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Training would include support for admin, staff, and community.

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I worry about staff that may SAY they support this community but don’t want to be explicit or intentional about supporting them.

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Startling statistics give hard, emotional data to support the WHY.

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How can I integrate this into our Diversity Week?

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How we can better educate our staff to be supportive of all students?

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How we can better educate our staff to be supportive of all students?

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I think the more information presented for our community, the better

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I think the more information presented for our community, the better

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What do other schools already have in place that OLSD does not regarding this topic?

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What do other schools already have in place that OLSD does not regarding this topic?

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Do some additional research on schools that have hosted similar events. What hurdles did they face? What did they consider successful and what would they do differently?

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Do some additional research on schools that have hosted similar events. What hurdles did they face? What did they consider successful and what would they do differently?

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I worry that the people that need to hear this information the most won’t be the ones that attend. 

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I worry that the people that need to hear this information the most won’t be the ones that attend. 

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Include the voices of our own students, parents, and teachers.

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Elementary schools are often viewed as off-limits for LGBTQ+ topics, due to the young age of the students. Instead we should focus equal efforts in providing PD and discussion of these topics with our elementary staff and students. By middle school too many biases have already been formed. The seeds of respect and acceptance need to be planted as early as possible.

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Where can we work in professional development for LGBTQ+ and other diversity topics into the contractual work day for all staff members?

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Where can we work in professional development for LGBTQ+ and other diversity topics into the contractual work day for all staff members?

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An event in OLSD would bring our community one step closer to creating a more welcoming and accepting learning environment for our children. 

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An event in OLSD would bring our community one step closer to creating a more welcoming and accepting learning environment for our children. 

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How can we get the staff that should be attending such PD to attend (typically those that do attend are the ones that technically don't NEED to). I've presented a session 5ish times during various district events, and the few that do attend are already in the loop.

How can we offer these learning/growth opportunities in a district that tends to be conservative and less open to inclusion of LGBTQ+ issues in the schools?

Could this be offered through OPDA for teachers to earn credit? This may encourage more participation.

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Olentangy is a pretty substantial district, and there are educators in most buildings that are interested in how to help our LGBTQ+ students, so a "train the trainer" model could help to spread the PD across the district.

OLSD has quite a bit of parent involvement, so if we have the capability to offer an event like this to the community at large, we can begin to educate them on the issues- compassion and open-mindedness are primarily learned at home, so bringing these conversations to the family unit can have a great impact on our students.

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I worry that the conservative nature of the community will cause a great deal of push-back (also speaking from prior experiences).

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How to approve participation (district-wide) in GLSEN's school climate survey (at the administrative level), and encourage participation throughout the district once approved. Our GSA wanted to take part a few years ago, but we ran into obstacles with our principal.

Fun fact- in addition to providing national and state-specific results from the survey, participating schools also receive a snapshot of their results- this would be a good measure of the progress (or lack thereof) over the years.

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I liked the idea of having breakout sessions to address different aspects of the issues, in addition to the large group presentation at the beginning and end.  Though events like these are typically limited in time (most people don't want to stick around for hours), it may be a good idea to host a similar event in the afternoon so that participants may be willing to stay a bit longer.

For the breakout sessions, maybe we can offer more variety and allow participants to choose the sessions that best fit their needs (some are already well-versed in the topic, so they may be less inclined to participate if they already know a ton).  There are also specific issues that people may want to learn about (parent support, counseling & mental health, curriculum, etc.)

Another option could be to make a series of event dates with different topics, or different levels of understanding (basics, intermediate, experts...).

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I definitely agree with the post above... The comment in our first breakout session about an elementary student that wasn't permitted to bring an LGBTQ+ book to school was disheartening.

One of the key issues that needs to be addressed is the sexualization of the LGBTQ+ community- the assumption that learning about such topics equates to learning about sex- yet it's perfectly OK to ask boys if they have a girlfriend or crush (and vice-versa) at the same age... This causes a great deal of internalized homophobia, which is detrimental to the mental health of these kiddos.

We also need to steer away from using the term "lifestyle," replacing it with "identity." "Lifestyle" implies that it's a choice.

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Because there is a lot of material to cover, such programming can take a long time (either multiple events or longer ones)... from the community's perspective, would offering these opportunities send the message that this is the only group we're focusing on (and leaving out other marginalized groups)? It's great that sessions covering this content are offered at the One Community Conference, but because there is SO much to cover from a diversity perspective, many communities of diversity are left out.

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I also worry that (like the first response), the "support" is superficial, and only shown when it is "an obligation." Sometimes it seems situational and inconsistent.

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To respond to the comments above, I presented two sessions for Teays Valley schools during their summer PD time (similar to ThinkTank), and it seemed to be more well-received by the staff (perhaps because they're more rural and have less knowledge on the issues compared to our staff- not sure, though).

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For teacher PD purposes, sessions during collaboration (for those that have it) could be useful- similar to the Curriculum Office's building visits... Presenters could be in the building all day, and teachers come down during their collaboration period.

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I think it's great that TWHS has a dedicated mental health specialist in each building.  While we're making progress, it's difficult for students struggling with non-academic barriers to get the support they need when they cannot always know who to turn to from day to day since many of our specialists work in multiple buildings, or may not be available every day.

On a side note (based on my understanding), many of the ones that we have are either contracted through Syntero, or employees of the ESCC (our school psychs are, too, I believe), so they are still seen as "outsiders" by many (even among themselves).  Making such positions "Olentangy employees," included under an appropriate contract (certified, perhaps?...), may help to move us in the right direction, too.

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Research local districts to see what they have done and what advice they have for overcoming challenges from community. What topics could we offer in a rotation, similar to last evening's event?

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Research local districts to see what they have done and what advice they have for overcoming challenges from community. What topics could we offer in a rotation, similar to last evening's event?

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I try not to worry about hosting something like this because this falls within our diversity initiative within our district. When we gain feedback from our equity surveys, we have to formulate a plan to improve that, whatever the area of growth may be. As a district, we must forge ahead and do what's right, even if it means our community may not like it. 

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I try not to worry about hosting something like this because this falls within our diversity initiative within our district. When we gain feedback from our equity surveys, we have to formulate a plan to improve that, whatever the area of growth may be. As a district, we must forge ahead and do what's right, even if it means our community may not like it. 

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With that said, we need to have a planned response for those who disagree.

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How can we reach staff and community? This was clearly an evening event aimed at educators, parents and the community. How can we create something similar for teachers during district professional development time?

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How can we reach staff and community? This was clearly an evening event aimed at educators, parents and the community. How can we create something similar for teachers during district professional development time?

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I am very excited about implementing this in OLSD. We need to be more progressive in this area. I think if we can get a team of educators (admin, teachers, liaisons, etc) on board and start spreading an awareness, we can certainly have an event like this in the event. Perhaps PD earlier in the year for staff (what if Amanda from Kaleidoscope) could somehow manage to present to schools (breaking them into groups-Sept PD, Nov PD, Feb PD) to share the perspective from her role?

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I am very excited about implementing this in OLSD. We need to be more progressive in this area. I think if we can get a team of educators (admin, teachers, liaisons, etc) on board and start spreading an awareness, we can certainly have an event like this in the event. Perhaps PD earlier in the year for staff (what if Amanda from Kaleidoscope) could somehow manage to present to schools (breaking them into groups-Sept PD, Nov PD, Feb PD) to share the perspective from her role?

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The art show held March 7 by Grandview Heights High School's Gender-Sexuality Alliance was the latest effort by the group to create a more tolerant atmosphere for all students.

The show featured original art, poetry and creative writing that represented and articulated the LGBTQ experience, said high school visual arts teacher Bethany Black, who serves as adviser for the alliance.

"It's all art from the LGBTQ community, which is incredible," said senior and GSA president Sophie Beacom.

The art show was a way of "expressing the identity and the perspective of the LGBTQ community in Grandview," she said.

Students approached Black about their interest in forming the GSA six years ago and asked her to serve as the club's adviser.

"They wanted to make Grandview inclusive for all students and to make sure all students feel safe to be themselves," she said.

The group first was known as the Gay-Straight Alliance, but the name was changed this year to make it more inclusive and representative of the range of sexual identification and orientation, Black said.

"Gender or sexuality is more than just a matter of being gay or bisexual," she said.

"Grandview's already a pretty accepting place, but it can still be hard for someone who wants to come out," Beacom said.

Beacom said she decided to come out when she was in middle school.

"We didn't have a group like this, so when I started my freshman year and found out about GSA, it had a huge impact on me," she said. "It lets you know there are others like you and who will support you."

"Some people still don't feel comfortable about coming out, but even if they don't, it's reassuring to know there's a group like GSA," said senior Liz McDermott.

The first GSA meeting of the year typically is attended by a large number of freshmen, she said.

The GSA group offers a way for straight students such as senior Sophia Longaria to support and encourage their LGBTQ friends.

"I'm straight, so I can't speak for them, but I can be part of the effort to help support them," she said.

Longaria came up with the idea of holding an art show as a way to help students, parents and community members gain more insight and understanding of LGBTQ students.

"What I hope is that they walk out of the art show with a greater understanding and acceptance of who their friends and children are," she said.

The art show was on display throughout the school day March 7 and students were invited to stop by.

"I came by two or three times and it was really nice to see that people weren't just coming in here to take a break from classes or socialize," Longaria said. "It seemed people were really taking time to look at and think about the work that was on display."

Visitors were encouraged to leave a message to an LGBTQ student at one display.

The messages left by students "were all supportive and positive, which was great to see," McDermott said.

The GSA generally meets every two weeks and hosts movie nights featuring films with LGBTQ themes, along with other activities, Beacom said.

The group also helped head up the effort that led to the district including recognition of LGBTQ students in its anti-bullying policy in the student code of conduct, she said.

The student group also is helping to educate teachers about encouraging a safe environment for LGBTQ students in their classroom.

"We bring in representatives from the Columbus chapter of GLSEN to do a series of staff training sessions," Black said.

GLSEN, formerly the Gay, Lesbian & Straight Education Network, is a national organization working to create safe and inclusive schools

The sessions in Grandview have been designed to help teachers recognize and understand when inappropriate actions or comments are taking place in their classrooms and how to address the situation.

The March 11 program also addressed the concept of "microaggression," McDermott said.

"It's when you say something, usually unintentionally or accidentally, that reinforces a stereotype," she said. "It could be saying something like, 'I need two strong guys to help me move this heavy object.' You may mean it as a compliment, but it's still following a stereotype."

Many Grandview High School teachers have placed signs in their classrooms to give notice that their rooms are welcoming spaces for all students, Black said.

afroman@thisweeknews.com

@ThisWeekAfroman

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LGBTQ students find solidarity in Grandview Heights High School's alliance

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The art show held March 7 by Grandview Heights High School's Gender-Sexuality Alliance was the latest effort by the group to create a more tolerant atmosphere for all students. The show featured original art, poetry and creative writing that represented and articulated the LGBTQ experience, said high school visual arts teacher Bethany Black, who serves as adviser for the alliance.

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5517 - Anti-Harassment
The Board will vigorously enforce its prohibition against discriminatory harassment based on race, color, national origin, sex (including sexual orientation and transgender identity)...

5517.02 Sexual Violence
Sexual harassment may involve the behavior of a person of either gender against a person of the same or opposite gender.

3122 - Non-Discrimination Employment
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity)...in its programs and activities, including employment opportunities.

3310 - Staff Ethics
staff shall not on the basis of race, color, creed, sex, national origin, marital status, religious beliefs, family, social or cultural background, or sexual orientation, unfairly:

1. exclude any student from participation in any program;

2.  deny benefits to any student;

3.  grant any advantage to any student.

5136 - Personal Communication Devices
Students may not use a PCD in any way that might reasonably create in the mind of another person an impression of being threatened, humiliated, harassed, embarrassed or intimidated. See Policy 5517.01 – Bullying and Other Forms of Aggressive Behavior. In particular, students are prohibited from using PCDs to: (1) transmit material that is threatening, obscene, disruptive, or sexually explicit or that can be construed as harassment or disparagement of others based upon their race, color, national origin, sex (including sexual orientation/transgender identity), disability, age, religion, ancestry, or political beliefs

2260 - single gender classes
Transgender students shall be permitted to participate in single-gender classes in a manner consistent with their gender identity.

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Maybe we should show these policies to the staff so we all know what we are responsible for upholding and expecting...

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Some possible responses to pushback:

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To accompany Best Practices: Creating an LGBT-inclusive School Climate.

Among the common hurdles:

"I believe homosexuality is a sin and do not believe that schools should promote it."

Teaching Tolerance, and others who advocate for inclusive school environments for LGBTQ students, are not asking you to forfeit your religious beliefs or to "promote homosexuality." We are asking you to take a stand against anti-gay harassment and its damaging effects on the educational outcomes for LGBTQ students. Certainly, people of good will can agree that all students should be able to attend schools free of verbal and physical harassment.

In our work, Teaching Tolerance often turns to the U.S. Constitution for guidance on issues related to religious tolerance. The Constitution guarantees religious freedom for personal beliefs and establishes companion responsibilities. We have the right to exercise our own religious beliefs in our lives (or to exercise none at all), and we are charged with a responsibility to protect the rights of others to hold religious beliefs as they choose. This is a core tenet of our democracy and a great civics lesson for us all.

In today's heated political marketplace, the Religious Right occupies the loudest pulpit, but does not represent the full spectrum of religious perspectives on LGBTQ people. Religious scholars increasingly challenge anti-gay interpretations of the Bible, and many faith traditions already are, or are becoming, gay-inclusive. For example, the United Church of Christ has long affirmed equity for LGBTQ people, and, just this week, the nation's preeminent rabbinical school for Conservative Judaism announced that it is opening its doors to gay and lesbian applicants.

In the United States, in a diverse democracy, there must be room for all of us.

"I don't want to give special preferences to gay students."

Fighting anti-gay harassment will enrich the lives of all of your students, because students who are not LGBTQ are subject to anti-gay bullying, too. When students don't conform to notions of what girls "should be" or what boys "should be," regardless of their sexual orientation, they are often subject to anti-gay slurs and harassment. The boy in your classroom who loves theater, but not sports, is at high-risk for anti-gay harassment, whether he's gay or straight. Anti-gay bullying is a weapon of sexism, as well as homophobia.

"It's not appropriate to talk about sex in the classroom."

While there certainly are appropriate spaces to talk about sex in schools -- in sex education or health classes, for example -- talking about LGBTQ issues is not the same thing as talking about sex.

Like heterosexual relationships, LGBTQ relationships are fundamentally about love and affection between human beings, and we must guard against reducing these relationships to mere sex acts. Such hypersexualization negates the love, care, commitment and non-sexual intimacies that sustain healthy relationships, heterosexual and homosexual alike.

"This kind of teasing is just a rite of passage."

A rite of passage into what? A world where it's OK to demean a fellow human being with the power of words -- and with fists? Are these social practices that will help students thrive in our increasingly diverse nation and in a global economy? Certainly not. Learning how to navigate human differences in healthy, respectful ways is a fundamental skill for success in the 21st century.

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To accompany Best Practices: Creating an LGBT-inclusive School Climate. Among the common hurdles: Teaching Tolerance, and others who advocate for inclusive school environments for LGBTQ students, are not asking you to forfeit your religious beliefs or to "promote homosexuality." We are asking you to take a stand against anti-gay harassment and its damaging effects on the educational outcomes for LGBTQ students.

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Teaching Tolerance has resources that may be helpful for reference in creating a more inclusive environment.

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Skip to main content

To feel safe and to feel seen. To feel valued and capable of growth. These are simple concepts-basic pillars of student achievement and the results of good pedagogy.

For many queer students these rights remain out of reach. But LGBTQ students who go to school in a fully inclusive environment-where both curriculum and schoolwide policies value their identities-experience more positive outcomes. They also experience less harassment, feel more valued by school staff and face fewer barriers to success.

We also know that an LGBTQ-inclusive school benefits all students. Seeing LGBTQ identities valued in the classroom, in the curriculum and in day-to-day interactions inspires empathy, understanding and respect.

With this guide, we hope to help school leaders ensure that all students feel safe, seen and capable of success; to ensure that the curriculum is as complete and representative as possible; to ensure that the school climate fosters open and respectful dialogue among all students and staff; and to prepare youth to engage and thrive within our diverse democracy.

Download Teaching Resources

Download the Poster
Watch Webinar

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Best Practices for Serving LGBTQ Students

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Skip to main content To feel safe and to feel seen. To feel valued and capable of growth. These are simple concepts-basic pillars of student achievement and the results of good pedagogy. For many queer students these rights remain out of reach.

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Do we have a policy for Transgender students and bathroom use? Many (at least at the HS level) have expressed concern about staff bathrooms or dedicated gender-neutral ones because they make them feel singled-out (why use a "special bathroom")- They've said that such bathroom policies further perpetuate their role as the "Other."

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...how do we coordinate efforts, district wide, to see the importance of events like?

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I believe this information is valuable as there are many teachers who view themselves as allies, but aren't sure how to go about truly supporting their students.

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The proverbial Powell Bubble and how an event such as this may be perceived by those who do not attend.

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I'm wondering if we can/should reach out to building level GSA students and advisors for support as well as their families. Perhaps we can involve them in the planning and implementation so as to have a group of people already engaging in this work to promote and execute a successful event.