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Inclusive Curriculum Guide (organized by age)

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Inclusive Curriculum Guide (organized by age)

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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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Allies can be some of the most effective and powerful voices of the LGBTQ+ movement. In this article, you can find some of the ways you can be a better LGBTQ+ ally!

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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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. Include positive representation of LGBTQ people in your curriculum. Inspire your students of all ages and all identities to be kind, support others, and speak up when they see bullying.

GLSEN's education team has created educator guides for each of our days of action, along with other resources for increasing LGBTQ visibility and affirmation in any curriculum. While GLSEN celebrates these days of action nationally at specific times during the year, all of our lessons, resources, and activities found here can be implemented at any time.

Check out the resources in the sections below for specific guides and tools related to GLSEN programs, days of action and more!

Join the thousands of educators who are helping GLSEN change schools across the country.

As a member of the GLSEN Educator Network, you'll receive emails that highlight GLSEN's resources and provide up-to-date information on GLSEN research. You will also receive current information on LGBTQ events and celebrations to help you plan for and implement a more inclusive curriculum, including direct information and new resources for GLSEN days of action like No Name-Calling Week.

Register to receive free GSA & school resources.

Join a national movement creating inclusive schools for all.

Educator Guides

Looking for ways to support Ally Week, No Name-Calling Week or the Day of Silence? Interested in finding ways to bring LGBTQ-visibility into your curriculum? You've come to the right place!

GLSEN's education team has created educator guides for each of our Days of Action, along with other resources for increasing LGBTQ visibility and affirmation into any curriculum. While GLSEN celebrates these Days of Action nationally at specific times throughout the year, the lessons, resources, and activities found here can be implemented at any time.

Check out the resources below for specific guides and tool related to GLSEN programs, days of action and more! Ready to supplement your curriculum? Explore our LGBTQ-Inclusive and Bullying, Bias & Diversity lesson plans.

Lesson Plans

Implementing GLSEN's free lesson plans and resources can help students develop the skills to interact in our diverse world with greater respect, empathy, and understanding.

Incorporate our lessons, found below, to:

Foster respect and understanding

Promote LGBTQ visibility and affirmation

Improve school climate

Build leadership

Encourage ally behavior

Ready for LGBTQ-specific lessons? Explore GLSEN's LGBTQ-inclusive curricular resources.

Teachers can be that figure you look up to. And when they are accepting of you, it means the world to you. To know that you're ok and that they are there for you. - Ximena, 9th grade

When educators are visibly supportive of LGBTQ students, everyone benefits. Through our Chapter-based Professional Development program, GLSEN offers tools and resources to thousands of educators who seek to make their classrooms and schools a safe place for all students. Based on 25+ years of experience and research, GLSEN boasts a robust educator training program with a series of modules curated to cover an array of topics suitable for a diverse range of audiences.

GLSEN research shows that the presence of supportive educators can have a significant positive impact on LGBTQ students' academic achievement, as well as on their psychological well-being and long-term educational aspirations. GLSEN Professional Development aims to empower educators to act in allyship with LGBTQ students.

Our Professional Development Workshops will assist educators in building the following skills:

Knowledge of LGBTQ student experiences in school

Understanding what allyship can provide for LGBTQ students

Awareness of the prevalence of anti-LGBTQ language and behavior in schools

Willingness and ability to intervene when anti-LGBTQ name-calling and bullying occurs

Willingness and ability to utilize curriculum inclusive of LGBTQ people, history and themes

Willingness to advocate for the rights of LGBTQ students and ensure safe schools for all

Access to resources and referral

NOTE: For GLSEN Professional Development Workshops, the term "educator" includes, but is not limited to: Current or future K-12 Teachers, Administrators, Counselors, Paraprofessionals, Librarians, Nurses, Bus Drivers, District Staff, School Resource Officers, Cafeteria Workers, etc
To bring GLSEN Professional Development to your school, please fill out the following form.

Safe Space Kit

Educators like you can make a big difference for LGBTQ students. Just one gesture can change a student's life for the better: Put up a Safe Space Sticker in your classroom to start a conversation about acceptance and affirming LGBTQ identity.

GLSEN's Safe Space Kit provides you with practical ways to transform your school into a safer space for everyone, particularly LGBTQ students, by supporting and educating students, sharing your knowledge with other educators and advocating for school-wide changes. The Safe Space Kit not only guides you through making an assessment of your school's climate and recommends affirming policies and best practices, but also outlines strategies that you may use to advocate for change, including posting a Safe Space Sticker or Safe Space Poster in your classroom or office. You can purchase them in the GLSEN Shop, or download digital copies for free

GLSEN Chapters also offer professional development opportunities that include our Safe Space Kit and support educators in creating safer and more affirming learning environments.

School Year Calendar

The school year is full of opportunities to participate in GLSEN events, address LGBTQ and social justice issues, learn about diverse communities, and take action to create safer and more affirming schools for all.

Use this calendar to schedule your GSA meetings, lesson plans, student events, and staff development workshops, and as part of your ongoing diversity, equity, and LGBTQ-inclusion efforts. Follow us @GLSEN on Facebook, Twitter, and Instagram where we'll be sharing related resources and lesson plans for these events throughout the year.

Misgendering, Gender Terminology & Pronouns

Misgendering hurts. Support educators by teaching students how to respect each others' pronouns and bringing awareness to a wider range of gender terminology.

As a class and in small groups, students watch a video about pronouns, have a conversation about pronouns, and discuss misgendering. As a class, students discuss ways to combat misgendering and how they can make sure the gender pronouns of all students are respected.

For all of us, learning an LGBTQ-inclusive curriculum can help us better understand our world and our differences. For LGBTQ students in particular, it can mean feeling safer at school and hearing homophobic and transphobic remarks less frequently, according to GLSEN research. Looking back at history is the easiest way to get LGBTQ-inclusivity into any curriculum. That's why we're sharing our resources below, which include an interactive timeline and coloring book as well as many other classroom resources suitable for a range of students ages K-12.

Recognizing these benefits, former GLSEN Chapter leader Rodney Wilson, with the support of GLSEN's founder Kevin Jennings and many others, founded LGBTQ History Month in October 1994. While you can use these resources every October, they're perfect for use all year, so that students see the benefits year round.

A great resource you can use to learn and teach about LGBTQ history is Making Gay History, the critically acclaimed and award-winning podcast that brings LGBTQ history to life through the voices of the people who lived it. Listen to the podcasts below to hear about the lives and legacies of Marsha P. Johnson and Sylvia Rivera, who were participants in the New York Stonewall riots in 1969.

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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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Arkadaşlarınla, akrabalarınla ve tanıdıklarınla paylaşımda bulunmaya ve bağlantı kurmaya başlamak için Facebook'a giriş yap.

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Ask LGBTQ Youth About Allyship
What questions do YOU have for LGBTQ youth so that you can better support them? Comment with your questions, & GLSEN student leaders will answer live! Then, continue the conversation at school & register for Ally Week: http://glsen.us/2j7rxCA
Posted by GLSEN on Wednesday, September 13, 2017

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Activists,

Welcome to a unique space. The works on this platform are free to use and adapt non-commercially, under a Creative Commons License. This is thanks to a growing league of great artists who opened their works - and their hearts - for you.

See the Artworks

Artists,

Activists and nonprofits around the world doing amazing work need powerful visual content to make their voices heard. Do you have illustrations that touch upon a social issue? Upload them today, and bring change around the world with your art.

Submit Your Artwork

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Be one of The Greats

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Welcome to a unique space. The works on this platform are free to use and adapt non-commercially, under a Creative Commons License. This is thanks to a growing league of great artists who opened their works - and their hearts - for you.

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Guides, articles, and resources for LGBTQ young people, parents, and allies.

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How can I tell if someone I know is lesbian, gay, bisexual or transgender?

What should I do if I think someone is lesbian, gay, bisexual or transgender, but they haven't told me?

How do I make myself more approachable to people who are lesbian, gay, bisexual or transgender?

What kinds of things might a person who is lesbian, gay, bisexual or transgender go through when coming out?

What kinds of things might a trans person go through when they begin to acknowledge their true gender identity?

If someone wants advice on what to tell their roommate, friends, or family about being lesbian, gay, bisexual or transgender how can I help?

What do I do if someone who is lesbian, gay, bisexual or transgender wants to come out in my office, on my residence hall floor, or within the context of any other group I am a part of?

How should I respond to heterosexual friends or coworkers who feel negatively about a person who is lesbian, gay, bisexual or transgender in our office, on our residence hall floor, or in any group I am a part of?

What should I say to someone who is afraid of contracting HIV/AIDS from LGBTQ people?

How can I support LGBTQ people without my own sexual orientation becoming an issue?

How should I respond to rumors that someone is lesbian, gay, bisexual or transgender?

How can I get others to be more open minded about LGBTQ people?

How can I respond when someone tells a homophobic joke?

How can I respond to homophobic and transphobic attitudes?

How can I respond to people who object to LGBTQ people for religious reasons?

If you have additional questions please refer to the LGBTQ+ Center. Stop by the Center in the lower level of the Kent Student Center Room 024 or email the Center at LGBTQSC@kent.edu

How can I tell if someone I know is lesbian, gay, bisexual or transgender?

Ultimately, the only way to tell if a person is lesbian, gay, bisexual or transgender is if that person tells you so. Many lesbians, gay men, bisexuals and trans people don't fit the common stereotypes, and many people who fit the stereotypes aren't lesbian, gay, bisexual or trans. Assumptions on your part can be misguided. The important thing to remember is that it is very likely that someone you interact with on campus is lesbian, gay, bisexual or transgender, and to try to be sensitive to that fact.

What should I do if I think someone is lesbian, gay, bisexual or transgender, but they haven't told me?

Again, remember that assumptions on your part may be inaccurate. The best approach is to create an atmosphere where that individual can feel comfortable being open with you. You can do this by making sure that you are open and approachable and by giving indications that you are comfortable with this topic and are supportive of lesbian, gay, bisexual and transgender concerns. If the person is already out to themselves, and they feel that you are worthy of their trust, then they may tell you. If the person seems to be in conflict about something, it may or may not be because of their sexuality or gender identity. In this case, it is best simply to make sure that they know you are there if they need to talk. They may not have told you because they simply don't want you to know.

How do I make myself more approachable to people who are lesbian, gay, bisexual or transgender?

Demonstrate that you are comfortable with topics related to sexual orientation and gender identity and that you are supportive of lesbian, gay, bisexual and transgender concerns. Be sensitive to the assumptions you make about people-try not to assume that everyone you interact with is heterosexual, that they have a partner of a different gender, etc. Try to use inclusive language, such as avoiding the use of pronouns that assume the gender of someone's partner or friends. Be a role model by confronting others who make homophobic and transphobic jokes or remarks. Become knowledgeable about lesbian, gay, bisexual and transgender concerns by reading books and attending events and activities sponsored by LGBTQ organizations.

What kinds of things might a person who is lesbian, gay, bisexual or transgender go through when coming out?

Because of the difficulty of growing up in a largely homophobic society, people who are lesbian, gay, bisexual or transgender may experience guilt, isolation, depression, suicidal feelings, and low self-esteem. As LGBT people become more in touch with their sexual orientation they may experience any number of these thoughts and feelings to some degree. On the positive side, coming out can be an extremely liberating experience, as lesbians, gay men bisexual people learn who they are, gain respect for themselves, and find friends to relate to.

Coming out to others can be an anxious process, as the individual worries about rejection, ridicule, and the possible loss of family, friends, and employment. For students, college life is already stress filled, and adding the process of grappling with one's sexual or gender identity to that mix can be overwhelming.

What kinds of things might a trans person go through when they begin to acknowledge their true gender identity?

Trans issues are very rarely discussed and as result they are widely misunderstood. Similarly to lesbian, gay and bisexual people, trans people may also experience feelings of guilt, isolation, depression, suicidal feelings, and low self-esteem. It may take a while for a trans person to understand the feelings that they begin having which make them question whether the sex and gender they were assigned at birth are their true sex and gender.

Once a trans person does understand these feelings they may choose to seek medical affirmation to align their physical sex with their true gender. Since it is very difficult to get these resources, some trans individuals experience extreme frustration with the lack of resources and constant discrimination that they face. When a person does not have access to the resources they need to align their sex with their gender it can make it externally difficult to pass in their true gender. This increases discrimination and contributes to feelings of depression and isolation. A lack of resources can also contribute to suicidal feelings.

Some trans people do use the term "coming out" to describe their personal acknowledgment of their true gender identity. However, it is important to be careful when using the term coming out when discussing trans people. For most LGB people, coming out is the ultimate goal. Coming out to themselves and others allows an LGB individual to shed their shame and fear and be proud and comfortable about who they are. For most trans people however, coming out is not the ultimate goal. A person may temporarily identify as trans or transgender or may never identify as trans or transgender. Many trans people strongly identify as a man or a woman and simply want to be recognized as a man or woman. Coming out as a trans person often contributes to an individual being perceived in a gender other than the one they identify with which in turn leads to further discrimination. If you discover that someone has transitioned gender and currently or previously identified as trans it is very important not to disclose this information to others unless given explicit permission to do so.

If someone wants advice on what to tell their roommate, friends, or family about being lesbian, gay, bisexual or transgender how can I help?

Remember that the individual must decide for themselves when and to whom they will reveal their sexual orientation or gender identity. It is best not to tell someone specifically what they should do. Do listen carefully, reflect on the concerns and feelings you hear expressed, and suggest available resources for support. Help the person think through the possible outcomes of coming out. Support the person's decision even if you don't agree with it, and ask about the outcomes of any action taken.

What do I do if someone who is lesbian, gay, bisexual or transgender wants to come out in my office, on my residence hall floor, or within the context of any other group I am a part of?

Help the individual think through the possible outcomes. Discuss how others might react and how the person might respond to those reactions. Mention the option of coming out to a few people at a time, as opposed to the entire group. If someone has decided to come out, let them know you will support them. You can also refer them to the LGBTQ+ Center for additional resources.

How should I respond to heterosexual friends or coworkers who feel negatively about a person who is lesbian, gay, bisexual or transgender in our office, on our residence hall floor, or in any group I am a part of?

When such problems arise, it is most useful to discuss this with the people involved. Help them to see that they are talking about a person, not just a sexual orientation/gender identity. Make sure that you have accurate information so that you may appropriately discuss the myths and stereotypes that often underlie such negative reactions. Note the similarities between LGBTQ people and heterosexual people. Be clear with others that while they have a right to their own beliefs and opinions, you will not tolerate antigay or anti-trans comments or discrimination. Remember that others may take their cues from you-if you are uncomfortable with, hostile to, or ignore someone who is lesbian, gay, bisexual or transgender, others may follow suit. Conversely, if you are friendly with the person and treat them with respect, others may follow suit.

What should I say to someone who is afraid of contracting HIV/AIDS from LGBTQ people?

HIV is not transmitted through ordinary social contact. It is necessary for everyone to be knowledgeable about HIV and AIDS. If a friend or coworker is afraid and uninformed, use this as an educational opportunity. Student Health Services and/or the Wellness Center can provide you with pamphlets and other resources containing current and accurate information.

How can I support LGBTQ people without my own sexual orientation becoming an issue?

Be aware that if you speak out about issues related to sexual orientation, some people may take this as an indication of your own sexual orientation. Take time in advance to think through how you might respond to this. How do you feel about your own sexual identity? Are you comfortable with yourself? Regardless of your sexual orientation, a confidence in your own self-image will make you less vulnerable.

How should I respond to rumors that someone is lesbian, gay, bisexual or transgender?

Let others know that the sexual orientation or gender identity of any individual is irrelevant unless that person wishes to disclose that information. If you can, address any myths or stereotypes that may be fueling such speculation. If a particular person continues to spread rumors, talk to that person individually.

How can I get others to be more open minded about LGBTQ people?

In brief, be a role model for others by being open and visible in your support. Share your beliefs with others when appropriate. When LGBTQ topics come up, talk about them, don't simply avoid them. Show that you are comfortable talking about these issues, and comfortable with LGBTQ people. Remember that part of your goal as an ally is to create bridges across differences and to increase understanding. While you may be motivated to share your views with others, be careful of being self-righteous; others can't learn from you if they are turned off from listening to begin with. Of course, your views are more convincing if they are supported by sound knowledge. Take the time to educate yourself so that you know what you are talking about.

How can I respond when someone tells a homophobic joke?

Many people believe that jokes are harmless and get upset by what they perceive as the politically correct attitudes of those who are offended by inappropriate humor. Labeling a belief as politically correct is a subtle way of supporting the status quo and resisting change.

Most people who tell jokes about an oppressed group have never thought about how those jokes perpetuate stereotypes, or how they teach and reinforce prejudice. Someone who tells jokes about LGBTQ people probably assumes that everyone present is heterosexual, or at least that everyone shares their negative attitudes toward LGBTQ people. However, most people do not tell jokes to purposefully hurt or embarrass others, and will stop if they realize this is the effect.

Responding assertively in these situations is difficult, but not responding at all sends a silent message of agreement. No response is the equivalent of condoning the telling of such jokes.

It is important to remember that young people, particularly those questioning their own sexual identity, will watch to see who laughs at such jokes, and may internalize the hurtful message. In some instances, the inappropriateness of the joke could be mentioned at the time. In other situations, the person could be taken aside afterward. Try to communicate your concerns about the joke with respect.

How can I respond to homophobic and transphobic attitudes?

If you disagree with a negative statement someone makes about LGBTQ people, the assertive thing to do is to say so. Again, silence communicates agreement. Remember what your goal is in responding: not to start an argument or foster hostility, but to attempt to increase understanding. Disagreement can be civil and respectful. Share your views without accusing or criticizing. You are simply presenting another way of thinking about the topic. It can be difficult to speak out in support of LGBTQ people. You might be afraid that others will question your sexual orientation, morals, and values, or that you will be ostracized. It is easy to forget that there might be positive effects of your outspokenness as well.

How can I respond to people who object to LGBTQ people for religious reasons?

Usually, there is no way to change the minds of individuals who base their negative beliefs about LGBTQ people on strict religious convictions. However, while respecting their right to believe as they wish, you can share some information with them. It can be useful to point out that identifying as a religious person is not necessarily incompatible with being supportive of LGBTQ people. There is a great deal of diversity among the religious communities with regard to beliefs about same-gender sexuality and trans identity. In addition, there is much disagreement about the Biblical basis for condemning LGBTQ people.

Many religious scholars argue that the Biblical passages which are said to refer to same-gender sexuality have been misinterpreted. It is also important to point out that while individuals are entitled to their personal religious beliefs; these opinions should not be used to deny LGBTQ people equal treatment under the law.

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Common Ally Questions LGBTQ+ Center | How can I tell if someone I know is lesbian, gay, bisexual or transgender? What should I do if I think someone is lesbian, gay, bisexual or transgender, but they haven't told me? How do I make myself more approachable to people who are lesbian, gay, bisexual or transgender?

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Any educator can become an ally, but the journey might look different depending on one’s identity, experience and familiarity with issues of power and privilege.

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Creating safe & supportive environments in schools

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Creating safe & supportive environments in schools

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Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth are more likely than non-LGBTQ youth to experience violence at school and have lower levels of school connectedness.

Professional development delivered to teachers and school staff should address fundamental knowledge about:

concepts of sexual orientation and gender identity, including appropriate language

health risks faced by LGBTQ youth

effects of the school environment on the health of LGBTQ youth

supportive school policies and practices (e.g., Gay-Straight/Genders and Sexuality Alliances, safe spaces, inclusive curricula)

unique needs of transgender and gender diverse students

Conducting professional development with school staff is a best practice for improving the health, safety, and school connectedness for LGBTQ youth. Other approaches for supporting LGBTQ youth in schools include instituting programs, policies, and practices that ensure inclusivity.

Resources

CDC. How to Conduct More Effective Professional Development. This webpage describes the six CDC professional development practices and provides tools and resources to assist school districts in achieving a sustainable professional development framework.

American Psychological Association. RESPECT Workshopexternal icon . This workshop provides pre-service and in-service education for middle and high school counselors, school nurses, school psychologists, school social workers, and other specialized instructional support professionals.

GLSEN. Professional Developmentexternal icon . These materials include toolkits, webinars, and workshops for educators.

HRC. Welcoming Schoolsexternal icon . Resources and tools for developing gender and LGBTQ+ inclusive schools.

Los Angeles LGBT Center. Out for Safe School Campaignexternal icon . In addition to offering badges to identify allies, this campaign also includes a PD program to facilitate the creation of safe spaces for LGBT youth.

CDC. Health Considerations for LGBTQ Youth. This webpage provides an overview of key health considerations for LGBTQ youth including information on how schools can promote protective factors and address health disparities that disproportionately affect LGBTQ youth.

1. Toomey RB, Russell ST. The role of sexual orientation in school-based victimization: A meta-analysisexternal icon . Youth Soc 2016;48:176-201.

2. Rasberry CN, Lesesene C, Herbert A, et al. Factors associated with school connectedness for sexual minority youth. 89th Annual American School Health Association Conference Orlando, FL, 2015.

3. Kosciw JG, Palmer NA, Kull RM, Gretak EA. The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. J Sch Violence. 2013;12:45-63.

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health risk behaviors among young people

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Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth are more likely than non-LGBTQ youth to experience violence at school and have lower levels of school connectedness.

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Human Rights Campaign: Achieving LGBTQ Equity & Inclusion in Schools

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Human Rights Campaign: Achieving LGBTQ Equity & Inclusion in Schools

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Leading for Change: Achieving LGBTQ Equity and Inclusion in our Schools

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Working to create a more equitable and inclusive school, community and society starts by looking inward. The "tools" described in this section provide guidelines and a general direction for this lifelong process that can bring about a fundamental change in our perspectives and attitudes.

These tools are intended for all members of the school community. They recognize that everyone has a part to play in creating an equitable and inclusive culture. Everyone has the capacity to be an ally to those who have been marginalized and excluded.

It is important to accept that there is no magic bullet. Change that leads to equity and inclusion occurs as a result of a continuous process of learning, asking, exchanging, listening, explaining and trying. It requires patience, determination, and the knowledge that the work will never be finished and we will make mistakes. Compassion for ourselves, our colleagues and our students is absolutely essential as we move forward together.

It is important to acknowledge the particular challenge faced by teachers who, from a position of authority, try to discuss issues of societal power imbalances with their students. There is a dynamic tension inherent in this situation that teachers resolve when we use our power responsibly in ways that communicate our perception of children and youth as whole people.

Children and youth can learn important lessons about being an ally when teachers, parents and other adults act as their allies.

For tools and resources to stimulate discussion on these issues with students, click here.

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Working to create a more equitable and inclusive school, community and society starts by looking inward. The "tools" described in this section provide guidelines and a general direction for this lifelong process that can bring about a fundamental change in our perspectives and attitudes. These tools are intended for all members of the school community.

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All Students Deserve Safe and Affirming Schools

LGTBQ students face unique challenges in our schools. They are more likely to face bullying and harassment leading to poor grades, higher dropout rates and homelessness. Safe and affirming schools are a core element of student success.

PRIDE WINS: LGBTQ RIGHTS VICTORY RESOURCES

On June 15, 2020, the U.S. Supreme Court announced that LGBTQ employees - including all LGBTQ educators - are protected under federal law from discrimination at work based on sexual orientation or gender identity.
READ MORE

In Response to COVID-19: A Checklist to Support LGBTQ Students During Distance Learning

67% of LGBTQ students hear their families make negative comments about LGBTQ people.

While some students are open about their LGBTQ identity at school, only 21% are out at home.

Privacy and confidentiality are critically important for LGBTQ youth, especially for those who do not have supportive families. Extreme rejecting behaviors can have dire consequences: Approximately 40% of the homeless youth population in the United States identify as LGBTQ, most as a result of rejection by immediate family members.

Additionally, LGBTQ youth of color often face additional stress and adverse impacts on their health and well-being as a result of bias around their intersecting identities.

READ MORE

Students Mobilize in Support of Transgender Rights Policy

In 2015, the biennial "Youth Risk Behavior Survey" released by the Centers for Disease Control and Prevention (CDC) drew attention to the alarming number of LGBTQ students who had contemplated and made a plan for suicide. The suicide numbers were even higher for transgender students, although the CDC did not separately survey transgender students.

In Frederick County, Maryland, the survey sparked a student-led movement that resulted in the Frederick County School Board convening a meeting to discuss the issue. A number of transgender students told their stories and shared their experiences. The student movement led to the implementation of the school district's first-ever comprehensive transgender rights policy - Policy 443: Creating Welcoming and Affirming Schools for Transgender and Gender Nonconforming Students.

Read More

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Legal Guidance on Transgender Student Rights
What legal rights do transgender students have?

The right not to be disciplined or be treated differently because they are transgender or gender non-conforming.

The right to be treated with respect and not harassed or bullied because they are transgender.

The right to equal educational opportunities, including the right to use locker rooms and restrooms that are consistent with a student's gender identity, and to participate equally in athletic or extracurricular activities and other school events.

The right to transition at school, which means that students have the right to express their transitioned gender.

Read More
Which laws protect transgender students?

Title IX of the Education Amendments of 1972

The Equal Protection Clause of the U.S. Constitution

The First Amendment of the U.S. Constitution

The Due Process Clause of the U. S. Constitution

State and local laws

Read more in NEA's comprehensive guide: "Legal Guidance on Transgender Students' Rights."

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Educators Shape LGBTQ-Inclusive Textbooks

With the passage of the California FAIR Education Act in 2011, educators laid the groundwork for an LGBTQ-inclusive curriculum. In the summer of 2017, NEA members who advocated for the passage of FAIR were among the select group of committee members who reviewed and decided whether publishers made the grade for LGBTQ inclusive content in their textbooks.

"The whole idea was to make sure that LGBTQ kids see themselves in the social science books. People just like them made history. It's good for them, it's normalizing and reduces bullying. It's really good for everyone," said C. Scott Miller, California Teachers Association (CTA) member and liaison to the Equality California Board.

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California is the first and only state to mandate that students be taught about the contributions of LGBTQ people in social sciences classes. That means the educators in the state will play a vital role in driving the creation of LGBTQ curricula for K-12 classes in California and potentially around the country.
Additional Info:

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Take Action

Building Power in Our Communities

Ready to get active and be the superhero our students deserve in the fight for racial, social and economic justice in public education? Then join the NEA EdJustice League!

Join us!

Resources

What Do You Say?

What do you say to "That's so gay" and other anti-LGBTQ comments? What can caring adults do? Stop it, don't ignore it, educate, and be pro-active!

Read More

Support Trans Students

"Schools In Transition: A Guide for Supporting Transgender Students in K-12 Schools" offers recommendations and resources based on research and best practices that have been tested in the field.

View the Guide

Jump Start Your GSA

Learn how to establish or re-establish a Gay-Straight Alliance, identify your mission and goals, and assess your school's climate. Jump start your GSA to create safer schools for all!

Learn More

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All Students Deserve Safe and Affirming Schools LGTBQ students face unique challenges in our schools. They are more likely to face bullying and harassment leading to poor grades, higher dropout rates and homelessness. Safe and affirming schools are a core element of student success. On June 15, 2020, the U.S.

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Here’s what a good LGBTQ ally looks like

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Unlike Taylor Swift, the best supporters rarely take the spotlight.

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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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Facilitating discussion on gender issues from the European Council

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Facilitating discussion on gender issues

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Discussions around gender often become heated and are likely to raise political issues where there are strong disagreements, often based on different ideological, religious or other firmly held beliefs. Facilitating such discussions is challenging, and involves being acutely aware of our own attitudes and beliefs and understanding how to support others to discuss these issues in a meaningful way.

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It is important to be intentional about the way we use pronouns so we can create an affirming, inclusive environment for everyone. Check out the new Welcoming Schools Pronouns 101 resource for information on what a pronoun is, why pronouns matter and pronoun etiquette tips!

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Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

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Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.