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Additional Resources regarding LGBTQ Inclusivity 

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Additional Resources regarding LGBTQ Inclusivity 

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Addresses terms, students rights, bully prevention, supporting student groups, and LGBT Curricula

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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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Additional Resources regarding LGBTQ Inclusivity 

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Additional Resources regarding LGBTQ Inclusivity 

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Inclusive and representative curriculum, Have pedagogy for everyone, acknowledge the LGBTQ community during the school year, Learn and grow with staff,

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I remember the first time that I read about someone who loved like I do. My palms started to sweat, and I realized for the first time in my life that I was exactly who I was supposed to be. This moment literally changed my outlook on my own life. So many LGBTQ students yearn for this moment, but unfortunately schools have not always been a place where they can have it. Many kids struggle through their time in school, not feeling welcome and also not feeling safe. However, schools make a difference. The five strategies below provide action-oriented practices that can positively impact your LGBTQ students' experience while they are in school.

1. Have inclusive and representative curriculum.

Students benefit when they can see people who they can relate to in their school and in the curriculum they are learning. Such curriculum can take many forms. Consider the books that are assigned in your English and literature classes and on your school's library bookshelves. Are books written by authors who are LGBTQ being read in your elementary classrooms ? What about adding Aristotle and Dante Discover the Secrets of the Universe , a fantastic YA novel, and others like it to your school library?

Ask yourself in what other ways can you incorporate stories about LGBTQ people, families, and communities in your classrooms. After all, inclusive curriculum doesn't have to start and stop with books. Perhaps encourage your staff to design math problems that represent difference. Consider the sources you are using to teach your students US history. For instance, in your study of the Civil Rights Movement, have you ever highlighted Bayard Rustin , an activist who was Martin Luther King Jr.'s advisor and identified as a gay man? It would be a fresh approach to the subject, and your entire school community would benefit.

2. Have pedagogy for everyone.

Boys over here; girls over there! Have you ever used gender as a tool to separate students into groups? I have. However, what I failed to realize at the time is that this practice, while convenient, doesn't necessarily include transgender students . It's another method of exclusion. When you think about it, separating students-or even items or ideas-by gender often isn't necessary. It also presents an unnecessary complication for some students, and they may suffer academically as a result.

An easy fix is to use a color system to quickly assign students into groups. Now it can be: Greens over here; oranges over there. At the beginning of the year, encourage your teachers to choose four colors to use for organizing students. Students can return to these groups quickly. And teachers can always switch things up as the year goes on. It accomplishes the same goal but includes all students, regardless of their gender identity.

3. Acknowledge the LGBTQ community during the school year.

It's one thing to be accepted and another to be celebrated. This is something I did not get to experience enough as a child. Ask any teacher, and they'll tell you how much engagement increases when kids feel recognized. Even though Pride Month happens when most students are gone for summer break, October is LGBTQ History Month . Consider celebrating this month with your school community by highlighting significant LGBTQ figures. Talk with your students about Marsha P. Johnson , one of the catalysts of the LGBTQ rights movement. Does your school have an LGBTQ student group that you might partner with for school-wide programming during October? Are they receiving sufficient school resources to build a vibrant LGBTQ and ally community in your school?

A great way to push against heteronormativity, the assumption that everyone is heterosexual in which all societal norms are derived from, is to find ways to include programming that celebrates LGBTQ pride during the month of October throughout the rest of the school year. I currently work within a higher education context at Lehigh University in the Pride Center for Sexual Orientation and Gender Diversity. Countless parents, current and prospective students, and community members consistently tell us that our presence alone makes our community safer for LGBTQ students at Lehigh.

4. Learn and grow with your staff.

Learning about and supporting the LGBTQ community can be an intimidating pursuit. What happens when you say the wrong thing? Do you know what to do when you make a mistake and use the wrong pronoun? (What are !?)

Incorporating training and professional development opportunities that are focused on learning about and supporting LGBTQ students and staff is a must. The GLSEN National School Climate Survey notes that over half of student respondents identified the source of negative comments they heard about the LGBTQ community as coming from school staff. This is a staggering number that reveals the necessity of training school staff and also holding them accountable when mistakes occur. Even as someone who identifies as queer, making mistakes regarding sexuality and gender identity is part of my daily routine. However, it is not about stopping yourself from saying the wrong thing or excluding someone; rather, it is also about the way that you respond when you make them.

Plan yearly, ongoing training for diversity and inclusion across all forms of difference. You can even engage in some of your own self-work. It will allow you to answer questions like: What questions do you have about LGBTQ students? What are some of the internal biases that you carry into your school? These trainings are crucial to establishing an inclusive school environment .

5. Have a comprehensive policy that explicitly includes LGBTQ students.

Working to build a community where people respect one another is a surprisingly difficult undertaking. The four strategies mentioned above are all dependent upon implementing a policy that is equitable and will long outlast your tenure as a school leader. Are there policies in place at your school that support and affirm students regardless of their sexual orientation? Can your transgender students access the bathroom that aligns with their gender identity?

Consider undergoing a policy audit on all existing anti-bullying policies to see if they explicitly protect and support your LGBTQ student population. In addition to policy created directly for LGBTQ students, try implementing a comprehensive sex ed curriculum . Policy matched with programmatic support will go a long way in shifting ideologies of exclusion. They'll also shift the culture of your school toward one of respect, dignity, and affirmation for all students.

A final reminder: It is okay not to get everything right. In the pursuit of equity for LGBTQ students, there will be missteps. Rather than letting these impede progress, learn from them and practice vulnerability and transparency within your school communities. Your school will become a richer, more vibrant place, and everyone will have the opportunity to love being there.
Join the great conversations going on about school leadership in our Facebook groups at Plus, check out seven tips for a more gender-inclusive classroom. Principal Life and High School Principal Life.

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Making Your School a Safe Space for LGBTQ Students - WeAreTeachers

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I remember the first time that I read about someone who loved like I do. My palms started to sweat, and I realized for the first time in my life that I was exactly who I was supposed to be. This moment literally changed my outlook on my own life.

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Have LGBTQ-inclusive materials present, Be aware of stereotypes, Be aware of language, use preferred names and pronouns, recognise diverse families, put a stop to bullying, display "safe space" symbols, Be supportive of students coming out, Be respectful of LGBTQ students' privacy, respect LGBTQ student clubs and have resources available to students

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As visibility increases for LGBTQ people and issues, kids are adopting these identities at earlier ages. Just a few decades ago, most young people came out in their late teens and early twenties. Now it's not uncommon for kids to claim LGBTQ identities in middle school and sometimes even in elementary school.

Teachers who never considered how they might handle these issues are now being faced with questions about how to make their classrooms safe and respectful learning spaces for all students.

But how much of a problem is LGBTQ student safety, really?

Every few years, GLSEN (the Gay, Lesbian & Straight Education Network) releases its National School Climate Survey, which provides extensive data on the experiences of LGBTQ middle and high school students. According to the 2015 survey, more than 70 percent of students reported experiencing verbal harassment based on their actual or perceived sexual orientation, and nearly 55 percent reported harassment based on their gender expression. Sadly, more than half of students surveyed were unlikely to report physical or verbal harassment to teachers or other staff because of a belief that it would do no good.

And it's not just students doing the harassing. More than half of students reported hearing homophobic remarks from teachers or other school staff.

Here are twelve things you can do not only to keep LGBTQ students safe in your classroom, but also to enhance learning experiences for everyone.

1. Have LGBTQ-inclusive materials present in your classroom. The subtle act of having LGBTQ-friendly books in your classroom sends a message to all students that it is an inclusive environment. (The resources below include lists of such books.)

2. Be aware of gender stereotypes. If the experience of being transgender or nonbinary (not identifying as male or female) is a new concept for you, it can be very easy to overlook the prevalence of gender stereotypes and underestimate their impact on students.

Anything that reinforces the idea that there are only two genders, or that underscores gender roles ("boys do this and girls do that"), can have a negative effect on all students, regardless of their gender identities. One way to be more inclusive is in classroom productions or any time role playing is used: Allow students of any gender to play any role. (Why can't Abe Lincoln be played by a girl, Rosa Parks by a boy, or either by a nonbinary student?)

In elementary classrooms, make sure lots of gender-neutral toys are available, and provide opportunities for students of any gender to play with toys or participate in activities (like dress up) regardless of whether the toy or activity is classically geared toward boys or girls.

3. Be aware of your language. As a teacher, your language can have a huge impact on students. It can be an adjustment, but using more inclusive language sends a big message. For example, instead of saying, "Good morning, boys and girls!" try, "Good morning, students!" or, "Good morning, class!"

4. Use preferred names and pronouns. This also has to do with language. Students who are transgender or nonbinary may wish to be called by another name and/or use pronouns that more accurately reflect their gender identities. These can range from opposite-gender pronouns (he/him/his instead of she/her/hers) to inclusive pronouns (such as they/their/theirs).

Using preferred names and pronouns demonstrates your respect for the student's identity. However, in cases where the student's parents are not supportive of the student's gender identity, you may need to work with your school administrator to establish an appropriate course of action.

5. Include LGBTQ people in the curriculum. Fortunately, there are now lots of great resources for teachers of all grades and subjects who are looking to be more LGBTQ-inclusive in their curricula. A few are included in the resources at the end of this article.

6. Recognize diverse family structures. Even students who are not LGBTQ themselves may have diverse family structures that include one or more LGBTQ parents or guardians. Be aware of this when speaking about or creating activities around mothers and fathers (perhaps use terms such as "parents and guardians" instead). The resources listed below also provide several books you can include in your classroom that acknowledge diverse families.

7. Put a stop to bullying. If you see or hear students being harassed for their actual or perceived sexual orientations or gender identities, intervene. Data from the National School Climate Survey shows that this kind of teacher and staff support greatly improves LGBTQ students' overall school experience, including feelings of safety.

8. Display "safe space" symbols. The Safe Space Kit from GLSEN (see the resources below) includes a sign you can display in your classroom. Teachers have also been known to do all sorts of creative things from wearing rainbow bracelets to creating Pride Month displays in their classrooms. Whether it's a subtle signal or a grand gesture, these efforts can go a long way to helping LGBTQ students feel welcomed and accepted.

9. Be supportive of students coming out. Some students may choose to come out to you, a trusted adult, perhaps even before they tell their family or friends. Several months ago, I wrote a blog with tips on how to support a young person coming out. Reviewing information such as this in advance will help you be ready in the event that a student chooses to come out to you.

10. Be respectful of LGBTQ students' privacy. Be careful not to "out" LGBTQ students (tell other people about their identities). In some cases, this might be necessary to protect them (such as bringing bullying incidents to the attention of an administrator), but take great care in doing so, protecting students' privacy as much as possible.

11. Support LGBTQ student clubs, such as GSAs. Your support of GSAs (gay-straight alliances) and other LGBTQ-oriented school clubs does a lot to make the school a safe space for students and establishes you as a trusted resource. You don't have to volunteer to be a club advisor (though you could); simply attending GSA-sponsored activities or participating in GSA events is enough.

12. Have resources available. Just as a student may choose to come out to you, a student may also come to you for help with school or family troubles. Having appropriate resources available, such as referral information for counselors or organizations that can help, is one of the best ways to provide support to troubled students. The resources below include some of this information.

Kelly Huegel Madrone is a freelance writer, editor, and educator. She has worked for the Metropolitan Washington, D.C., chapter of PFLAG where she helped provide support and educational services to LGBTQ people and their families. The author of two books and more than one hundred published articles, Kelly holds a degree in secondary education. She lives in Colorado with her wife Margaret and their daughter. Kelly welcomes readers to follow her on Twitter at @GLBTQguide or visit her website at kellymadrone.com.

Kelly is the author of GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

GLSEN's Safe Space Kit
The Human Rights Campaign's Welcoming Schools Kit
GLSEN's Changing the Game sports project (geared toward coaches and physical education teachers)
"9 Ways Schools Can Support Trans Students"

© 2017 by Free Spirit Publishing. All rights reserved.

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12 Ways to Make Your Classroom Safe for LGBTQ Students

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By Kelly Huegel Madrone, author of GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens As visibility increases for LGBTQ people and issues, kids are adopting these identities at earlier ages. Just a few decades ago, most young people came out in their late teens and early twenties.

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Read books that include the LGBTQ+ community, watch videos with LGBTQ+ individuals, introduce the adjectives to students, encourage a no judgement classroom

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Why Begin in Elementary School?

While many LGBTQ-inclusive school supports begin in middle or high school, it is critical for elementary schools to establish a foundation of respect and understanding for all people. In addition to gaining knowledge and developing skills, elementary students typically begin to develop an understanding of themselves and the world and people around them. As such, the social environment of classrooms and schools provides the opportunity for children to initiate and develop relationships and navigate increasingly complex peer relationships. That complexity can often lead to incidents of name-calling and use of hurtful and biased words. If left uninterrupted by educators and other adult role models, these behaviors can take root in children's hearts and minds.

Furthermore, an increasing number of students in elementary school are breaking gender stereotypes, identifying as LGBTQ, and coming from LGBTQ-headed families. GLSEN's Playgrounds and Prejudice (2012) report found that 1 in 8 students did not conform to "traditional" gender roles, and that these children faced more hostile learning environments than their peers. Gender nonconforming elementary students were more likely to have mean rumors or lies spread about them, and to say that they had missed school in the past month because they felt unsafe (GLSEN).

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.

Best Practices for Inclusion:

Administrators and District Leaders:

Attend and arrange for Professional Development for Educators that specifically focuses on LGBTQ people and families, interrupting anti-LGBTQ comments and harmful gender stereotype reinforcement, and LGBTQ-inclusive curriculum.

Communicate a commitment to LGBTQ visibilty and support to educators and families at the start of the year

Distinguish between pushback, concerns, and questions. Be prepared to share the rationale behind your support, and your commitment to diversity, equity, and inclusion and respect for all

Read and Share GLSEN's Respect for All Resources for district and school leaders

Support and assign educators to oversee school-wide celebrations such as Ally Week (September), LGBTQ History Month (October), No Name-Calling Week (January), and Pride Month (June)

Establish a diversity point-person in the school who has had LGBTQ-specific training

Read GLSEN's National School Climate Survey to consider what foundations of understanding and support you can offer proactively in elementary school, and consider conducting your own local research.

Classroom Educators:

With support from your administration, share your commitment to diversity and respect, including the LGBTQ community, at Curriculum/Back to School night at the beginning of the year.

Read LGBTQ-inclusive picture books and encourage discussions around respect and diversity.

Ensure that any lessons on families have examples of LGBTQ-headed families, and that any communications to students' family members address "Families" rather than "Mom and Dad." Consider celebrating "Family Day" rather than Mother's and Father's days.

Avoid using gender to separate students in lines or seating arrangements.

Teach about identity that includes gender using GLSEN's Identify Flowers.

Learn more about gender-inclusive language with our Educator Resources and introduce gender neutral pronouns using our Pronouns Lesson.
Bring pronoun visibility into self-portraits and occasionally at morning meeting

Connect with speciality educators to share what the students are learning and for reinforcement.

Advocacy: Addressing Questions and Pushback

Inviting families into conversations and clear communication around the direction of the school is a valuable experience when introducing LGBTQ visbility. LGBTQ-integration in elementary school should be introduced by administrators or school leaders and communicated to staff members during Professional Development before the start of a new school year, 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. We encourage school leaders to invite families into the school to have these conversations with coffee hours, panel events, or movie screenings.

In addition to the rationale provided at the start of this resource, the following talking points can provide clarity for anyone wondering about the benefits of LGBTQ-inclusion:

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

LGBTQ-inclusion 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 feel welcome at school, including students who identify as LGBTQ and come from LGBTQ-headed families.

Addressing LGBTQ people in discussions at school 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.

Supportive administrators can support this work address families and be open to hearing their questions, being careful to distinguish questions or concerns from negative pushback.

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.

Additional Resources:

To connect with educators around the country who are implementing LGBTQ-inclusive curriculum and working towards LGBTQ-supports in their schools, join GLSEN's Educator Forum on Facebook and sign up for our Educator Network.

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LGBTQ-Visibility and Integration in Elementary Schools

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While many LGBTQ-inclusive school supports begin in middle or high school, it is critical for elementary schools to establish a foundation of respect and understanding for all people. In addition to gaining knowledge and developing skills, elementary students typically begin to develop an understanding of themselves and the world and people around them.

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Let students identify themselves the first day, and avoid grouping students by gender,

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5 Ways To Make Classrooms More Inclusive

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LGBTQ students are more likely to be bullied, which can lead to missed classes and a higher risk of suicide. For them, a teacher who knows how to “queer” the classroom can make a big difference.

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To keep a classroom gender-inclusive do not be afraid to be open to conversation with students, Don't correct stereotyped beliefs-challenge them, avoid gender-specific language, avoid labels, read good books with gender-inclusive themes, let kids have their own different identities, and make sure toys & activities are open to everyone. Most importantly never judge your students.

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One of the most important things we do as teachers is make sure that every single child in our class feels safe-physically and emotionally. This includes students who may be struggling with their gender identity.

And yet, without even realizing it, we may unintentionally be putting kids into categories and boxes that they're not comfortable with and doing harm with expectations that we don't even know we have.

As teachers, it is important to think about the ways we communicate with our students about gender so that every student has the space they need to fit in.

Here are seven tips that can help get you started in creating a more gender-inclusive classroom.

1. Start the conversation.

Veteran teacher Batya Greenwald approached the issue of gender openly with her kindergartners. One day at circle, she asked her students a few simple questions about what it means to be a boy or a girl. She recorded their conversations on chart paper and was surprised that, at the tender age of 5 years old, her kids already had some pretty strong preconceived notions about gender roles-for example, girls wear pink, boys wear blue; girls play with tea sets, boys build with blocks, etc.

2. Don't just correct stereotyped beliefs-challenge them.

"It's so important," she says, "to not only correct these stereotypical notions, but to challenge them." For example, if a student says a boy can't wear a pink shirt, don't just say, "Of course boys can wear pink." Ask them why they think that-" who made that rule?" If you have older kids and you hear one say "that's so gay." Don't just say "we don't use that word." Ask them "What does that mean? How do you think that might make someone feel?"

We need to give students the chance to think through why they hold certain beliefs and encourage them to question their thinking. The earlier we expose kids to these issues, the easier it is to address prejudice before it becomes entrenched.

3. Watch your language.

Avoid gender-specific language when speaking to your class. Be aware that sometimes we use boy-girl language where some kids can't find a place for themselves. Instead of calling your students to attention with "boys and girls ..." get their attention in different ways. For instance, when calling them to line up, choose something that has nothing to do with gender such as, "If you're wearing green, you may line up." Or "If your birthday is in June, you may line up." Refer to them as a collective as in "children," or "kindergartners."

4. Avoid labels.

For instance, why do you need a girls' bathroom pass and a boys' bathroom pass? There can just be a bathroom pass. Period. Any basket, container or folder that is unnecessarily labeled boy or girl can be eliminated.

5. Read good books.

There are some wonderful books that have gender-inclusive themes to share with your class.

Here are three to check out: Jacob's New Dress by Sarah Hoffman and Ian Hoffman, The Boy With Pink Hair by Perez Hilton, and by Jessica Herthel and Jazz Jennings.

6. Let kids play with trying on different identities.

For younger kids, have a dress-up station that has a wide variety of fabulous accessories, from dresses and scarves and jewelry to superhero capes, hard hats and sports jerseys. Give children the option to try out whatever costume they feel like without gender limitations.

7. Make sure toys and activities are open to everyone.

Stock your classroom with a variety of toys and activities that are available to all children. Ensure boys and girls are free to explore with blocks, stuffed animals, art supplies, sports equipment, superhero figures, tea sets, cars, dolls, etc. Mix up the choices regularly, adding in a wide variety so that kids have the opportunity to explore.

For more inspiration, check out Batya's YouTube video, What Kindergarteners Taught Me About Gender.

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7 Tips for Creating a More Gender-Inclusive Classroom - WeAreTeachers

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One of the most important things we do as teachers is make sure that every single child in our class feels safe-physically and emotionally. This includes students who may be struggling with their gender identity.

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Engagement of the Biological Female in the Classroom

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Engagement of the Biological Female in the Classroom

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Centrality of teachers, clear step-by-step lessons, lessons related to students' lives, collaborative lessons, creativity/creative arts, class discussions, out-of-class experiences, and multimodal

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Lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls' interest in the classroom.
Boys' struggles in schools have generated ongoing discussion for more than two decades. Girls continue to outperform boys academically in schools when making comparisons across every social category, such as race, ethnicity, and socioeconomic status (DiPrete & Buchmann, 2013), a condition that causes teachers and parents of boys to wring their hands with concern. Books such as Why Gender Matters (Sax, 2005) and The Trouble with Boys (Tyre, 2008) provide vigorous, sometimes polemical, commentary about the issues. Such conversations concerning gender differences in educational achievement inspired Reichert and Hawley (2010a, 2010b) to ask what we actually know about teaching boys. In an earlier issue of Kappan (2010b), Reichert and Hawley described the results of their study, which surveyed over 1,500 male students ages 12-19 and 1,000 teachers in all-boys schools in the United States and internationally to explore the lessons and teaching practices that were engaging to boys. They found that:

Boys' relationships with teachers are key to their learning;

Boys elicit the kinds of teaching that they need; and

Lessons with an element that arouses their interest connect boys
to broader learning outcomes.

So far, no one has asked the same question about girls - what do we know about teaching practices that engage girls in learning? Our study addresses this question by using Reichert and Hawley's (2010a) survey to identify the teaching practices and lessons that are effective and engaging for girls. We believe that we can better situate girls for success beyond high school if educators, practitioners, and researchers begin paying attention to what girls need in grades 7 through 12. This is vital because boys' struggles in school and girls' academic success often obscure the ongoing gender inequality between women and men in the workplace and society (U.S. Bureau of Labor Statistics, 2013).
What we studied
In our study, we wanted to begin a conversation about what lessons, topics, and classroom practices girls find particularly engaging and effective. Similar to the work of Reichert and Hawley, a compelling aspect of our study is that we listened to students and teachers explain what lessons and practices have been effective and powerful for girls. We collected over 2,000 rich narratives that detail the experiences of teachers and girls in all-girls schools across the country. Who better to tell us what works in schools than students who learn in them? In addition to student perspectives, we examined teacher responses to discover where student and teacher responses aligned and where they differed.

To accomplish this task, we recruited 14 all-girls schools across the United States that reflected various philosophical orientations and student demographics. Participating schools varied in terms of type (religiously affiliated, public, and independent), geographic location, and size (ranging from 300 students to over 1,000). The 1,328 student participants in grades 6-12 created a diverse sample in terms of race, ethnicity, socioeconomic status, achievement, grade level, and number of years that they had attended an all-girls school. The 560 teacher participants were also diverse, reflecting different races, ethnicities, ages, genders, subjects taught, and years of experience.

We asked students and teachers to respond to an online survey that had the following prompt - a modified version of Reichert and Hawley's (2010a):

Please tell us a story of a class experience at this school that stands out as being especially memorable to you. By this, we mean that it was especially interesting, engaging, or motivating for you. It might be a particular lesson, unit of study, a choice of text or subject matter, a class activity or exercise, or a project or assignment.

Our analysis of the teacher and student responses revealed the contours of the pedagogy, practices, and lesson content that girls found particularly engaging. Without having been asked to write about their teachers, the largest percentage of girls wrote about how much teachers mattered to their engagement in class. Girls described how their teachers' passion for teaching, their deep knowledge of their subject, and the academic and emotional support they provided all contributed deeply to their learning. Beyond the centrality of teachers, we identified eight components of lessons that teachers and students brought up repeatedly as being particularly effective and engaging for girls. These components fell into two main categories: characteristics of the lesson and particular activities.

Characteristics of lessons
Clear lessons;
Lessons relevant to students' lives; and
Collaborative lessons.

Particular activities
Class discussions;
Hands-on;
Multimodal;
Creativity and the creative arts; and
Out-of-class experiences.

Girls liked lessons that were clear, relevant to their lives, and provided opportunities for collaboration. They were engaged by activities that were hands-on and multimodal and included discussions and elements of creativity and the creative arts. Lessons that provided out-of-class experiences also stood out to participants.

The responses from both students and teachers were rich, detailed, and multilayered. This example from a middle school student at an independent school illustrates this:
In 6th grade, our science teacher gave us a project about the environment. We were given a group, and we had to research about green houses and how they work. After we had a complete understanding of green houses, we had to design and make a blueprint of our own. We had to write in detail about the house and everything in it and how it helps the environment. Then we used cardboard and any recycled items we could find, and we constructed our house. This entire project taught me more about teamwork. Since it was a very large project and was graded, we had to work together and agree on everything. Even though we got frustrated sometimes, we learned how to deal with it. We had to present our house to the entire grade, and our teacher handed out awards. Our group's house won an award for being one of the best houses made. Our group had a really fun time and was proud of our work. Contrasting girls and boys
Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl's life and group collaboration. The respondent celebrates how the activity helped her and her teammates focus on environmental issues that were important to them. The hands-on activity and its requirement that the team design and construct its own green house as well as its multimodality - constructing the green house, writing about how it could help the environment, and then presenting their work to peers - all engaged this girl's imagination and energy. The hundreds of narratives we received like this one provided thoughtful, detailed, and often instructive ways to best reach girls in the classroom. Overall, our findings both paralleled and contrasted with those of Reichert and Hawley (2010a, 2010b).

One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need. Teachers in their sample described boys actively displaying their disengagement in the classroom, prompting teachers to revise their practices in order to better engage male students. We did not find that tendency in our study. Instead, we found a remarkable alignment between teacher and student responses. The characteristics and elements of effective lessons that girls described were echoed, sometimes almost verbatim, by their teachers. The fact that the teacher and student responses were so closely aligned is a powerful statement about what effective teaching looks like for girls. Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls' engagement.

Finding #1:
Boys as relational learners with teachers, girls as expansive relational learners
I finally came in to meet with my teacher one-on-one after she had told me to many times. She simply told me that she knew I had it in me. Those simple words were pretty life-changing. I could tell by her care and the time she took to meet with me one-on-one every week after that first meeting that she wanted to see me do well, and she thought I could do well . . . I began to love Spanish and ended the class with a B+. The teacher, who at the beginning I thought hated me, really admired my growth, so she put me into the honors Spanish class for the next year . . . I had her as a teacher again, and, because of her motivation, three years later, I'm now in Honors Spanish IV. I'm light years away from how I began freshman year.
Another key finding of Reichert and Hawley (2010b) is that boys are relational learners. They argue, "Establishing an affective relationship is a precondition to successful teaching for boys" (p. 36). Boys in their sample found their teachers' attentiveness to their learning and overall well-being key to establishing personal connections between themselves and their teachers and central to their motivation in the classroom. We found that girls are also relational learners, but they also highly value opportunities for connection, bonding, and collaboration with classmates in addition to teachers. As Reichert and Hawley found, though we asked students to discuss specific lessons and classroom practices, a significant percentage of the girls in our study attributed their engagement to their relationships with particular teachers. These relationships took the form of academic support through individual conferences and help sessions and emotional support in ways that showed that teachers knew the girls beyond their academic selves. A high school student from an independent school captured such relationships in the following narrative:

This response illustrates how one-on-one conferences stimulated and sustained the student's motivation and interest because the conferences indicated that her teacher believed in her and cared about her success.

Finding #2:
Girls' relational learning extends beyond their teachers

Departing from Reichert and Hawley's findings regarding boys, we found that girls are relational learners with their classmates as well as their teachers. Girls frequently described their peer relationships as being particularly central to their engagement in the classroom. They cited collaborative lessons and bonding activities as being instrumental in helping them master a particular concept and providing them opportunities to get to know themselves and their
classmates better. In turn, they demonstrated how these connections contributed to deeper learning experiences.

In this example, a middle school student from a religiously affiliated school describes how working in a group increased her learning:

This year, in 7th grade, we built fake limbs for science class. This was an alternative assessment for our midterm project. Our assignment was to create a fake arm or leg that could either pick up a cup or kick a tennis ball into a mini goal. We could only use materials supplied by [our teacher]. These materials included cut-up cereal boxes, duct tape, wooden sticks, paper cups, rubber bands, metal fasteners, and a material of our choice. We were put into groups of two or three, and we were given a week and a half to build a fully functioning prosthetic limb and record our progress for that class period . . . We had to show the whole class our ["leg"] and demonstrate its ability to get the tennis ball into the makeshift goal. We pulled the strings, and the ball hit the edge of the goal. We got a second shot, and the ball flew into the center of the box. We were finally done with our midterm! My group had a great time working together. I really liked this project because it helped me further understand how the leg functions. In this example, the student's learning was not only occurring in the small group but also fostered collaboration at the classroom level.

These examples of collaborative learning illustrate the centrality of relationships in engaging girls. Other student narratives described debates, presenting and performing for one another, and schoolwide bonding activities on class trips - all of which illustrate how teachers were able to leverage the powerful influence of relational learning so girls broadened their understanding by feeling more connected to the lessons.

Finding #3:
Boys and transitivity, girls and relevance

Finally, Reichert and Hawley (2010b) found that a defining characteristic of lessons that were particularly engaging for boys had an element of "transitivity" to them. They defined transitivity as a particular aspect of a lesson that works to "arouse and hold student interest" (p. 39) and is connected to a particular learning outcome. For example, they described how a teacher taught male students how to swordfight as part of reading "Romeo and Juliet." According to Reichert and Hawley, learning about and engaging in the intricacies of swordplay created a transitive experience of deeper learning for boys as they read about the play's broader meaning.
My favorite topic in anthropology would have to be religion . . . . Honestly, this course has helped me in many real-life situations. All of the different cultures and views that I have learned about have made me more acceptable of others. I will not look at someone odd because they are wearing clothes that cover every part of their body, I will not question a girl who has an arranged marriage, and I will not argue with a person who has different beliefs than I. Furthermore, what I have learned in anthropology has enhanced my everyday experience and my personal characteristics . . . . Every time I step foot in my anthropology class,I always get enthusiastic about [our] next study of humans. I believe that that is why I excel in the class, a class that is exciting and challenges one's view of Conclusion the world.
In contrast to these findings, we discovered that a lesson's relevance to girls' lives encouraged and deepened their classroom engagement. Lessons about topics that were applicable to the real world or were relevant to current events, social justice, their school, a student's personal life, or issues involving women and girls appeared to have the same effect as "transitivity" for boys in Reichert and Hawley's study. Students and teachers commented on how the
relevance of material to the girls' lives contributed to girls' increased interest in class. A high school student from an independent school explained:

This student's reflection on her learning experiences in her anthropology class illustrates how her interest in the class was sustained by her ability to connect what she learned to her daily interactions and experiences. The class not only taught her about different cultures, but it also positively changed her mindset toward people and practices that are different from her own. Courses and lessons that are relevant to girls' lives have the power to engage them beyond the classroom and prepare them with the skills and perspective needed to navigate through our larger society.

The three major findings we have discussed here center on teachers and their adolescent female students. Good teaching is enacted by teachers who are attentive to the specific learning needs of students, who take the time to develop relationships with and among students, and who develop lessons that are relevant to students' lives. Our findings make it clear that if we want to reach girls, we must align teaching practices with their specific needs. We found that lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls' interest in the classroom. Relationships with their teachers are particularly influential for girls and their educational engagement. It is not enough that they develop relationships with their teachers; they also revel in the positive relationships they form with classmates through group projects, presenting to one another, debating each other, and participating in schoolwide bonding activities. Additionally, the relevance of the classroom material to girls' lives is key to sustaining girls' interest. For girls, topics related to social justice, current events, and women and girls were particularly compelling. By enacting these practices, teachers have the power to effectively and productively reach and teach the girls in their classrooms.

References
DiPrete, T.A. & Buchmann, C. (2013). The rise of women: The growing gender gap in education and what it means for
American schools. New York, NY: Russell Sage Foundation.

Reichert, M. & Hawley, R. (2010a). Reaching boys, teaching boys: Strategies that work - and why. San Francisco, CA: Wiley.

Reichert, M. & Hawley, R. (2010b). Reaching boys: An international study of effective teaching practices. Phi Delta Kappan, 91 (4), 35-40.

Sax, L. (2005). Why gender matters: What parents and teachers need to know about the emerging science of sex
differences. New York, NY: Doubleday.

Tyre, P. (2008). The trouble with boys: A surprising report card on our sons, their problems at school, and what parents and educators must do. New York, NY: Random House.

U.S. Bureau of Labor Statistics. (2013). Highlights of women's earnings in 2012 (Report No. 1045). www.bls.gov/cps/cpswom2012.pdf

All of the authors were investigators of the Teaching Girls in the 21st Century Study.

R&D appears in each issue of Kappan with the assistance of the Deans Alliance, which is composed of the deans of
the education schools/colleges at the following universities: George Washington University, Harvard University, Michigan State University, Northwestern University, Stanford University, Teachers College Columbia University, University of California, Berkeley, University of California, Los Angeles, University of Colorado, University of Michigan, University of Pennsylvania, and University of Wisconsin.

Originally published in September 2014 Phi Delta Kappan 96 (1): 68-73. © 2014 Phi Delta Kappa International. All rights reserved.

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To reach girls in classroom, align practices to specific learning needs - kappanonline.org

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Lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls' interest in the classroom. Boys' struggles in schools have generated ongoing discussion for more than two decades.

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Engagement of the Biological Boy in the Classroom 

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Engagement of the Biological Boy in the Classroom 

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Increasing the use of visuals, kinesthetic learning, competitive learning , skill training, nontraditional materials (ex: graphic novels/comic books), teacher movement/circulation around the classroom, and team/group work

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

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