parents who may be unsupportive, or who disagree about how to respond to their child's gender identity;

Gives an overview of the legal landscape that administrators, educators, parents, and students should be aware of as they work to create safe and supportive school environments for all.

More information on HRC Foundation's work with LGBTQ youth can be found here, and its resources on transgender children and youth can be found here.

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The groundbreaking guide, written for administrators, teachers, parents, and other adults who work with youth, covers topics ranging from basic concepts of gender and the importance of affirming gender identity, to best practices for restroom access and working with unsupportive parents.

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46 Terms That Describe Sexual Attraction, Behavior, and Orientation

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46 Terms That Describe Sexual Attraction, Behavior, and Orientation

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Sexuality has to do with the way you identify, how you experience sexual and romantic attraction (if you do), and your interest in and preferences around sexual and romantic relationships and behavior.

Who your sexual or romantic partner is at a given moment in time doesn't necessarily define this part of who you are. Sexuality can be fluid - changing in different situations for some, and over the years for others.

Observing patterns in sexual and romantic attraction, behavior, and preferences over time is one way to better understand your sexual identity or romantic orientation.

Familiarizing yourself with language that describes different types of sexual and romantic feelings and orientations will help you, your partners, and your friends navigate and understand the many ways people experience and identify their sexuality.

Allosexual

A word and category describing those who experience sexual attraction. Use of this term helps to normalize the experience of being asexual and provides a more specific label to describe those who aren't part of the asexual community.

Allosexism

This refers to norms, stereotypes, and practices in society that operate under the assumption that all human beings experience, or should experience, sexual attraction.

Allosexism grants privilege to those who experience attraction and leads to prejudice against and erasure of asexual people.

Androsexual

A term used to communicate sexual or romantic attraction to men, males, or masculinity. This term intentionally includes attraction to those who identify as men, male, or masculine, regardless of biology, anatomy, or sex assigned at birth.

Asexual

Asexual identity or orientation includes individuals who don't experience sexual attraction to others of any gender.

Also referred to as "aces," some people who are asexual do experience romantic attraction to people of one or multiple genders.

Aromantic

A romantic orientation the describes people who experience little or no romantic attraction, regardless of sex or gender.

Autosexual

A person who's sexually attracted to themselves. Someone's desire to engage in sexual behavior such as masturbation doesn't determine whether they're autosexual.

Autoromatic

A romantic orientation that describes a person who's romantically attracted to themselves. Those who identify as autoromatic often report experiencing the relationship they have with themselves as romantic.

Bicurious

This refers to people who are questioning or exploring bisexuality, which typically includes curiosity about one's romantic or sexual attraction to people of the same or different genders.

Bisexual

A sexual orientation that describes those who experience sexual, romantic, or emotional attractions to people of more than one gender.

Also referred to as "bi," bisexual typically includes individuals who are attracted to a variety of people, with genders that are similar to and different than their own.

Biromantic

Those who experience romantic attraction, but not sexual attraction, to individuals of more than one gender.

Closeted

Closeted, also referred to as "in the closet," describes people in the LGBTQIA+ community who don't publicly or openly share their sexual identity, sexual attraction, sexual behavior, gender expression, or gender identity.

Closeted is often understood as the opposite of "out," and refers to the metaphorical hidden or private place a LBGTQIA+ person comes from in the process of making decisions about disclosing gender and sexuality.

Some individuals may be out in certain communities but closeted in others, due to fear of discrimination, mistreatment, rejection, or violence.

Coming out

A phrase that refers to the process of being open about one's sexuality and gender. For many LGBTQIA+ people, "coming out" isn't a one-time event, but a process and series of moments and conversations.

Also described as coming out of the closet, this process can include:

sharing about a same-gender or similar gender sexual or romantic attraction or experience

identifying as LGBTQIA+

disclosing one's specific gender identity, gender expression, or sexual or romantic orientation

Some LGBTQIA+ people decide to keep their sexuality, gender, or intersex status private, while others decide to share these things with loved ones, acquaintances, or the public.

The process of coming out or the state of being out is a source of self-acceptance and pride for many (but not all) LGBTQIA+ individuals.

However, it's important to remember that each person's coming out experience is different, and the act of coming out can be hard and emotional.

The decision to come out is deeply personal. Each person should make decisions about disclosing sexuality and gender in their own time and manner.

Cupiosexual

Cupiosexual describes asexual people who don't experience sexual attraction but still have the desire to engage in sexual behavior or a sexual relationship.

Demisexual

On the asexual spectrum, this sexual orientation describes individuals who experience sexual attraction only under specific circumstances, such as after building a romantic or emotional relationship with a person.

Demiromantic

This romantic orientation describes individuals who experience romantic attraction only under specific circumstances, such as after building an emotional relationship with a person.

Fluid

This terms refers to the fact that sexuality, sexual attraction, and sexual behavior can change over time and be dependent on the situation.

It's used to describe those who experience shifts in their sexuality, sexual attraction, or sexual behavior in different situations or throughout the course of their lifetime. You may hear someone describe their sexuality as "fluid."

Gay

A term that describes individuals who experience sexual, romantic, or emotional attraction to people of the same or a similar gender.

Some gay-identified women prefer the term lesbian, while others prefer queer or gay. It's also best to ask which word or term someone uses to describe themselves.

The fields of medicine and psychology previously referred to this sexual orientation as homosexual. Homosexual is now viewed as an outdated and offensive term and shouldn't be used to refer to LGBTQIA+ individuals.

Graysexual

Graysexual is a term used to acknowledge the gray area on the sexuality spectrum for people who don't explicitly and exclusively identify as asexual or aromantic.

Many people who identify as graysexual do experience some sexual attraction or desire, but perhaps not at the same level or frequency as those who identify their sexuality as being completely outside of the asexual spectrum.

Grayromantic

A romantic orientation that describes individuals whose romantic attraction exists in the gray area between romantic and aromantic.

Many people who identify as grayromantic do experience some romantic attraction, but perhaps not at the same level or frequency as those who identify their sexuality or romantic orientation as something other than asexual.

Gynesexual

A term used to communicate sexual or romantic attraction to women, females, or femininity.

This term intentionally includes attraction to those who identify as women, female, or feminine, regardless of biology, anatomy, or the sex assigned at birth.

Heterosexual

A term that describes people who experience sexual, romantic, or emotional attraction to people of the "opposite" gender (e.g. male vs. female, man vs. woman) or a different gender.

Both cisgender and transgender identified people can be heterosexual. This sexual orientation category is commonly described as straight.

Homosexual

An outdated term rooted in the fields of medicine and psychology that refers to individuals who experience sexual, romantic, or emotional attraction to people of the same or a similar gender.

Lesbian

A woman or female-identified person who experiences sexual, romantic, or emotional attraction to people of the same or a similar gender.

Some women who are lesbians may also refer to themselves as gay or queer, while others prefer the label lesbian.

LGBTQIA+

The acronym that often describes individuals who don't identify as exclusively heterosexual or exclusively cisgender.

The letters in the LGBTQIA+ acronym stand for lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual.

The + symbol in LGBTQIA+ refers to the fact that there are many sexual orientations and gender identities that are part of the broader LGBTQIA community, but aren't included as part of the acronym.

Libidoist asexual

A term used to describe an asexual person who experiences sexual feelings that are satisfied through self-stimulation or masturbation.

This label acknowledges that, for some people, acting on libido or sexual feelings doesn't necessarily involve sexual behavior with others.

Monosexual

A broad sexual orientation category that includes people who experience romantic or sexual attraction to people of one sex or gender. Monosexuality typically includes those who are exclusively heterosexual, gay, or lesbian.

Non-libidoist asexual

Referring to an identity on the asexuality spectrum, a non-libidoist asexual is someone who doesn't experience any sexual feelings or have an active sex drive.

Omnisexual

Omnisexual is similar to pansexual and can be used to describe individuals whose sexuality isn't limited to people of a particular gender, sex, or sexual orientation.

Pansexual

A term that describes individuals who can experience sexual, romantic, or emotional attraction to any person, regardless of that person's gender, sex, or sexuality.

Panromantic

A term that describes individuals who can experience romantic, or emotional (but not sexual) attraction to any person, regardless of that person's gender, sex, or sexuality.

Polysexual

A term that describes individuals with a sexual orientation that involves sexual or romantic attraction to people with varying genders. Polysexual orientations include bisexuality, pansexuality, omnisexuality, and queer, among many others.

Pomosexual

A term (not necessarily an identity) used to refer to those who reject sexuality labels or don't identify with any of them.

Passing

Passing refers to society's perceptions and assumptions of someone's sexuality or gender.

Specifically, this term is most commonly used to discuss the frequency and extent to which an LGBTQIA+ person is perceived as or assumed to be straight or cisgender.

It's important to note that some LGBTQIA+ people have the desire to pass while others do not. In fact, the act of being perceived as straight or cisgender can be a source of discomfort and discrimination for some in the LGBTQIA+ community.

Queer

An umbrella term that describes individuals who aren't exclusively heterosexual. The term queer (the Q in LBGTQIA+), acknowledges that sexuality is a spectrum as opposed to a collection of independent and mutually exclusive categories.

Use of the word queer opens up options beyond lesbian, gay, and bisexual to individuals who don't fit neatly into these categories or prefer a category that isn't dependent on sex and gender.

While this term once had negative and derogatory connotations, queer has resurfaced as a common and socially acceptable way for LGBTQIA+ individuals to refer to themselves and their community.

Despite its growing use, some people still have negative associations with the word queer and don't like to be referred to in this way. Queer, like all terms describing sexuality, should be used sensitively and respectfully.

Questioning

The process of being curious about or exploring some aspect of sexuality or gender. Questioning can also be used as an adjective to describe someone who's currently exploring their sexuality or gender.

Romantic attraction

The experience of having an emotional response that results in the desire for a romantic, but not necessarily sexual, relationship or interaction with another person or oneself.

Some people experience romantic attraction but don't experience sexual attraction.

Romantic orientation

Romantic orientation is an aspect of self and identity that involves:

how you identify

the way you experience romantic desire (if you do)

the gender(s) or sex(es) of the people who someone engages in romantic relationships with (if any)

the gender(s) or sex(es) of the people someone is romantically attracted to (if any)

Sapiosexual

A word used to describe those who experience attraction based on intelligence, rather than sex or gender.

Sexual attraction

Sexual attraction refers to experiencing sexual desire or arousal in relation to another person or group of people.

Sex-averse

Sex-averse describes those who are asexual and are averse to or extremely disinterested in sex or sexual behavior.

Sex-favorable

On the spectrum of asexuality, sex-favorable is viewed as the "opposite" of sex-repulsed and describes those who are asexual, and in certain situations can have favorable or positive feelings toward sex.

Sex-indifferent

Sex-indifferent describes those who are asexual and feel indifferent or neutral about sex or sexual behavior.

Sexual orientation or sexuality

Sexual orientation or sexuality is an aspect of self that involves:

how you identify

the way you experience sexual or romantic desire (if you do)

the gender(s) or sex(es) of the people who someone engages in sexual or romantic activity with (if any)

the gender(s) or sex(es) of the people someone is attracted to (if any)

Sexuality can change over the course of someone's life and in different situations. It's understood to be a spectrum instead of a series of mutually exclusive categories.

Sex-repulsed

Similar to sex-averse, sex-repulsed is on the spectrum of asexuality and describes those who are asexual and are repulsed by or extremely disinterested in sex or sexual behavior.

Skoliosexual

A sexual orientation that describes those who are sexually attracted to people with non-cisgender gender identities, such as people who are nonbinary, genderqueer, or trans.

Spectrasexual

A term that describes people who are sexually or romantically attracted to multiple or varied sexes, genders, and gender identities - but not necessarily all or any.

Straight

Also known as heterosexual, straight describes people who experience sexual, romantic, or emotional attraction to individuals of the "opposite" gender (e.g. male vs. female, man vs. woman) or a different gender.

People who identify as cisgender and transgender can be straight.

It's okay to feel unsure or overwhelmed by all of the labels we now have to describe sexual and romantic orientation, attraction, and behavior.

Expanding the language you use to describe your sexuality can provide important guidance, validation, and access to community while on your journey of sexual self-discovery and satisfaction.
Mere Abrams is a researcher, writer, educator, consultant, and licensed clinical social worker who reaches a worldwide audience through public speaking, publications, social media (), and gender therapy and support services practice onlinegendercare.com. Mere uses their personal experience and diverse professional background to support individuals exploring gender and help institutions, organizations, and businesses to increase gender literacy and identify opportunities to demonstrate gender inclusion in products, services, programs, projects, and content.

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46 Terms That Describe Sexual Attraction, Behavior & Orientation

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Sexuality has to do with the way you identify, how you experience sexual and romantic attraction (if you do), and your interest in and preferences around sexual and romantic relationships and behavior. Who your sexual or romantic partner is at a given moment in time doesn't necessarily define this part of who you are.

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What’s the Difference Between Sex and Gender?

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What’s the Difference Between Sex and Gender?

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Our sex, which is physical - male or female - is distinct from our gender, which is psychological and social.
What this means is that some of us have a gender which is different from our sex.

We may be male physically, but identify or feel more comfortable thinking of ourselves as a female.

We may be a female physically, but identify or feel more comfortable thinking of ourselves as a male.

We may identify as being male and female or neither.

When we feel this way, we may be transgender or gender non binary.

This could be a confusing feeling to have, especially when society expects us to act a certain way based on our sex.

Being transgender or gender non binary, however, is natural.

Just like your sexuality, it is deeply personal.

You should take time to work through your feelings and find what is right for you.

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What is the difference between sexuality and gender?

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Our sex, which is physical - male or female - is distinct from our gender, which is psychological and social. What this means is that some of us have a gender which is different from our sex. We may be male physically, but identify or feel more comfortable thinking of ourselves as a female.

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Q - queer: originally used as a hate term, some people want to reclaim the word, while others find it offensive. It can be a political statement, suggest that someone doesn't want to identify with "binaries" (e.g. male v female, homosexual v straight) or that they don't want to label themselves only by their sexual activity

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We know what LGBT means but here's what LGBTQQIAAP stands for

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Q - queer: originally used as a hate term, some people want to reclaim the word, while others find it offensive. It can be a political statement, suggest that someone doesn't want to identify with "binaries" (e.g.

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See each pride flag here, then discover the history behind them.

The brightly colored flags you see online and IRL to celebrate Pride and support LGBTQ+ rights are great to look at, but they serve an important purpose. While everyone is probably familiar with the rainbow gay pride flag, there are many groups within the vast LGBTQ+ community that are less well-known, and many have their own flag.

"Having a wide range of flags helps those groups feel more seen and offers them a simple visual way to identify themselves to others if or when they want to," Jo Eckler, licensed clinical psychologist and author of I Can't Fix You-Because You're Not Broken: The Eight Keys to Freeing Yourself From Painful Thoughts and Feelings, tells Health.

Eckler explains that the different flags can help people find others who share their sexual or gender identity. Additionally, the flags can serve as an important teaching tool. "People sometimes see these flags, wonder what they mean, go and look them up, and end up learning something in the process," says Eckler.

The bigger picture is that a flag is more than just a flag. LGBTQ+ identity and sexuality intersects with all aspects of health (mental, physical and sexual). Far too often, LGBTQ+ people don't get the same level of care as people who identify as heterosexual. A 2017 survey by the Center for American Progress found that nearly one in 10 LGBTQ+ individuals reported that a health care professional wouldn't see them in the prior year because of their actual or perceived sexual orientation. And nearly three in 10 transgender people reported that providers refused to see them because of their gender identity.

"Research has found that the less comfortable people are with their LGBTQ+ identities, the more likely they are to be depressed or more anxious, use or abuse substances, or to have low self-esteem," Kevin L. Nadal, PhD, professor of psychology at the John Jay College of Criminal Justice and the Graduate Center at City University of New York and author of the upcoming book Queering Law and Order: LGBTQ Communities and the Criminal Justice System, tells Health.

According to a Centers for Disease Control and Prevention (CDC) report published in August 2016, LGB youth seriously contemplate suicide at almost three times the rate of heterosexual youth and are almost five times as likely to have attempted suicide compared to heterosexual youth. "People who are uncomfortable with their LGBTQ+ identities are likely to have an array of physical health problems, and sometimes may even suffer from sexual health issues," says Nadal. "This is why it's so important to celebrate LGBTQ+ people from a very early age."

If you identify as heterosexual and want to ally with the LGBTQ+ community (and there's even a flag for you, but more on that later), get to know these flags. It's not an exhaustive list, BTW-but it's a good starting point.

Original rainbow pride flag

The original rainbow pride flag was designed by Gilbert Baker in 1978. It consisted of eight stripes in different colors, each one with a specific meaning. Pink stood for sex, red for life, orange for healing, yellow for sunlight, green for nature, turquoise for magic/art, indigo for serenity, and violet for spirit. Pride.com states that Baker's design was inspired by Judy Garland's "Over the Rainbow."

Traditional rainbow pride flag

In 1979, two stripes were dropped from Baker's version. According to reports, there were problems obtaining pink fabric and complications relating to having an odd number of colors-which led to turquoise also being disposed of. The resulting six-stripe flag is the version people are most familiar with.

More color more pride flag

Bisexual pride flag

When Michael Page learned that the majority of bisexual people felt no connection to the rainbow pride flag, he decided to create a flag with symbols bi people felt an affinity with. According to Pride.com, the top 40% of the flag is magenta, the middle 20% is lavender, and the bottom 40% is royal blue. The magenta represents same-sex attraction, the blue represents heterosexual attraction, and the lavender, which is a mixture of both the magenta and blue, represents attraction to both sexes.

Lesbian labrys pride flag

There are lots of lesbian flags, but the labrys version draws on Greek mythology. In Ancient Greece, the Amazons were a tribe of warrior women who wielded the double-headed labrys axe. The weapon was adopted as the symbol of lesbian feminists in the 1970s. The black triangle on the flag refers to the symbol used to identify lesbians in Nazi concentration camps, which was later reclaimed by the lesbian community. In 1999, graphic designer Sean Campbell brought the labrys and the black triangle together on one flag.

Lipstick lesbian pride flag

Another variation of the lesbian pride flag features stripes in shades of pink and red, a white bar in the center, and a lipstick kiss symbol in the top left corner. It's said to represent femmes, or lesbians with a more feminine expression of their gender. It has been criticized for excluding butch women.

New lesbian pride flag

Modifications to the lipstick lesbian pride flag removed the lips and added orange stripes. Approximately 5,000 people chose and voted for this as a possible new lesbian flag. Generally, it's been well-received by the lesbian community because it include lesbians who are butch, futch, or otherwise gender nonconforming.

Pansexual pride flag

Nobody knows who designed the pansexual pride flag, which first appeared online in 2010. The flag consists of three stripes to symbolize pansexuality as either an attraction regardless of gender or an attraction to all genders. The blue stripe represents an attraction to men, the pink stripe represents an attraction to women, and the yellow stripe represents an attraction to people of other genders.

Intersex pride flag

Intersex people are born with variations in sex characteristics including chromosomes, gonads, sex hormones, or genitals that don't fit the typical "male" or "female" definitions. So it's fitting that the intersex pride flag, which was designed by Morgan Carpenter of the advocacy group Intersex Human Rights Australia in 2013, stays away from traditionally gendered colors of blue and pink. "The circle is unbroken and un-ornamented, symbolising wholeness and completeness, and our potentialities," the group states of the flag design. "We are still fighting for bodily autonomy and genital integrity, and this symbolises the right to be who and how we want to be."

Asexual pride flag

Transgender pride flag

Last year marked the 20th anniversary of the transgender pride flag, which was designed by transgender activist and author Monica Helms in 1999. The flag includes the two colors traditionally associated with baby girls (pale pink) and baby boys (pale blue), with a white stripe in the center. According to Andy Campbell's book Queer X Design: 50 Years of Signs, Symbols, Banners, Logos, and Graphic Art of LGBTQ, the white stripe represents "those who are intersex, transitioning, or consider themselves having a neutral or undefined gender."

Genderqueer pride flag

Genderfluid pride flag

Agender pride flag

Salem X created the seven-stripe agender Pride flag in 2014, which they described in an interview as a time when Tumblr "was seeing a huge influx of identities, pronouns, and other means of personalizing one's identity." (Agender refers to someone who does not identify with a particular gender.) The black and white stripes represent an absence of gender, the gray represents semi-genderlessness, and the central green stripe represents nonbinary genders.

Nonbinary pride flag

Kye Rowan created the nonbinary pride flag in 2014 to represent nonbinary people who don't feel represented by the genderqueer flag. The yellow stripe represents people whose gender exists outside of the binary; the white stripe, people with many or all genders; the purple, the fluidity and flexibility of many gender experiences and those who are considered a mix of male and female; and the black represents agender and other genderless identities.

"Progress" pride flag

In 2018, Daniel Quasar started campaigning for an updated version of the traditional rainbow pride flag. "I wanted to see if there could be more emphasis in the design of the flag to give it more meaning," Quasar, who identifies as queer and nonbinary, wrote on his Kickstarter page. His reboot is meant to be inclusive of queer people of color and trans people, and represent those lost to AIDS.

Polysexual pride flag

Often described as a middle ground between bisexuality and pansexuality, polysexuality is the attraction to multiple genders, but not all of them. The polysexual flag was designed in 2012 by the Tumblr user Samlin, who said they "made it similar to the bi and pan flags since they're all in under the multisexual umbrella." The pink stripe is said to represent attraction to women, the blue attraction to men, and the green attraction to people who don't conform to male or female gender.

Straight ally pride flag

Believed to date from the late 2000s, the straight ally pride flag celebrates all straight and cisgender people who are proud allies of the LGBTQ+ community. The black and white stripes represent heterosexual genders, while the A-shaped rainbow stands for both "ally" and "activist," demonstrating a commitment to supporting and advancing LGBTQ+ rights and inclusion.

Demisexual pride flag

Aromantic pride flag

Demigender pride flag

Demigender literally means "half gender" but is used in the LGBTQ+ community as an umbrella term for people who are nonbinary but have a partial connection to a certain gender. According to The LGBT Sentinel, the dark gray and light gray stripes stand for partial (binary) genders, the yellow stripe represents nonbinary genders, and the white stripe stands for those who identify as agender or third gender. Two variations of the demigender flag are the demigirl and demiboy flag, which replace the yellow stripes with pink and blue stripes, respectively.

Androgynous pride flag

The androgynous flag represents those who identify as being a mix of both male and female (not necessarily in equal measure). On the flag, the blue stripe represents masculinity and the pink stripe represents femininity, and the gray area is the metaphorical "gray area" between those two genders. The flag forms an "equals" sign to symbolize "the equal interplay of the two binary genders (male and female) in a person's identity," writes The LGBT Sentinel.

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These 22 Flags Represent Different LGBTQ+ Identities-Here's What Each One Means

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See each pride flag here, then discover the history behind them. The brightly colored flags you see online and IRL to celebrate Pride and support LGBTQ+ rights are great to look at, but they serve an important purpose.

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Gender Pronouns | LGBTQ+ Resource Center

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First, let’s start off with the most frequently asked questions about Personal Gender Pronouns (PGPs).

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TOPIC: ReadingClassroom Ideas15 Books on LGBTQ History for Kids

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TOPIC: ReadingClassroom Ideas15 Books on LGBTQ History for Kids

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LGBTQ history is often missing from the school curriculum. That's starting to change as states like California mandate its inclusion. But wherever you are and whatever grade you teach, can make sure it's part of your curriculum. This list of LGBTQ history books for kids is a great place to start-now during Pride and throughout the school year.
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. But, we only recommend items our team loves!
A lovely choice for young children, this book describes the meaning behind each colorful stripe of the rainbow flag. Did you know that orange stands for healing?

In lieu of an in-person parade, This Day in June invites readers to join in an exuberant celebration of Pride and share in a day in which we are all united. Also, check out the Reading Guide!

This is the story of Gilbert Baker, the man who created the rainbow flag, set against the backdrop of San Francisco in the 1970s at the height of the gay rights movement.

Another gem from author Pitman, this book introduces children to renowned LGBTQ activists and lesbian couple, Phyllis Lyon and Del Martin. Watch as Phyllis and Del transform their community and fight for change across the country.

For an introduction to LGBTQ heroes, look no further than this children's book from Rob Sanders, which tells the remarkable and moving story of social activist Harvey Milk and his collaboration with Gilbert Baker to create a symbol of equality of inclusion.

Also by author Sanders, this picture book is narrated by the Stonewall Inn, the location of a raid that would spark an uprising that marked the beginning of the gay liberation movement in the United States.

With its engaging format, this book is an excellent choice for older elementary students. They'll learn about key people and events in the fight for equal rights, as well as the challenges the movement faces to this day.

What is Pride anyway? Answer that question with this lively book that covers how Pride came to be and what it means to the people who celebrate it.

This beautifully illustrated book highlights the contributions of LGBTQ artists, writers, innovators, athletes, and activists ... from Sappho to Freddie Mercury.

Share this book lest your students think the fight for LGBTQ rights is only a recent development. They'll love the engaging personal stories, and you'll love the included activities that help bring history to life.

For upper elementary, this is a very readable chapter book covering the events leading up to the riots, the riots themselves, and the aftermath.

Author Stout went on a cross-country trip to create this state-by-state account of significant people and places in LGBTQ history with the message that LGBTQ history is American history. This is a nice choice for middle school.

A major player in the Civil Rights Movement, Bayard Rustin's contributions are missing from most history books, in large part because he was gay. A terrific biography for middle to high school students.

The story of the gay rights movement comes to life through interviews with the leaders, activists, and ordinary people who made it happen. Teens and tweens will be inspired by these stories.

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Written specifically for teens, this book chronicles the Stonewall Riots and the gay rights movement that followed. A riveting telling.
Do you have any LGBTQ history books for kids you love? Share in the comments below. Plus, 30 Children's Books with LGBT Characters.

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LGBTQ history is often missing from the school curriculum. That's starting to change as states like California mandate its inclusion. But wherever you are and whatever grade you teach, can make sure it's part of your curriculum. This list of LGBTQ history books for kids is a great place to start-now during Pride and throughout the school year.

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GLSEN's LGBTQ+ History Cards feature icons and events that have greatly impacted the LGBTQ+ community in contemporary history. As demonstrated through GLSEN's research, we know that inclusive curriculum is a critical part of fostering safe and affirming learning environments for all students. We hope this deck allows students to see themselves reflected in the stories of influential LGBTQ+ leaders and events that are too often erased in history curriculum.

You can purchase your own deck of LGBTQ History Cards at the GLSEN shop.
VIEW ALL 50 EXTENDED BIOGRAPHIES HERE!
ACTIVITIES

This deck can be used in a variety of activities to learn more about the often-erased history and legacy of LGBTQ+ people. Here are some ideas:

MUSICAL CARDS - Look through the deck and select cards that best fit your students' understanding and interests, while being sure they still represent a wide range of identities and topics. Pass one card face up to each student and then turn on some music. Instruct students to pass the cards around the classroom until the music stops and everybody freezes! Ask students to pair with someone near them, flip over their cards, and discuss why the icons or events are significant

GUESS WHO? - In pairs, students choose an icon card and play "Guess Who?" One student picks an icon and the other asks questions to figure out which icon it is, but only with "yes" or "no" answers. This can also be done with the class taking turns guessing as a group. You may want to give students copies of the extended bios from the virtual card deck online, too.

LGBTQ+ VENN DIAGRAM - Students choose two cards and create a Venn diagram to show how the icons are both similar and different. Encourage them to consider identities, location, era, and impact. Then they can present to the class!

LGBTQ+ BULLETIN BOARD - Allow students to choose one card a day beginning the first day of October, LGBTQ+ History Month. Each day, read info and go online to learn more about the person. Display the card on a bulletin board to create a "Display of LGBTQ+ Icons"

MAKE YOUR OWN HOLIDAY - Have students choose a card and create a holiday for the icon: https://www.educationworld.com/a_lesson/00-2/lp2285.shtml

MAKE YOUR OWN MEDAL - Students draw a medal or certificate for the icon they choose, detailing why they are being celebrated, and present it to the class.

WRITE A NEWSPAPER ARTICLE - Students each choose a card. They use the short card bio and longer website bio to create a newspaper article about their life. For icons who have passed, they can speak about their impact while alive, and the legacy they left behind.

CREATE A PLAYLIST- Students each choose a card. They use the short card bio and longer website bio to create a playlist that embodies the figure. They can consider the time period the figure is from, themes from their life, or simply imagine the type of music they think the figure might like to select 5-10 songs for a playlist. Students can also give their playlist a fun title and create "album art" to go with it!

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GLSEN's LGBTQ+ History Cards feature icons and events that have greatly impacted the LGBTQ+ community in contemporary history. As demonstrated through GLSEN's research, we know that inclusive curriculum is a critical part of fostering safe and affirming learning environments for all students.

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A set of videos of LGBTQ people discussing their experiences coming out in different decades

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This website is for sale! pyeharrisproject.org is your first and best source for all of the information you're looking for. From general topics to more of what you would expect to find here, pyeharrisproject.org has it all. We hope you find what you are searching for!

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Stories and Lessons for Grades 6-12

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Kendall Bailey: Don't Ask, Don't Tell

Five years later he was a sergeant assigned to a recruiting office in Virginia and was considering becoming career military. At StoryCorps, Kendall told his friend, Don Davis, how because of Don't Ask, Don't Tell those plans changed.

David Barr: The Early Days of the HIV/AIDS Epidemic

David Barr was a young man when the first cases of AIDS were diagnosed. While many people he knew were getting sick and dying, Barr began working in the community to fight the epidemic. The work of Barr and his colleagues changed the response to AIDS in the U.S. and galvanized the lesbian, gay, bisexual and transgender (LGBT) community.

Terry Boggis: LGBT Family Rights

Terry Boggis was one of the founding members of Center Kids, Center Families, a New York City based LGBT families program, in 1988. That same year, her son, Ned was born. Here, Boggis talks about parenthood.

James Dale: Takes on the Boy Scouts of America

In 2000, the United States Supreme Court ruled that the Boy Scouts of America (BSA) could refuse membership to people who

identify as gay. It was a ten-year court battle. The plaintiff in the case was James Dale, who began scouting when he was eight years old. By the time he entered Rutgers University he had achieved the rank of Eagle Scout. Here, James remembers how he ended up as a lightning rod for gay rights in the United States.

Jamison Green: Transgender Activist

Jamison Green is an activist and writer who has worked on behalf of transgender men and women for more than 20 years. Jamison transitioned from female to male in 1988. Here, he speaks with his daughter, Morgan Green, about what life was like for him as a child.

Michael Levine: The Stonewall Rebellion

Michael Levine was at a popular gay bar in New York City in June 1969 when it was surrounded by police. At the time, the vice squad routinely raided and emptied gay bars. Patrons usually complied with the police - frightened at being identified publicly. But this

particular Friday night was different because patrons at the Stonewall Inn stood their ground.Here, Michael Levine reflects with his friend, Matt Merlin, on what happened that night.

Phyllis Lyon: The Daughters of Bilitis and the Homophile Movement

Phyllis Lyon has been a gay rights activist for over fifty years. She was one of the founding members of the Daughters of Bilitis - a group named for a lesbian character in French poetry. Formed in 1955, it was the first lesbian rights group in the United States. Here,

Phyllis tells her friend, Margie Adam, about coming of age in an era when sexuality was rarely discussed.

Charles Silverstein: Declassification of Homosexuality as a Mental Illness

Between 1952 and 1973, homosexuality was classified as a mental disorder by the American Psychiatric Association. Gay men and women across the country were subjected to a variety of treatments aimed at curing their "condition." During that era, Dr. Charles Silverstein was in graduate school training to become a psychologist. Here, he talks about his role in changing the medical

community's ideas about homosexuality.

David Wilson: Struggle for Marriage Equality

David Wilson and his partner, Rob Compton, were two of the plaintiffs in Goodridge v. Department of Public Health - the landmark state appellate court case in Massachusetts that awarded marriage equality to samesex couples in the state. Ten years before the

lawsuit, David Wilson was living with his first partner, Ronald Loso, outside of Boston, until November 29, 1994. Here, Wilson remembers that day.

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Unheard Voices: Stories and Lessons for Grades 6-12

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Five years later he was a sergeant assigned to a recruiting office in Virginia and was considering becoming career military. At StoryCorps, Kendall told his friend, Don Davis, how because of Don't Ask, Don't Tell those plans changed. David Barr was a young man when the first cases of AIDS were diagnosed.

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OVERVIEW
In this lesson, students learn about important leaders and events throughout LGBTQ American history. They hear stories about Francis Bacon, a noted gay man who coined the term "masculine love"(1623), brilliant trans women of color, Marsha P. Johnson and Sylvia Rivera, who led the revolution at Stonewall (1969), and when Audre Lorde, a critically acclaimed novelist, poet, and fierce civil rights activist is named as the state poet of New York (1991). Students are each given a History Card with an important event from LGBTQ history and are asked to guess their place in chronological order. This activity allows for the sharing of these often untold stories and also facilitates a much needed discussion about the erasure of LGBTQ history in what is considered American history, and the value of critical thinking in history classes. After examining the LGBTQ visibility (or invisibility) in their current history curriculum or textbooks, students proactively create newspaper articles to highlight the stories of LGBTQ leaders and bring them into the classroom.
OBJECTIVES
Students will discuss important leaders and events in LGBTQ American history.
Students will examine current historical events being taught in their classes or written into their textbooks.
Students will access the visibility of LGBTQ people in American history.
Students will design a newspaper article to highlight a moment in LGBTQ American history.
THINGS TO PREP & TOOLS NEEDED
LGBTQ History Timeline Handout, LGBTQ History Cards (cut out), lined paper, pencils, history textbook, syllabus, or books on American history.
TIME
60 minutes.
PREPARATION
1. Tell the group, "Today we'll be learning about some major events and people in LGBTQ history in the United States. We're about to do an activity. As we do this activity, think about what events and which people are usually being told in history. Whose perspectives are we hearing, and whose perspectives are being left out?"

(20 minutes) LGBTQ Timeline Activity: Give each student an LGBTQ History Card. Tell them to walk around, talk to each other, and begin to form a timeline from what event happened earliest to what event is the most recent. Designate one side of the room as earliest and one side as most recent. You may have to make two lines or a semi-circle, depending on the size of the room.

Tell students that they have 10 minutes to find their event's place in LGBTQ history. When the time is up, students should just make a guess and choose a spot in the timeline. If they are having difficulty, encourage them to consider why they find this activity challenging.

After everyone is in a line, have each person read the event starting from the earliest to the most recent. After each person reads their card, ask them to guess what year the event happened. Use the LGBTQ History Timeline Handout to make adjustments or corrections as the students share. Have students shift their positions as they share so that by the end, the events are in chronological order.

To conclude the activity, remind students that when we hear about history, we often don't hear about the history of marginalized people and communities, or learn about the sexuality and/or gender identity of certain historical figures, such as Bayard Rustin.

(5 minutes) After the activity, ask students to return to their seats and facilitate a discussion with the group:

What did you learn from this activity?

Why do you think this timeline difficult to build?

2. (15 minutes) Pass out the LGBTQ History Timeline Handout to students for their reference. Give them a few minutes to look over the resource, and read some of the other events in LGBTQ history that weren't represented in the activity.

Ask students to look through their own history textbooks or other available American history resources. In groups, have students look through these resources, searching for any mention of LGBTQ people and events.

Have students designate a recorder of the group to list examples of LGBTQ history that they find.

3. (10 minutes) In their groups, ask students to discuss their findings: How many examples were you able to find? Were you surprised by this? What identities do the people hold who were mentioned most in your resource?

Ask groups to share with the class some of their findings and answers.

Ask the class: What other communities of people in the United States have had their history erased? What impact do you think this has on people who hold these identities? What impact do you think this has on people who don't hold these identities?

Why should it be important to show everyone's history when we learn about American history?

4. (10 minutes) Tell the class, "LGBTQ people should be represented in American history. Let's fill that gap by creating our own newspaper of historical LGBTQ events. Choose an event from the timeline and turn it into a newspaper article for that day in history. Put the event into your own words, and try to tell the story that has been erased. Newspaper articles are written to make people interested in the event, so think about a way to make sure your audience wants to learn more about your event when they're finished."

Students who know of other LGBTQ history moments that aren't included in the timeline should be encouraged to write about those instead.

You can go to www.glsen.org/lgbtqhistory to see an interactive LGBTQ history timeline!

Students can use the remainder of class to decide which historical figure or event they want to write about. The can begin their article in class, and complete it for homework, next class, or as an independent project.

FOLLOW-UP/EXTENSIONS
1. Student newspaper articles can be displayed in the hallway to teach other members in the school community about some important events in LGBTQ history.
2. Students can turn the newspaper articles into a blog about LGBTQ history to share with other classes.
3. Create an LGBTQ history timeline in your classroom, and have students write moments in history that stand out to them. Keep the timeline going and encourage students to add events that occur throughout the year.
4. Have students create a "visibility checklist," where they preview their textbooks or other class materials to see who is being represented and whose story is being told.
OPPORTUNITIES FOR DIFFERENTIATION
Students who need more of a challenge can be given a more obscure event in LGBTQ history during the opening activity. These students can be given lengthier or more challenging resources during the group activity. They can be challenged to take on one of the extensions as an independent project.

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OVERVIEW In this lesson, students learn about important leaders and events throughout LGBTQ American history. They hear stories about Francis Bacon, a noted gay man who coined the term "masculine love"(1623), brilliant trans women of color, Marsha P.

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LGBT History Month celebrates the achievements of 31 lesbian, gay, bisexual or transgender Icons. Each day in October, a new LGBT Icon is featured with a video, bio, bibliography, downloadable images and other resources.

LGBT History Is American History
"LGBT History Month sends an important message to our nation's teachers, school boards, community leaders, and youth about the vital importance of recognizing and exploring the role of gay, lesbian, bisexual, and transgender people in American history."
George Chauncey
Samuel Knight Professor of American History and Chair of the History Department, Yale University

Background

In 1994, Rodney Wilson, a Missouri high school teacher, believed a month should be dedicated to the celebration and teaching of gay and lesbian history, and gathered other teachers and community leaders. They selected October because public schools are in session and existing traditions, such as Coming Out Day (October 11), occur that month.

Gay and Lesbian History Month was endorsed by GLAAD, the Human Rights Campaign, the National Gay and Lesbian Task Force, the National Education Association and other national organizations. In 2006 Equality Forum assumed responsibility for providing content, promotion and resources for LGBT History Month.

Celebrate Our Heritage

The LGBT community is the only community worldwide that is not taught its history at home, in public schools or in religious institutions. LGBT History Month role models, builds community and makes the civil rights statement about our e xtraordinary national and international contributions.

About Equality Forum

Equality Forum is a national and international LGBT civil rights organization with an educational focus. Equality Forum coordinates LGBT History Month, produces documentary films, undertakes high-impact initiatives and presents the largest annual national and international LGBT civil rights summit. For more information, visit www.equalityforum.com.

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LGBT History Month celebrates the achievements of 31 lesbian, gay, bisexual or transgender Icons. Each day in October, a new LGBT Icon is featured with a video, bio, bibliography, downloadable images and other resources.

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Research indicates that GSAs (Gender and Sexuality Alliances) improve school climate, individual well-being and educational outcomes for LGBTQ youth. Participation in GSAs is related to stronger school connectedness and improved academic achievement for LGBTQ youth, and regardless of whether LGBTQ students themselves participate in their school's GSA, just having a GSA in their school can create a more positive school climate for LGBTQ students.

When you register we will send you:

monthly updates,

free GSA & school resources,

invitations to local youth summits,

and opportunities to get free swag.

GSA student members and advisors - please join us in taking a survey about your GSA experiences to help guide GLSEN in our support of GSAs across the country!

Webinars to Support GSAs - For Students and Advisors

How to Organize a Virtual Rainbow Graduation

Q&A with the Cast and Writer/Director of The Half of It

For Student GSA Leaders: Creating Safe Virtual Spaces for LGBTQ Students

For Educators & GSA Advisors: Creating Safe Virtual Spaces for GSA Meetings

Register to receive free GSA & school resources.

Join a national movement creating inclusive schools for all.

Webinars to Support Day of Silence - For Students and Advisors

For Student GSA Leaders: Organizing Day of Silence and Breaking the Silence

For Educators & GSA Advisors: Organizing Day of Silence and Breaking the Silence

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Research indicates that GSAs (Gender and Sexuality Alliances) improve school climate, individual well-being and educational outcomes for LGBTQ youth. Participation in GSAs is related to stronger school connectedness and improved academic achievement for LGBTQ youth, and regardless of whether LGBTQ students themselves participate in their school's GSA, just having a GSA in their school can create a more positive school climate for LGBTQ students.

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A Genders & Sexualities Alliance (GSA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia.

GSAs Provide Support

Many GSAs function as a support group and provide safety and confidentiality to students who are struggling with their identity as gay, lesbian, bisexual, transgender, or questioning, as well as those who are experiencing harassment at school because of their actual or perceived sexual orientation or gender identity or expression. These groups often provide one of the few safe spaces for students to express themselves.

GSAs Build Community

GSAs are also social groups. They provide a sense of community and a space for LGBTQ+ and allied youth to build a social network where their identities are respected. Lots of GSAs organize barbecues or movie nights, organize field trips to a local LGBTQ+ prom or Pride parade, and attend conferences together. GSAs are a great way to build community at your school and lessen the isolation that LGBTQ+ students might otherwise experience.

GSAs Take Action to Create Change

In addition to providing support, some GSAs work on educating themselves and the broader school community about sexual orientation and gender identity issues. They may bring in outside speakers to cover a particular topic such as LGBTQ+ history. They may organize a "Pride Week" or "LGBTQ+ Awareness Events" and offer a series of educational workshops, panels, or celebrations. Some GSAs organize a "Teach the Teachers" staff development day, which focuses on teaching school staff how to be better allies for LGBTQ+ students. There are many other types of educational and activist events that GSAs can do. Check out the Change Your School section to take action.

Remember, if your GSA is at a public school, it has legal rights under the Federal Equal Access Act. If you are in California, you have additional protection under law AB 537.

Related Resources:

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A Genders & Sexualities Alliance (GSA) is a student-run club, typically in a high school or middle school, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia.

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GSAs Build Power Genders & Sexualities Alliances, or GSAs for short, are student-run organizations that unite LGBTQ+ and allied youth to build community and organize around issues impacting them in their schools and communities. GSAs have evolved beyond their traditional role to serve as safe

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This guide is created to help anyone learn how to use people’s correct pronouns. Everyone in your school community should engage in learning, educating, and advocating for the inclusive use of pronouns for all.

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Here’s Why Non-Binary Students Need Allies

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Here’s Why Non-Binary Students Need Allies

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Understanding Non-Binary People: How to Be Respectful and Supportive

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Understanding Non-Binary People: How to Be Respectful and Supportive

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National Center for Transgender Equality

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Nonbinary Defined

Most people - including most transgender people - are either male or female. But some people don't neatly fit into the categories of "man" or "woman," or "male" or "female." For example, some people have a gender that blends elements of being a man or a woman, or a gender that is different than either male or female. Some people don't identify with any gender. Some people's gender changes over time.

People whose gender is not male or female use many different terms to describe themselves, with being one of the most common (sometimes spelled with a hyphen, as "non-binary") . Other terms include genderqueer , agender , bigender , genderfluid , and more. None of these terms mean exactly the same thing - but all speak to an experience of gender that is not simply male or female. If you're not sure what a word means, you can usually just ask politely.

Why "Nonbinary"?

Some societies - like ours - tend to recognize just two genders, male and female. The idea that there are only two genders is sometimes called a "gender binary," because binary means "having two parts" (male and female). Therefore, "nonbinary" is one term people use to describe genders that don't fall into one of these two categories, male or female.

Basic Facts about Nonbinary People

Nonbinary people are nothing new. Non-binary people aren't confused about their gender identity or following a new fad - nonbinary identities have been recognized for millennia by cultures and societies around the world.

Some, but not all, nonbinary people undergo medical procedures to make their bodies more congruent with their gender identity. While not all nonbinary people need medical care to live a fulfilling life, it's critical and even life-saving for many.

Most transgender people are not nonbinary. While some transgender people are nonbinary, most transgender people have a gender identity that is either male or female, and should be treated like any other man or woman.

Being nonbinary is not the same thing as being intersex. Intersex people have anatomy or genes that don't fit typical definitions of male and female. Most intersex people identify as either men or women, though some may be nonbinary. Non-binary people are usually not intersex: they're usually born with bodies that may fit typical definitions of male and female, but their innate gender identity is something other than male or female.

How to Be Respectful and Supportive of Nonbinary People

It isn't as hard as you might think to be supportive and respectful of nonbinary people, even if you have just started to learn about them.

You don't have to understand what it means for someone to be nonbinary to respect them. Some people haven't heard a lot about nonbinary genders or have trouble understanding them, and that's okay. Identities that some people don't understand still deserve respect.

Use the name a person asks you to use. This is one of the most critical aspects of being respectful of a nonbinary person, as the name you may have been using may not reflect their gender identity. Don't ask someone what their old name was.

Try not to make any assumptions about people's gender. You can't tell if someone is non binary simply by looking at them, just like how you can't tell if someone is transgender just by how they look. A nonbinary person might appear feminine, masculine, or genderless, or show a mix of gendered ch aracteristics - and their appearance doesn't determine their pronouns.

If you're not sure what pronouns someone uses, ask. Different nonbinary people may use different pronouns. Many nonbinary people use "they" while others use "he" or "she," and still others use other pronouns. Asking whether someone should be referred to as "he," "she," "they," or another pronoun may feel awkward at first, but is one of the simplest and most important ways to show respect for someone's identity.

Advocate for non-binary friendly policies. It's important for nonbinary people to be able to live, dress and have their gender respected at work, at school, and in public spaces.

Understand that, for many nonbinary people, navigating gendered spaces - like bathrooms - can be challenging. For many non binary people, using either the women's or the men's rest room might feel unsafe, because others may verbally harass them or even physically attack them. Non binary people should be able to use the restroom that they believe they will be safest in . You can help support nonbinary people by accepting their judgment about where they feel most comfortable when dealing with spaces that are based on binary gend er distinctions .

Talk to nonbinary people to learn more about who they are. There's no one way to be nonbinary. The best way to understand what it's like to be nonbinary is to talk with nonbinary people and listen to their stories.

Related Links:

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Understanding Nonbinary People: How to Be Respectful and Supportive

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Most people - including most transgender people - are either male or female. But some people don't neatly fit into the categories of "man" or "woman," or "male" or "female." For example, some people have a gender that blends elements of being a man or a woman, or a gender that is different than either male or female.

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What does transgender mean?Transgender is a term used to describe people whose gender identity differs from the sex they were assigned at birth. Gender identity is a person's internal, personal sense of being a man or a woman (or boy or girl.) For some people, their gender identity does not fit neatly into those two choices.

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National Center for Transgender Equality

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Transgender people come from every region of the United States and around the world, from every racial and ethnic background, and from every faith community. Transgender people are your classmates, your coworkers, your neighbors, and your friends. With approximately 1.4 million transgender adults in the United States-and millions more around the world-chances are that you've met a transgender person, even if you don't know it.

What does it mean to be transgender?

Transgender people are people whose gender identity is different from the gender they were thought to be at birth. "Trans" is often used as shorthand for transgender.

When we're born, a doctor usually says that we're male or female based on what our bodies look like. Most people who were labeled male at birth turn out to actually identify as men, and most people who were labeled female at birth grow up to be women. But some people's gender identity - their innate knowledge of who they are - is different from what was initially expected when they were born. Most of these people describe themselves as transgender.

A transgender woman lives as a woman today, but was thought to be male when she was born. A transgender man lives as a man today, but was thought to be female when he was born. Some transgender people identify as neither male nor female, or as a combination of male and female. There are a variety of terms that people who aren't entirely male or entirely female use to describe their gender identity, like non-binary or genderqueer.
(Note: NCTE uses both the adjectives "male" and "female" and the nouns "man" and "woman" to refer to a person's gender identity.)
Everyone-transgender or not-has a gender identity. Most people never think about what their gender identity is because it matches their sex at birth.

Being transgender means different things to different people. Like a lot of other aspects of who people are, like race or religion, there's no one way to be transgender, and no one way for transgender people to look or feel about themselves. The best way to understand what being transgender is like is to talk with transgender people and listen to their stories.

How does someone know that they are transgender?

People can realize that they're transgender at any age. Some people can trace their awareness back to their earlier memories - they just knew. Others may need more time to realize that they are transgender. Some people may spend years feeling like they don't fit in without really understanding why, or may try to avoid thinking or talking about their gender out of fear, shame, or confusion. Trying to repress or change one's gender identity doesn't work; in fact, it can be very painful and damaging to one's emotional and mental health. As transgender people become more visible in the media and in community life across the country, more transgender people are able to name and understand their own experiences and may feel safer and more comfortable sharing it with others.

For many transgender people, recognizing who they are and deciding to start gender transition can take a lot of reflection. Transgender people risk social stigma, discrimination, and harassment when they tell other people who they really are. Parents, friends, coworkers, classmates, and neighbors may be accepting-but they also might not be, and many transgender people fear that they will not be accepted by their loved ones and others in their life. Despite those risks, being open about one's gender identity, and living a life that feels truly authentic, can be a life-affirming and even life-saving decision.

Thought Exercise: Thinking About Your Own Gender

It can be difficult for people who are not transgender to imagine what being transgender feels like. Imagine what it would be like if everyone told you that the gender that you've always known yourself to be was wrong. What would you feel like if you woke up one day with a body that's associated with a different gender? What would you do if everyone else-your doctors, your friends, your family-believed you're a man and expected you to act like a man when you're actually a woman, or believed you're a woman even though you've always known you're a man?

What's the difference between sexual orientation and gender identity?

Gender identity and sexual orientation are two different things. Gender identity refers to your internal knowledge of your own gender-for example, your knowledge that you're a man, a woman, or another gender. Sexual orientation has to do with whom you're attracted to. Like non-transgender people, transgender people can have any sexual orientation. For example, a transgender man (someone who lives as a man today) may be primarily attracted to other men (and identify as a gay man), may be primarily attracted to women (and identify as a straight man), or have any other sexual orientation.

What's the difference between being transgender and being intersex?

People sometimes confuse being transgender and being intersex. Intersex people have reproductive anatomy or genes that don't fit typical definitions of male or female, which is often discovered at birth. Being transgender, meanwhile, has to do with your internal knowledge of your gender identity. A transgender person is usually born with a body and genes that match a typical male or female, but they know their gender identity to be different.

Some people think that determining who is male or female at birth is a simple matter of checking the baby's external anatomy, but there's actually a lot more to it. Every year, an estimated one in 2,000 babies are born with a set of characteristics that can't easily be classified as "male" or "female." People whose bodies fall in the vast continuum between "male" and "female" are often known as intersex people. There are many different types of intersex conditions. For example, some people are born with XY chromosomes but have female genitals and secondary sex characteristics. Others might have XX chromosomes but no uterus, or might have external anatomy that doesn't appear clearly male or female. To learn more about what it's like to be intersex, check out this video or click here.

While it's possible to be both transgender and intersex, most transgender people aren't intersex, and most intersex people aren't transgender. For example, many intersex people with XY (typically male) chromosomes but typically female anatomy are declared female at birth, are raised as girls, and identify as girls; in fact, many of these girls and their families never even become aware that their chromosomes are different than expected until much later in life. However, some intersex people come to realize that the gender that they were raised as doesn't fit their internal sense of who they are, and may make changes to their appearance or social role similar to what many transgender people undergo to start living as the gender that better matches who they are.

What is the difference between being transgender and being gender non-conforming?

Being gender non-conforming means not conforming to gender stereotypes. For example, someone's clothes, hairstyle, speech patterns, or hobbies might be considered more "feminine" or "masculine" than what's stereotypically associated with their gender.

Gender non-conforming people may or may not be transgender. For example, some women who were raised and identify as women present themselves in ways that might be considered masculine, like by having short hair or wearing stereotypically masculine clothes. The term "tomboy" refers to girls who are gender non-conforming, which often means they play rough sports, hang out with boys, and dress in more masculine clothing.

Similarly, transgender people may be gender non-conforming, or they might conform to gender stereotypes for the gender they live and identify as.

What does it mean to have a gender that's not male or female?

Most transgender people are men or women. But some people don't neatly fit into the categories of "man" or "woman" or "male" or "female." For example, some people have a gender that blends elements of being a man or a woman, or a gender that is different than either male or female. Some people don't identify with any gender. Some people's gender fluctuates over time.

People whose gender is not male or female may use many different terms to describe themselves. One term that some people use is non-binary, which is used because the gender binary refers to the two categories of male and female. Another term that people use is genderqueer. If you're not sure what term someone uses to describe their gender, you should ask them politely.

It's important to remember that if someone is transgender, it does not necessarily mean that they have a "third gender." Most transgender people do have a gender identity that is either male or female, and they should be treated like any other man or woman.

For more information about what it's like to have a gender other than male or female or how you can support the non-binary people in your life, read NCTE's guide Understanding Non-Binary People.

Why don't transgender people get counseling to accept the gender they were assigned at birth?

Counseling aimed at changing someone's gender identity, sometimes known as conversion therapy, doesn't work and can be extremely harmful. The belief that someone's gender identity can be changed through therapy runs counter to the overwhelming consensus in the medical community. Telling someone that a core part of who they are is wrong or delusional and forcing them to change it is dangerous, sometimes leading to lasting depression, substance abuse, self-hatred and even suicide. Because of this, a growing number of states have made it illegal for licensed therapists to try to change a young person's gender identity (laws apply to those under 18). However, many transgender people find it helpful to get counseling to help them decide when to tell the world they are transgender and deal with the repercussions of stigma and discrimination that comes afterward.

What does "gender transition"mean?

Transitioning is the time period during which a person begins to live according to their gender identity, rather than the gender they were thought to be at birth. While not all transgender people transition, a great many do at some point in their lives. Gender transition looks different for every person. Possible steps in a gender transition may or may not include changing your clothing, appearance, name, or the pronoun people use to refer to you (like "she," "he," or "they"). Some people are able to change their identification documents, like their driver's license or passport, to reflect their gender. And some people undergo hormone therapy or other medical procedures to change their physical characteristics and make their body better reflect the gender they know themselves to be.

Transitioning can help many transgender people lead healthy, fulfilling lives. No specific set of steps is necessary to "complete" a transition-it's a matter of what is right for each person. All transgender people are entitled to the same dignity and respect, regardless of which legal or medical steps they have taken.

What are some of the official records transgender people may change when they're transitioning?

Some transgender people make or want to make legal changes as part of their transition, like by changing their name or updating the gender marker on their identity documents.

Not all transgender people need or want to change their identity documents, but for many, it's a critical step in their transition. For many transgender people, not having identity documents like driver's licenses or passports that match their gender means that they might not be able to do things that require an ID, like getting a job, enrolling in school, opening a bank account, or traveling. Some transgender people who use an ID that doesn't match their gender or their presentation face harassment, humiliation, and even violence.

Transgender people may need to change a number of documents in order to live according to their gender identity, such as their:

Driver's license

Social Security card

Passport

Bank accounts and records

Credit cards

Paychecks and other job-related documents

Leases

Medical records

Birth certificate

Academic records

It's important to know that not all transgender people be able to make the changes they need to their IDs and other official documents. Unfortunately, these changes are often expensive, burdensome, and complicated, putting them out of reach for many people. For example, some states still require proof of surgery or a court order to change a gender marker. In many states, the process can be time-consuming and involve many steps, or cost hundreds of dollars. As a result, only one-fifth (21%) of transgender people who have transitioned have been able to update all of their IDs.

NCTE works to modernize all of these outdated requirements. States are increasingly adopting more accessible and straightforward policies for changing one's name and gender marker.

To find out the requirements for updating a driver's license or birth certificate in your state or territory, as well as get information on changing federal IDs and records, visit NCTE's ID Documents Center.

What medical treatments do some transgender people seek when transitioning?

Some, but not all, transgender people undergo medical treatments to make their bodies more congruent with their gender identity and help them live healthier lives.

While transition-related care is critical and even life-saving for many transgender people, not everyone needs medical care to transition or live a fulfilling life.

Different transgender people may need different types of transition-related care. People should make decisions about their care based on their individual needs. Medical procedures can include:

hair growth or removal treatments

hormone therapy

various surgeries to make one's face, chest, and anatomy more in line with one's gender identity

While not everyone needs transition-related medical treatments, there is an overwhelming consensus in the medical community that they are medically necessary for many transgender people and should be covered by private and public insurance. Every major medical organization in the United States has affirmed that transition-related medical care is safe and effective, and that everyone who needs it should be able to access it. Unfortunately, this critical care is often denied by insurance companies, often in spite of state and federal laws.

What is gender dysphoria?

For some transgender people, the difference between the gender they are thought to be at birth and the gender they know themselves to be can lead to serious emotional distress that affects their health and everyday lives if not addressed. Gender dysphoria is the medical diagnosis for someone who experiences this distress.

Not all transgender people have gender dysphoria. On its own, being transgender is not considered a medical condition. Many transgender people do not experience serious anxiety or stress associated with the difference between their gender identity and their gender of birth, and so may not have gender dysphoria.

Gender dysphoria can often be relieved by expressing one's gender in a way that the person is comfortable with. That can include dressing and grooming in a way that reflects who one knows they are, using a different name or pronoun, and, for some, taking medical steps to physically change their body. All major medical organizations in the United States recognize that living according to one's gender identity is an effective, safe and medically necessary treatment for many people who have gender dysphoria.

It's important to remember that while being transgender is not in itself an illness, many transgender people need to deal with physical and mental health problems because of widespread discrimination and stigma. Many transgender people live in a society that tells them that their deeply held identity is wrong or deviant. Some transgender people have lost their families, their jobs, their homes, and their support, and some experience harassment and even violence. Transgender children may experience rejection or even emotional or physical abuse at home, at school, or in their communities. These kinds of experiences can be challenging for anyone, and for some people, it can lead to anxiety disorders, depression, and other mental health conditions. But these conditions are not caused by having a transgender identity: they're a result of the intolerance many transgender people have to deal with. Many transgender people - especially transgender people who are accepted and valued in their communities - are able to live healthy and fulfilling lives.

Why is transgender equality important?

Transgender people should be treated with the same dignity and respect as anyone else and be able to live, and be respected, according to their gender identity. But transgender people often face serious discrimination and mistreatment at work, school, and in their families and communities.

For example, transgender people are more likely to:

Be fired or denied a job

Face harassment and bullying at school

Become homeless or live in extreme poverty

Be evicted or denied housing or access to a shelter

Be denied access to critical medical care

Be incarcerated or targeted by law enforcement

Face abuse and violence

For statistics about these types of discrimination, go to the National Transgender Discrimination Survey page.

Living without fear of discrimination and violence and being supported and affirmed in being who they are is critical for allowing transgender people to live healthy, safe, and fulfilling lives. In recent years, laws, policies and attitudes around the country have changed significantly, allowing more transgender people than ever to live fuller, safer, and healthier lives.

The transgender movement is part of a long tradition of social justice movements of people working together to claim their civil rights and better opportunities in this country. These challenges are connected. Discrimination that transgender people of color face is compounded by racism, and lower-income transgender people face economic challenges and classism. NCTE believes that progress towards transgender equality requires a social justice approach that fights all forms of discrimination.

Learn more about transgender people >>

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Frequently Asked Questions about Transgender People

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Transgender people come from every region of the United States and around the world, from every racial and ethnic background, and from every faith community. Transgender people are your classmates, your coworkers, your neighbors, and your friends.

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(pronounced ā-fab) Acronym meaning Assigned Female at Birth. AFAB people may or may not identify as female some or all of the time. AFAB is a useful term for educating about issues that may happen to these bodies without connecting to womanhood or femaleness.