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A professional standard listed by American School Counselor's Association (ASCA) iterates that school counselors exhibit a basic understanding and respect of diversity among students (2019). This includes differences relating to gender identity and sexual orientation (Standard B-PF 6).

LGBTQ+ students are more than four times likely to seriously consider suicide in comparison to their peers (The Trevor Project, 2021). This sobering fact is reason enough to underscore the necessity of support systems for LGBTQ+ youth in our schools. I would be ethically remiss in my role of school counselor if I did not ensure that LGBTQ+ students had access to a safe space where they feel seen, heard, and protected.

Unfortunately, in my current rural school district there is an absence of such supports. Endeavoring to create such a space for my students, I draw upon this opportunity to identify laws and resources that may aid me in this pursuit.

References
American School Counselor Association. (2019). ASCA school counselor professional standards and competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

The Trevor Project. (2021, March 11). Estimate of how how often lgbtq attempt suicide in the U.S. https://www.thetrevorproject.org/research-briefs/estimate-of-how-often-lgbtq-youth-attempt-suicide-in-the-u-s/

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Suicide is the second leading cause of death among young people (Centers for Disease Control and Prevention, 2020), with LGBTQ youth being four times more likely to seriously consider suicide, to make a plan for suicide, and to attempt suicide than their peers (Johns et al., 2019; Johns et al., 2020). Understanding the number of LGBTQ youth who seriously consider and attempt suicide, as well as how often suicide risk occurs, improves our ability to serve and advocate for LGBTQ youth.

Finding
The Trevor Project estimates that at least one LGBTQ youth between the ages of 13-24 attempts suicide every 45 seconds in the U.S.
Because many LGBTQ youth report attempting suicide multiple times in a given year, this estimate likely underrepresents the extent of how often LGBTQ youth attempt suicide in the U.S. Additionally, The Trevor Project's past-year attempted suicide rates are based on non-probability data that trend slightly slower than rates among national probability datasets

Methodology

A. Estimating the Number of LGBTQ Youth Ages of 13-24 in the U.S.

This estimate is based on Trevor's previous estimates of the total number of LGBTQ youth between ages 13-24 who live in the U.S. each year. The process for deriving these numbers can be found in The Trevor Project's National Estimate of LGBTQ Youth Seriously Considering Suicide. Based on our previous estimation process, there are approximately 2,647,755 LGBTQ youth living in the United States who are between the ages of 13-18 and approximately 2,529,117 who are between the ages of 19-24.

B. Estimating the Number of LGBTQ Youth Who Attempted Suicide in the Past Year

The Trevor Project's 2021 National Survey of LGBTQ Youth Mental Health found that 19.0% of LGBTQ youth ages 13-18 and 8.3% of LGBTQ youth ages 19-24 reported attempting suicide in the past year. Applying these rates to the estimates of LGBTQ youth living in the U.S. results in an estimated 503,073 LGBTQ youth between the ages of 13-18 and 209,917 between the ages of 19-24 who attempted suicide in the past year, for a total of 712,990 LGBTQ youth between the ages of 13-24.

C. Estimating How Often LGBTQ Youth Attempt Suicide in the U.S.

To approximate how often attempts occur, the estimated total number of LGBTQ youth ages 13-24 who attempted suicide (712,990) was divided by the total number of minutes in a year (525,600), resulting in an estimated 1.356525992 attempts each minute or .02260876654 per second. Dividing the number 1 by the estimate per second, provides an estimate of how often an attempt occurs in seconds, which was 44.23063055. As such, we estimate that at least one LGBTQ youth between the ages of 13-24 attempts suicide in the U.S. every 45 seconds.

ReferencesCenters for Disease Control and Prevention. (2020). WISQARS fatal injury reports, 1999-2018, for national, regional, and states. https://www.cdc.gov/injury/wisqars/index.html Johns, M.M., Lowry, R., Andrzejewski, J., Barrios, L.C., Zewditu, D., McManus, T., et al. (2019). Transgender identity and experiences of violence victimization, substance use, suicide risk, and sexual risk behaviors among high school student-19 states and large urban school districts, 2017. MMWR, 68(3), 65-71.Johns M.M., Lowry R., Haderxhanaj L.T., et al. (2020). Trends in violence victimization and suicide risk by sexual identity among high school students - Youth Risk Behavior Survey, United States, 2015-2019. MMWR Suppl, 69,(Suppl-1):19-27.

Estimation Caveats This estimation does not account for the fact that many LGBTQ youth report multiple suicide attempts each year. Further suicide attempts are not distributed across time in an even and consistent pattern. Thus, this estimate only serves as an approximation of how often LGBTQ youth attempt suicide. Although the data on frequency of suicide attempts is based on our National Survey (which is not a probability survey), our findings are similar to other reputable sources such as the CDC's Youth Risk Behavior Survey.

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Estimate of How Often LGBTQ Youth Attempt Suicide in the U.S. - The Trevor Project

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Suicide is the second leading cause of death among young people (Centers for Disease Control and Prevention, 2020), with LGBTQ youth being four times more likely to seriously consider suicide, to make a plan for suicide, and to attempt suicide than their peers (Johns et al., 2019; Johns et al., 2020).

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Mrs. Dawn Young has been a counselor at East Valley High School for 28 years. She has been employed through four different principals and has also seen a large turnover of counseling staff. Although there have been no issues with liability since she's been there (as far as she is aware), she does recognize that certain topics in our small community have the potential bring resistance from families or other community members.
Mrs. Young  recognizes that there are a larger number of LGBTQ+ students in our student body than in previous years, and with that more social-emotional distress. She understood my  concern that community members and family members may resist attempts to create a safe space for such a group, hence my reason for creating this padlet.
Mrs. Young offered the following tips for best practices as I consider starting a GSA (Gay Straight Alliance) group for our students:

Meet with building principal and ensure or advocate for support.

Be prepared to present to the board - there are many parents who are active on the board, or at least lobby at board meetings.

Allow students to express the need or want for the group themselves, rather than recruit members.

Consider changing the name/focus - two years ago we had a Suicide Prevention group and most of the students in that group were LGBTQ+ students. This may make them feel safer.

https://eastvalleyhigh.evsd90.org/apps/pages/CounselorCorner

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This webinar offered on the American School Counselor Association webpage is a great resource for counselors seeking to build inclusive practices into their work and engage in advocacy in their school buildings.

Reference
Beck, M. & Wikoff H. (2021, October 20). Build advocacy plans for lgbtq students [Webinar]. American School Counselor Association. https://cdn.videos.schoolcounselor.org/wp-content/uploads/2021/10/25174129/Build-Advocacy-Plans-for-LGBTQ-Youth-.pdf

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Florida students organize and stage protest over HB 1557, better known as "Don't Say Gay" bill.

HB 1557 would limit or ban the discussion of sexual orientation or gender identy in schools.

Some LBTQ students and staff who are currently supported in schools are worried that the new bill will affect school safety and acceptance.

Politcians who support the bill are iterating that it gives parents the right to sanction what their children are being taught in schools.

Reference
Levietes, M. (2022, March 3). Florida students stage walkout over "Don't Say Gay" bill. NBC. https://www.nbcnews.com/nbc-out/out-politics-and-policy/florida-students-stage-school-walkouts-dont-say-gay-bill-rcna18600

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Students across Florida staged school walkouts in response to legislation - dubbed the "Don't Say Gay" bill - that would prohibit discussing sexual orientation and gender identity in the state's primary schools.

Proponents of the measure, which is officially titled the Parents Education Rights bill, have contended that it would give parents more discretion over what their children can learn in school, and they say LGBTQ issues are " not age-appropriate" for the age group.

Students waving rainbow picket signs and shouting "We say gay!" in walkouts across the state - in Tampa, Orlando, Tallahassee and other cities - rejected the assertions.

"The language and the supporters of the bill and the rhetoric around the bill really shows what this bill is, and it's an attempt to hurt queer people like me," said Flagler Palm Coast High School senior Jack Petocz, who organized the statewide protests on social media and led his school's protest in Palm Coast.

After the rally, Petocz said he was called into his principal's office and suspended "indefinitely." Petocz said he was punished for distributing 200 pride flags for the rally after having been advised not to do so by the principal.

"I believe this attempt to threaten me and remove me from campus is riddled with homophobia and bigotry," said Petocz, who is gay. "You're silencing a queer student standing up for what he believes in, in his rights, and you're disciplining him for challenging you on the allowance of pride flags in a gay rally? It's ridiculous. It truly is.

"And I think that they were just they were upset that I was organizing this to begin with, and they just used this as a crutch to go ahead and remove me from campus," he added.

Flagler Palm Coast High School did not immediately respond to a request for comment.

The protests are in reaction to weeks of national outrage over the measure, which has grabbed the attention of international newspapers, Hollywood actors and the White House. The measure's opponents contend that the bill would be detrimental to the mental health of the state's LGBTQ children and teachers, preventing them from openly talking about themselves and their families.

Rep. Joe Harding, the Republican who introduced the bill in January, has repeatedly said the bill would not prohibit students from talking about their LGBTQ families or bar classroom discussions about LGBTQ history, including events like the 2016 attack on the Pulse nightclub, a gay club in Orlando.

Instead, Harding has said the bill would prevent the "instruction" of LGBTQ topics, without giving examples of what that would entail.

But Sky Smith, who attended a student walkout at Bayside High School in Palm Bay and identifies as a nonbinary lesbian, said that is exactly what schools should be doing.

"When I was younger, I honestly did not see much representation in school about the LGBTQ community, and I only really started learning about it when I went on the internet," Smith said. "So I feel like it should be taught in schools because it will help other people just like me know that it's OK to be gay.

"When it's not spoken about, children might see it as something that's forbidden or not allowed or looked down upon," Smith added.

Some have argued that the legislation's text also makes it unclear what age groups the bill could apply to. The bill says discussions about "sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age appropriate or developmentally appropriate for students in accordance with state standards."

Eliza River Stone, who identifies as LGBTQ and attended one of the protests, said her high school in St. Petersburg, Gibbs High School, is draped with rainbow flags, Gay Straight Alliance club posters "everywhere" and other LGBTQ-affirming symbols.

"My school is so supportive. I don't think I've ever felt more at home than at any other school that I've been to, and I couldn't imagine that stuff getting revoked," Stone said, referring to her school's LGBTQ-affirming symbols.

"LGBTQ people are, like, human, as well. They shouldn't be cut off from anybody to learn about," she added.

After it passed in the state House last week, the legislation passed through the Senate Appropriations Committee on Monday. It will now go to a full floor vote in the Senate, where it is also expected to pass.

Gov. Ron DeSantis, a Republican who is running for re-election and is widely considered to be a potential 2024 presidential candidate, has signaled his support for the legislation and is expected to sign it into law.

Bryan Griffin, DeSantis' deputy press secretary, said in an email: "All Floridians are free to exercise their First Amendment rights and peacefully express their opinions about any issue. This particular bill is about parents, and Governor DeSantis supports parents' rights. Parents should know what their kids are learning, and parents should know if and what services their children are receiving at schools."

Petocz said that throughout his time away from school on suspension, he plans to continue advocating against the bill.

"Regardless if it passes, this message and the precedent remains the same: Students are in opposition to this bill in numbers like never before," he said.

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Florida students stage school walkouts over 'Don't Say Gay' bill

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High school senior Jack Petocz, who organized the statewide protests, said he was suspended from his school "indefinitely."

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Education Week takes a moment to interview newest GLSEN (Gay Lesbian Straight Education Network) executive director Melanie Willingham-Jaggers.

Willingham-Jaggers posits that the need to silence or erase the existence of lgbtq youth in particular stems from fear and is a tactic of white supremacy.

Advocating and fighting at the policy-level is necessary if we want to ensure lgbtq voices and representation in schools.

Reference
Pendharkar, E. (2022, February 04). Q&A: What's driving the backlash against lgbtq students? Education Week. https://www.edweek.org/leadership/q-a-whats-driving-the-backlash-against-lgbtq-students/2022/02

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There's a slate of bills proposed in statehouses across the country this year that target LGBTQ students and, more broadly, how teachers discuss with students issues associated with gender and sexuality.

Legislators in more than 24 states have proposed dozens of bills that will require more parental involvement in teachers' lessons on human sexuality and gender.

In 2021, Republican lawmakers introduced dozens of anti-trans and nonbinary bills targeting students' rights to use bathrooms and compete on sports teams that align with their gender identity.

At least in five states-Alabama, Arkansas, Mississippi, Montana, and Tennessee-laws ban trans athletes from competing on school sports teams that match their identities. A law in Arkansas also bans all gender-transition procedures for minors.
Late last month, GLSEN, an LGBTQ advocacy group, hired on Melanie Willingham-Jaggers to serve as its newest executive director.

Willingham-Jaggers spoke to Education Week about what they perceive to be the reasons behind the recent legislative attacks on trans and nonbinary youth, why it's important to affirm the identities of LGBTQ students and how GLSEN plans to combat the effects of these laws.
What do you think about the recent surge in legislation targeting sex education and gender identity? Do you think that it has increased in the past few months and if yes, why is that happening?
I absolutely do think it has increased. There's a good side and a bad side to it. The bad side is obvious, right? Trans people, nonbinary people, gender-expansive people, and children in that group are the most vulnerable subset of the LGBTQ community.

In the 90s and before, you could reveal someone's lesbian, gay, or bisexual identity, and that was enough to have them cast out, denigrated, their credibility be ruined. And that's no longer the case. But I think the same political strategy that was in effect then-in the 90s and before-is what that side is trying again with transgender people, gender-expansive people, nonbinary people, and they're targeting children as the most vulnerable subset of that community. That's part one. That's the bad news.

Here's where I think this is offering some promising evidence of victory: We have advanced as a community so much... (that) extremists are feeling scared, are feeling under attack or are feeling threatened of losing the culture war.... So they are going on the offense and it's getting virulent, it's getting violent and it's getting even more aggressive.

I do think that what we are seeing is a backlash; a terrifying, horrible, violent, absurd backlash to real progress that's being made for our community and for the way in which the rest of the lesbian, gay, bisexual, and queer community is refusing to be torn away from the trans and gender-expansive community. So it makes me proud that our community is standing strongly with trans and gender-expansive people. But it makes me sad and angry the way that children in particular, and our trans siblings are being targeted this way.
Q. Trans students are not a large population in terms of the percentage of students in a school. So why do you think that they are specifically-out of the entire LGBTQ plus community-the newest target?
One reason is that because there are so few of them. It's like a myth: "Oh my gosh, they're everywhere, or they are dangerous, or they could be right near you." It's like the idea of a boogeyman.

So there's a little bit of that, but there's also a deep motivation around control and marginalization. The fact is that trans people and gender-expansive people have always existed. But the gender binary is what tells us that there are only two genders. And so I think that the desire to target trans kids is absolutely a desire to stop the next generation of trans people from existing, to kind of go back into the shadows, to silence and to erase and invalidate these young people and their experiences. And frankly, it is a tactic of white supremacy. It is a tactic of authoritarianism.
Could you elaborate on how it might be a tactic of white supremacy?
The rich history and experiences of trans and nonbinary folks only adds to the spectrum of identities in human life. White supremacy tactics place people in one box based on one identity when in reality, trans and nonbinary folks are intersectional. They are Black, they are neurodiverse, they are immigrants, they are Indigenous, and so on. Denying their identities flattens the idea of diversity. Their objective is not to promote the idea that we are diverse, that we come in all shapes, sizes, and colors. That gives them license to not celebrate everybody and every person.
So how do you think GLSEN can combat this? What are some strategies that you think would be effective?
We understand that it's essential that we oppose discriminatory curriculum and the bans and call them what they are: prohibitions on truthful teaching about our country's history. When we think about how we combat this, we know that fighting for a curriculum that is accurate and true is incredibly necessary and important.

Our strategies really are to fight upstream and at the grassroots. So when I say upstream, I mean at the policy and rule-making level federally and with state education leaders. So both beating back the policies that we see as harmful as well as promoting policies that we see as useful and life-affirming.

And we know it's also important for us to be fighting at the school level to ensure that. It's also about making sure that people are connected to the support and communities that they need because what is most helpful is when people understand that they are not alone.
You mentioned fighting at the school level. How exactly do you envision doing that?
What I think is most important at the school level is students being able to safely attend school and be affirmed while they're there. The presence of a Gay-Straight Alliance or other affirming peer groups, where young people can be with other people who are like them and create together a safe space leads to more positive school outcomes for young people.

When I talk about taking the fight to the schools, I mean working to make sure that the teachers are able to teach true things but also creating a supportive student experience where these young people can have supportive spaces that they create themselves that teachers and administrators allow to happen.
Some of the focus of these laws has been on banning books that contain LGBTQ characters or themes. Why should a teacher want to affirm a student's identity and are books a good way to do that?
Yes, it's important for a teacher to affirm the identity of a student. Here's a thought exercise. Let's use another identity in place of the LGBTQ kind of identity. Is it important for a student who comes from an immigrant experience to be taught about the immigrant experience, to read about the experiences of people who are like them? I'd say yes. Now why is that? So they can understand what they are going through in a larger context, of what others have gone through. They see that they are not alone.

That's the same with with transgender, nonbinary, and other queer students. It's deeply important that learners see themselves reflected in their communities. These are children who are new to this thing called life. They know what they are taught and what they are told.

We have a responsibility to help young people understand themselves and the world around them. It is true that queer people exist and have always existed. And it's important for us to help these young people understand this. So they can see themselves as connected to other people, but also and most fundamentally, that there is nothing wrong with them.

So it's important because it's life-affirming for young people to see themselves reflected in what they learn and to be affirmed by the people who are responsible for educating them.

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Q&A: What's Driving the Backlash Against LGBTQ Students?

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There's a slate of bills proposed in statehouses across the country this year that target LGBTQ students and, more broadly, how teachers discuss with students issues associated with gender and sexuality. Legislators in more than 24 states have proposed dozens of bills that will require more parental involvement in teachers' lessons on human sexuality and gender.

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The Equality Act expands upon the Civil Rights Act of 1964 and prohibits discrimination of sex, sexual gender, and identity. More importantly, it includes a wider range of areas to which these restrictions apply - public accomodations and facilities.

The bill includes places such as those that provide exhibitions, recreational facilities, amusement, transportation services and other goods, services, or programs.

Department of Justice may intervene in federal court.

An individual may not be denied access to facilities that are in accordance with their gender identity.

Reference
The Equality Act, H.R. 5, 117th Cong. (2021-2022). https://www.congress.gov/bill/117th-congress/house-bill/5?q=%7B%22search%22%3A%5B%22equality+act%22%5D%7D&r=3&s=1

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The Washington State Law Against Discrimination offers protection to individuals from discrimination based on their sexual orientation or gender identity.

Offers description of both gender identity and gender orientation for purposes of this law.

Washington State legislature prohibits any discrimination of its inhabitants because of race, creed, color, national origin, sex, sexual orienation, age, citizenship status and disbility.

Reference
Washington State Law Against Discrimination 2006,
RCW 49.60.010

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Student Byshop Elliot sues Buffalo City School District for denying him the right to form a GSA (Gay Straight Alliance) Club at his school.

136 students signed a petition requesting permission for the GSA and still they were denied.

With help from the ACLU (American Civil Liberties Union) school officials backed down and granted permission for GSA to form.

Reference
Elliot vs. Buffalo City School District, 2018. https://www.nyclu.org/sites/default/files/field_documents/2017-08-31_elliott_v_buffalo_schools_settlement_proposed_dismissal.pdf

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Washington State requires school to adopt a gender-inclusive schools policy and procedure.

Provide yearly proof os such a policy.

Designate employee responsible for overseeing policy.

Impacted by S.B. 5689 which concerns harrassment, bullying and discrimination and contains a section specifically relating to transgendered students.

Reference
WAC 392-190-060

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Excellent example of building an inclusive enironment for all students. Many mentions of diversity and references to state laws of Washington.

Lists all student clubs and purposes of each (including GSA).

Cites clear expectations for students to honor diversity and respect for the laws of Washington.

Lists rights of students, including the right to free speech and peacably assemble.

Reference
Washington High School Student Handbook (2021). https://resources.finalsite.net/images/v1630679864/fpschoolsorg/bjjz6u1l7bnqgdb365ut/WHSStudentHandbook2021-2022.pdf

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A.10. Underserved at At-Risk Populations
School counselors have the responsibility of identifying under-served or marginalized populations and ensuring their success through cultivating an awareness of their diverse needs, advocating for equal rights and access to services.

Reference
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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As I ready myself to begin advocating for LGBTQ+ students at my school, it is absolutely necessary that I also familiarize myself with the laws that directly impact their lives. Because I currently work in a conservative, rural community I must also understand the nuances of this community's dynamics and how they might affect this process. I've learned that currently there are bills (specifically the Equality Act) in the house that could have a positive impact and serve to strengthen my advocacy efforts for a GSA in my school.

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School Counselors who seek to advocate for the right of LGBTQ+ students to assemble and create student clubs should:

Form alliances with building supervisors/principles to gain support and aid in advocacy efforts.

Create opportunities for LGBTQ+ students to speak to their own needs and wants regarding representation in their school/community (bulletins promoting student diversity, student climate surveys).

Identify organizations that offer resources for teachers and families (GLSEN, PFLAG, The Trevor Project).

Identify previous court rulings that resulted in school districts granting support to LGBTQ+ students and allowing them to access services or form student alliance clubs.

Prepare to present to district board to request support of creating GSA. Offer statistics regarding the specific shared experiences of LGBTQ+ youth which underscores the need for targeted services and supports.

Prepare to present to staff, offering strategies to support LGBTQ+ students, offer opportunity for discussion and concerns.