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Would we include a students sexual orientation or gender identity in the ICR? How will we ensure communication to future teachers?

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Would we include a students sexual orientation or gender identity in the ICR? How will we ensure communication to future teachers?

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Coming out as LGBTQ+ at university​

Gender Transitioning

When transitioning, it can be difficult to know where to go or what to do.
​Here are some tips from staff at universities

Gendered Intelligence aims to increase understandings of gender diversity through creative ways, working predominantly with the trans community and those who impact on trans lives; specialising in supporting young trans people aged 11-25.

Gender Identity Research and Education Society initiates, promotes and supports research into the needs of people who desire to live and be accepted in the gender they identify with.

​NUS have written a consultation response of best practice for institutions in relation to trans equality issues in education. Check out the consultation response by clicking the link.

1. Know what to expect. Transitioning can call up complicated feelings, this uncertainty can mean that a student is at risk of experiencing mental health difficulties. Speak to your GP who will be able to recommend services in your local area. You can also talk to them or another health professional on what to expect when transitioning.

2. Waiting times. Trans individuals can often find the waiting period a lengthy and sometimes lonely process. Think about whether there is other specialist support that you can access in the meantime, such as 1 on 1 counselling or LGBTQ+ and gender support groups in your local area.

3. Counselling. Seeing a medical professional can allow you to process your experience and have someone else to speak to. You can ask to see your counselling services confidentiality policy if you would like to know more about what information the service can keep confidential.

4. Take time for you. Maintaining your wellbeing is key when transitioning. Looking after one's wellbeing will mean different things to different people so have a think about what you enjoy and take time for yourself to do those things. You can even block time out in your diary if it means you will make time for yourself. See our resource page on 'Looking after your mental wellbeing' for more tips.

Supporting a friend

Discrimination​

This website has lots of signposting ideas around hate speech and hate crime.

True Vision: What is Hate Crime? provides information about what hate crime is and how you can report it if you, or someone else you know, has been a victim. You can also find links on their website to information about Homophobic and Transphobic Hate Crime, Disability Hate Crime and other areas of hate crime.

Experiencing discrimination and bullying is incredibly isolating, especially on campus. Here are some tips if you experience intolerance or hate speech on campus:

1. Sexual orientation, gender identity, and gender reassignment are protected characteristics as part of the Equality Act 2010, a law which universities follow to prohibit discrimination within their institutions. Most universities will have an Equality and Diversity staff member or champion who can tell you more about E+D at your uni.​

2. See if your your students union has a safe space or no platforming policy. If they don't this could be an opportunity to try and put through a motion to create one. Most Student's Union will have a Diversity Officer, have a chat with them about any ideas you have to make campus safer.

3. Report any discrimination/ abuse to the relevant people at your university.

4. Seek support on campus. Check out your university website to see what support is there.

​Experiencing exclusion

​Stand Alone supports adults who have experienced estrangement from their family. They have set up student support groups for students experiencing estrangement in some universities across the country.

The Albert Kennedy Trust (AKT) supports young LGBT 16-25 year olds who are made homeless or living in a hostile environment.​

We hope that when you first come out to a friend or a family member, that they will be open and able to listen to you. We know that, unfortunately, this is not always the case, but there are places you can go to if this is something you have experienced.

Switchboard LGBT+ helpline provide an information, support and referral service for lesbians, gay men and bisexual and trans people - and anyone considering issues around their sexuality and/or gender identity.

Stonewall have information, resources and campaigns for the LGBT community and beyond.

Mind Out is run by mind, it is an online one on one support for LGBTQI+ people who are experiencing mental health difficulties.

Student Pride run annual, national events for LGBTQ+ students across the country with fantastic guest speakers and panel discussions.

The Proud Trust provide support to young people aged 14-25 who are LGBT across the North West through youth groups and 1-2-1 support, and have a number of free online guides, as well as research.

​​The PACE RaRE Project report looks at factors that contribute to young LGBTQ+ people having difficulties with their mental health.

Further resources

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When transitioning, it can be difficult to know where to go or what to do. ​Here are some tips from staff at universities Gendered Intelligence aims to increase understandings of gender diversity through creative ways, working predominantly with the trans community and those who impact on trans lives; specialising in supporting young trans people aged 11-25.

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How are we including parents in this?

What vocabulary are we looking to use?

How can we address gender identies and sexuality with earlier grades?

How do we show understanding for parents who disagree with LGBTQ+ and help them become more open-minded and accepting?

How can we ensure that we educate our community and help them understand and not pressure them into agreeing?

Where does admin stand with regards to supporting LGBTQ+ staff?

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Start early! This resources includes lesson plans on gender and family structures.

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As an intentionally K-12 organization, we understand the importance of beginning conversations about LGBTQ people and families 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.

These resources can help you bring LGBTQ+ visibility and inclusion to your classroom, school or district:

This resource on Elementary Visibility and Integration has best practices and recommendations to begin your advocacy

Use the common-core standardized lessons from our Ready, Set, Respect! Toolkit to teach about bullying and bias, LGBTQ+ -inclusive family diversity, and challenging gender stereotypes.

Reading the Rainbow: LGBTQ-Inclusive Literacy in the Elementary Classroom to see how other teachers have successfully implemented LGBTQ+ issues into their curriculum.

We recommend these Four Support for LGBTQ+ - Inclusive Schools: Comprehensive Policies, Supportive Educators, GSAs Clubs, and Inclusive Curriculum.

Our Gender Triangle Education Guide has helpful definitions and reflection questions for students or adults to think about gender identity and expression.

Solidarity Story Time - Molly Allis reads Viva Que Dia! Hooray, What a day!

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As an intentionally K-12 organization, we understand the importance of beginning conversations about LGBTQ people and families 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.

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Supportive Actions:

You can support your students by showing visible signs, teaching inclusively, and through continued learning.

GSA Support:

GSAs can still thrive in online school settings. You can use our guide for organizing a virtual event and the GLSEN Calendar for suggestions for awareness days to focus on.

Some students who have not needed to attend a GSA might be looking for your support at this time. Consider approaching your administrator for permission to send out a school-wide announcement about virtual GSA meetings.

Many of your students are not out to their families, so being at home can come with extra risks. It's important to be mindful of this in your supportive actions, such as sharing supportive resources to all of your students, starting an LGBTQ-supportive club meeting under a more vague name, and circulating a sign up form for students who want to talk with you as the GSA advisor or supportive adult in lieu of attending a group club.

Check out our virtual resources for more resources, webinars, and GSA activitites!

Stay Connected:

You can also join our Educator Forum on Facebook to connect to other GSA advisors and educators from across the country. Join today to share lesson ideas, ask questions, and stay posted with our free resources and monthly educator webinars!

Thank you!

Remember that your connection to your students is important, now more than ever. The efforts that you are making to keep reaching out and prioritizing your students' safety are making a difference!

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Resources for Educators during Online Schools

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You can support your students by showing visible signs, teaching inclusively, and through continued learning. GSAs can still thrive in online school settings. You can use our guide for organizing a virtual event and the GLSEN Calendar for suggestions for awareness days to focus on.

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LGBTQ+ youth, speak out about your school experiences!
Haga clic acquí para ver esta página en español
The 2021 National School Climate Survey is GLSEN's twelfth national survey of LGBTQ+ youth. It is a crucial tool in GLSEN's mission for fighting anti-LGBTQ+ bias in K-12 schools across the nation. The information gathered from this survey will help GLSEN inform education policymakers and the public about the right of all students to be treated with respect in their schools. Many students in the past have also used the survey information to advocate with their teachers and principals for safer schools for LGBTQ+ students.

Who can take the survey

If you attended high school or middle school sometime during the last school year (2020-2021), identify as LGBTQ+, and are at least 13 years old, tell us about your experiences in school! You are eligible to take this survey if you attended school online, or in person, or a combination of the two. You are also eligible even if you attended school for only part of the year. The survey is completely anonymous.

The survey asks questions about your experiences in school, including hearing homophobic remarks, being harassed because of your sexual orientation and/or how you express your gender and how supportive your school is of LGBTQ+ students.

If you have any questions about the survey, contact Dr. Joseph Kosciw, Director of the GLSEN Research Institute, at joseph.kosciw@glsen.org.

Not an LGBTQ+ student? Help us spread the word!

Help amplify LGBTQ+ youth voices by sharing our graphic below on your social media.

A report of findings from the 2021 National School Climate Survey will be available in 2022. If you would like to see how GLSEN has used the survey information in past years, you can see key findings from our 2019 survey or read the full report.

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Haga clic acquí para ver esta página en español The 2021 National School Climate Survey is GLSEN's twelfth national survey of LGBTQ+ youth. It is a crucial tool in GLSEN's mission for fighting anti-LGBTQ+ bias in K-12 schools across the nation.

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PYP-DP ways to ensure our curriculum reflects the diversity of our school!

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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.