# data[].attributes.attachment_link.readable_text
Supporting Transgender Individuals & Communities Through Excellence in Training & Consulting

The Transgender Training Institute (TTI) provides national training and consulting services that are informed/provided by transgender and non-binary people, for the benefit of transgender and non-binary communities. We work across the United States, providing services including: expert facilitation of transgender-related professional development trainings, training of trainers/facilitators (TOTs), ally skill building seminars and keynote speaking. We combine our topical expertise, formal training as educators, and decades of facilitation experience to provide your participants with powerful professional development and personal growth trainings that inspire change. We also provide support with curriculum design and review, climate assessments, program evaluation, online courses, capacity building, and technical assistance.

# data[].attributes.attachment_link.description
The Transgender Training Institute (TTI) provides training and consulting services that are informed/provided by transgender and non-binary people, for the benefit of transgender and non-binary individuals and communities. TTI provides professional development and personal growth trainings that engage, inspire, and empower our participants.

# data[].attributes.headline
Safeguarding Students with Diverse Identities and Genders: AISA 2023 Presentation

# data[].attributes.subject
Safeguarding Students with Diverse Identities and Genders: AISA 2023 Presentation

# data[].attributes.attachment_link.description
We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

# data[].attributes.headline
Supporting LGBTQIA+ Students In Africa: AISA 2024

# data[].attributes.subject
Supporting LGBTQIA+ Students In Africa: AISA 2024

# data[].attributes.attachment_link.description
We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

# data[].attributes.headline
Empowering the Guardians of Hope: AISA 2024 Presentation

# data[].attributes.subject
Empowering the Guardians of Hope: AISA 2024 Presentation

# data[].attributes.attachment_link.description
We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

# data[].attributes.headline
CREATING BELONGING FOR INDIVIDUALS WITH DIVERSE GENDERS & SEXUALITIES

# data[].attributes.subject
CREATING BELONGING FOR INDIVIDUALS WITH DIVERSE GENDERS & SEXUALITIES

# data[].attributes.attachment_link.provider_name
AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.readable_text
Cookie Policy

As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website.

What are Cookies?

A cookie is a small text file that is sent to your computer via your web browser when you visit a website. Our website uses the WordPress platform, which uses Cookies to verify users. We also use Google Analytics on our website which uses Cookies. You can read more on "How Google uses information from sites or apps that use our services" via this link: https://policies.google.com/technologies/partner-sites.

How do I disable cookies?

If you do not want to receive a cookie from Our Site, you have the option of setting your browser to notify you when you receive a cookie, so that you may determine whether to accept it or not.

# data[].attributes.attachment_link.title
DEIJ Critical Issues - AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.description
Cookie Policy As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website. What are Cookies? A cookie is a small text file that is sent to your computer via your web browser when you visit a website.

# data[].attributes.headline
SUPPORTING STUDENTS WITH DIVERSE GENDER & SEXUAL IDENTITIES

# data[].attributes.subject
SUPPORTING STUDENTS WITH DIVERSE GENDER & SEXUAL IDENTITIES

# data[].attributes.attachment_link.provider_name
AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.readable_text
Cookie Policy

As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website.

What are Cookies?

A cookie is a small text file that is sent to your computer via your web browser when you visit a website. Our website uses the WordPress platform, which uses Cookies to verify users. We also use Google Analytics on our website which uses Cookies. You can read more on "How Google uses information from sites or apps that use our services" via this link: https://policies.google.com/technologies/partner-sites.

How do I disable cookies?

If you do not want to receive a cookie from Our Site, you have the option of setting your browser to notify you when you receive a cookie, so that you may determine whether to accept it or not.

# data[].attributes.attachment_link.title
Support for Students & Staff - AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.description
Cookie Policy As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website. What are Cookies? A cookie is a small text file that is sent to your computer via your web browser when you visit a website.

# data[].attributes.headline
SUPPORTING STUDENTS: STRATEGIES FOR SCHOOLS IN HIGH-RISK COUNTRIES

# data[].attributes.subject
SUPPORTING STUDENTS: STRATEGIES FOR SCHOOLS IN HIGH-RISK COUNTRIES

# data[].attributes.attachment_link.provider_name
AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.readable_text
Cookie Policy

As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website.

What are Cookies?

A cookie is a small text file that is sent to your computer via your web browser when you visit a website. Our website uses the WordPress platform, which uses Cookies to verify users. We also use Google Analytics on our website which uses Cookies. You can read more on "How Google uses information from sites or apps that use our services" via this link: https://policies.google.com/technologies/partner-sites.

How do I disable cookies?

If you do not want to receive a cookie from Our Site, you have the option of setting your browser to notify you when you receive a cookie, so that you may determine whether to accept it or not.

# data[].attributes.attachment_link.title
Support for Students & Staff - AISA | Association of International Schools in Africa

# data[].attributes.attachment_link.description
Cookie Policy As part of the new data protection laws we are required to let you know when we use any kind of tracking devices or "cookies" on our website. What are Cookies? A cookie is a small text file that is sent to your computer via your web browser when you visit a website.

# data[].attributes.attachment_link.readable_text
We all want students to feel safe and respected and to develop respectful attitudes and behaviors. GLSEN developed Ready, Set, Respect! to provide tools to support elementary educators like you with these efforts. The kit provides a set of tools that will help you prepare to teach about respect and includes lesson plans that can help you seize teachable moments. The lessons focus on name-calling, bullying and bias, LGBT-inclusive family diversity and gender roles and diversity and are designed to be used as either standalone lessons or as part of a school-wide anti-bias or bullying prevention program.

Ready, Set, Respect! was developed in partnership with the National Association of Elementary School Principals (NAESP), an organization that serves elementary and middle school principals in the United States, Canada, and overseas and the National Association for the Education of Young Children (NAEYC), the world's largest organization working on behalf of young children.

# data[].attributes.attachment_link.description
We all want students to feel safe and respected and to develop respectful attitudes and behaviors. GLSEN developed Ready, Set, Respect! to provide tools to support elementary educators like you with these efforts. The kit provides a set of tools that will help you prepare to teach about respect and includes lesson plans that can help you seize teachable moments.

# data[].attributes.headline
Schools in Transition - Human Rights Campaign

# data[].attributes.subject
Schools in Transition - Human Rights Campaign

# data[].attributes.attachment_link.title
I misgendered someone… | Adventures of Teaching

# data[].attributes.attachment_link.description
My husband, being the supportive and amazing ally that he is, models this perfectly. Just the other week we were at brunch with a close friend, and he accidentally misgendered me:

# data[].attributes.headline
Two-Spirit Program - Native Justice Coalition

# data[].attributes.subject
Two-Spirit Program - Native Justice Coalition

# data[].attributes.attachment_link.description
Niizhojichaagwijig Niganawenimaanaanig Ezhichigewin The Native Justice Coalition is recruiting new members to our Two-Spirit Task Force! Learn more and subm ...

# data[].attributes.attachment_link.description
Tricia is an amazingly innovative educator. She brings people together in creative ways having an intuitive understanding of what will capture their interest or challenge and develop them. Any professional learning with Tricia is a guaranteed success. She creates a 'safe to fail' environment where participants feel at ease immediately and are encouraged to take risks with their own learning.

# data[].attributes.attachment_link.title
2024 Guide to Being an Ally to Trans and Nonbinary Young People

# data[].attributes.attachment_link.description
The first step to becoming an ally to transgender and nonbinary people is to learn more; thank you for taking that step with us!

# data[].attributes.attachment_link.title
Case Study: HIS Diversity Design Process Overview

# data[].attributes.headline
Safeguarding LGBTQ+ students and faculty: Advice for international schools and universities

# data[].attributes.subject
Safeguarding LGBTQ+ students and faculty: Advice for international schools and universities

# data[].attributes.body
Presentation provided by the Council of International Schools (CIS)

# data[].attributes.attachment_link.title
Safeguarding LGBTQ+ students and faculty: Advice for international schools and universities

# data[].attributes.body
A 14 year-old-boy, struggling with gender identity and religion, begins to use fantasy to escape his life in the inner city and find his passion in the process.

# data[].attributes.body
"Good Kenyan girls become good Kenyan wives," but Kena and Ziki long for something more. When love blossoms between them, the two girls will be forced to choose between happiness and safety.

# data[].attributes.body
A young singer struggles with his sexuality and the treatment of others while coming of age in a small Southern Baptist community.

# data[].attributes.headline
Promoting School Safety for LGBTQ and All Students

# data[].attributes.subject
Promoting School Safety for LGBTQ and All Students

# data[].attributes.attachment_link.readable_text
Abstract

Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students' well-being.

Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students.

tweet

Students deserve safe schools. Research-based strategies promote safety for LGBTQ and all students: 1) Explicit anti-bullying policies; 2) Teacher professional development; 3) Gender-Sexuality Alliances; 4) Inclusive curricula & spaces.

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students often experience negative school environments, where they are subject to victimization based on sexual orientation, gender identity, and gender expression. As a result, LGBTQ students are more likely to report negative physical and mental health outcomes than their peers. Over the last decade, four strategies have emerged in the research literature to prevent or at least minimize these risks: specifically inclusive anti-bullying policies, professional development on LGBTQ issues, LGBTQ-related resources, and student-led clubs like Gender and Sexuality Alliances (GSAs) ( National Academies of Sciences, Engineering, and Medicine [NASEM], 2019, 2020). This paper summarizes research evidence on each of these safe-school strategies and provides recommendations for multiple audiences, including policy-makers, professional associations in the field of education, schools of education, school personnel, parents, and students.

Before reviewing the evidence, note that studies have used several ways to define sexual orientation and gender identity. We refer to "LGBTQ students," but when referencing original research we use the language from specific studies. For example, we refer to "LGB" when a study specifically included LGB but not transgender, questioning, or queer youth. Further, most research to date has focused on only sexual orientation (or the experiences of LGB youth) or combines LGB with transgender youth. Thus, most studies have not provided specific attention to transgender and gender diverse youth, although there has been growing research attention to transgender and gender diverse youth ( Day et al., 2018; Ioverno & Russell, 2021; Olsen & Gülgöz, 2018; Olsen et al., 2016). Finally, we refer to "school personnel" in order to include teachers as well as other school personnel, including school administrators, classroom aides, cafeteria workers, or bus drivers.

Strategy #1: Inclusive, Enumerated Policies

Enumerated policies are policies that explicitly list characteristics or traits of students that may be the subject of bullying and harassment at school. Inclusive, enumerated policies are a critical tool for creating safe and supportive schools for LGBTQ and all youth ( Black et al., 2012; Kull et al., 2016).

In March 2021, President Biden made history by signing the Executive Order on Guaranteeing an Educational Environment Free from Discrimination on the Basis of Sex, Including Sexual Orientation or Gender Identity ( Exec. Order 14021, 2021). The Executive Order marks the first time that federal policy has provided legal protection against discrimination for LGBTQ students in K-12 education across the United States. However, as a presidential action, the policy lacks permanency and can be swiftly overturned by the next federal administration. Additionally, as a federal policy, federal agencies are responsible for the policy's implementation and legal action could be pursued under this order only through the federal court system. Given the lack of action from the U.S. Congress, many states have enacted legislation over the past two decades to protect students from bullying and harassment based on sexual orientation, gender identity, and gender expression through inclusive, enumerated policies.

Enumerated policies can be protective for students in a number of ways: they provide school educators and administrators with implementation guidance for anti-bullying policies and practices, signal to school communities that LGBTQ-based discrimination will not be tolerated, and provide students with a clear understanding of their rights to safety at school. Studies show that when enumerated policies are present, teachers show more support for their LGBT students ( Swanson & Gettinger, 2016) and intervene more frequently when hearing anti-LGBTQ remarks ( Kosciw et al., 2020). Further, students protected by enumerated policies are less likely to report homophobic or transphobic attitudes, remarks, and behaviors toward LGBT peers ( Horn & Szalacha, 2009; Kosciw et al., 2020). This is especially true for transgender youth; Greytak et al. (2013) found that several safe school policies and practices were associated with less victimization for all LGBTQ students, but the positive impact of inclusive policies and GSAs were even stronger for transgender youth than LGB youth.

Multiple studies at state ( Meyer et al., 2019), national ( Kosciw et al., 2020; Kull et al., 2016), and international ( Berger et al., 2017) levels find that enumerated policies are associated with improved education environments for LGBTQ and all students. Specifically, in the presence of enumerated policies, LGBT students feel safer at school, hear less homophobic language, experience less identity-based victimization ( Kull et al., 2016), report less absenteeism at school ( Greytak, 2013), and are less at risk for suicide and substance use ( Frost et al., 2019; Hatzenbuehler & Keyes, 2013; Konishi et al., 2013).

In some cases, students, parents, and school personnel are unaware of safe schools policies and lack knowledge of explicit protections for students who are (or who are perceived to be) LGBTQ ( Schneider & Dimito, 2008). When policy implementation lacks appropriate communication, LGBT students may feel less assured of support by their school communities ( Swanson & Gettinger, 2016). To counter this, a key strategy for promoting school safety is to disseminate information about school policies so students and educators understand public policies affecting their daily environments ( Hall & Chapman, 2018).

Strategy #2: School Personnel Support and Training

Support from school personnel - including school administrators, educators, and staff - is critical to promoting the safety and well-being of vulnerable and marginalized students, including LGBTQ students ( Kosciw et al., 2020). Most school personnel desire to support students but may not understand the needs of LGBTQ students. For this reason, training for all school personnel to increase knowledge about supporting LGBTQ students is essential ( Greytak & Kosciw, 2010; Payne & Smith, 2011).

Studies show that when LGBTQ youth view school personnel as supportive, they feel safer at school, report less absenteeism, experience less victimization based on their sexual orientation and gender identity, feel like they belong in their school community, and maintain higher grade point averages ( Greytak et al., 2013; Kosciw et al., 2020; Seelman et al., 2012).

A critical benchmark for supporting LGBTQ students is intervening when bullying and harassment occurs. National studies over the past five years have exposed the need for further support and training for school personnel on issues of LGBTQ identities. In a recent study, LGBTQ students reported that teachers intervene less often for homophobic remarks compared to racist or sexist remarks ( Kosciw et al., 2018; see also Kosciw et al., 2016). The lack of effective intervention by school personnel may stem from barriers including fear of backlash, a lack of education about how to support LGBTQ students, and little to no institutional support ( Meyer, 2008). A national study ( Greytak et al., 2016) from 2016 found that just 26% of teachers said they could support the needs of their LGBT students (e.g. discussing LGBT issues and advocating for inclusive, enumerated policies) without any barriers. The remaining 74% of teachers said they did not participate in supportive actions because of professional pressure from the school community (e.g., lack of administrative support or backlash from parents or community members), personal beliefs (e.g., that addressing LGBT issues is not necessary or appropriate), or practical concerns (e.g., lack of time and limited knowledge about LGBT issues).

Some LGBTQ students report even school personnel using homophobic and transphobic language. In a recent national survey of LGBTQ students, a majority (52.4%) reported hearing homophobic remarks from school personnel, while a strong majority (66.7%) have reported hearing negative remarks about gender identity and expression from school personnel ( Kosciw et al., 2020). When educators and school administrators fail to intervene in homophobic remarks or make these kinds of remarks themselves, students become normalized to harmful, anti-LGBTQ language and learn that prejudice is acceptable at school.

Training demonstrably benefits school personnel. Pre-service and in- service professional development for school personnel on subjects of LGBTQ identities can build empathy, awareness, and self-efficacy, developing actionable supportive behaviors for LGBTQ students ( Greytak & Kosciw, 2010; Payne & Smith, 2011). For example, professional development that incorporates exposure to LGBT people raises awareness of homophobic bullying and builds teachers' skills to intervene in homophobic behaviors ( Greytak & Kosciw, 2014). LGBTQ-specific training must be distinct. In a national sample of secondary school teachers ( Greytak et al., 2016), training on LGBT issues relates to more intervention in response to homophobic remarks, but professional development on bullying and harassment in general was not. Teacher training on LGBT issues positively associates with activities to support LGBT students ( Swanson & Gettinger, 2016). Students report less bullying in schools with multiple LGBT-supportive practices in place, including providing LGBT-related professional development and having an LGBT point-person available ( Gower et al., 2017).

Strategy #3: Student-Led Clubs (GSAs)

Student-led, LGBTQ-focused, school-based clubs (often called gay-straight alliances, or gender-sexuality alliances, i.e., GSAs), are organizations composed of students and advisors that operate like other student extracurricular clubs. Through GSAs, LGBTQ students and non- LGBTQ student allies work together to promote social inclusion and foster a positive school climate for LGBTQ and all students on their school campus. In 2018, national data from the CDC's School Health Profiles reported that 40% of students across the U.S. attend schools with a GSA or similar club ( Centers for Disease Control and Prevention [CDC], 2019). GSAs may be involved in a range of activities, including providing a platform for education and safety, leadership development, school-wide advocacy training, interpersonal support, and recreational activities ( Poteat et al., 2019).

Consistently, participation in GSAs is associated with a range of positive outcomes for students: higher grade point averages ( Walls et al., 2010), more school belonging ( Toomey & Russell, 2011), feeling safe at school ( Ioverno et al., 2016), and better mental health ( Poteat et al., 2019). In addition, greater involvement in GSAs is linked to more youth empowerment around social justice issues, increased validation from fellow students, and more hope for the future ( Poteat et al., 2019).

Regardless of GSA membership, simply having an active GSA at school is linked to a number of benefits for LGBT students ( Kosciw et al., 2020; Poteat et al., 2019; Walls et al., 2010) and heterosexual students ( Poteat et al., 2013; Saewyc et al., 2014). In a national survey of LGBT high school students, those in schools with GSAs reported less bullying based on sexual orientation or gender identity, less homophobic language, and a greater sense of belonging in their school environment ( Kosciw et al., 2020). In the first longitudinal study of LGB youth, having a GSA was associated with decreasing homophobic bullying and increasing feelings of safety one year later ( Ioverno et al., 2016). Relatedly, the presence of a GSA in high school can positively predict supportive attitudes towards LGBTQ individuals among college students ( Worthen, 2014). Finally, a meta-analysis showed that, across studies, LGBT students with GSAs in their schools are 36% more likely to feel safe and 30% less likely to report homophobic victimization compared to LGBT students in schools without GSAs ( Marx & Kettrey, 2016).

In addition to improved school experiences, a growing body of research has connected having a GSA at school with better mental health and health behavior for LGBT students, including lower levels of smoking, drinking and drug use, sex with casual partners ( Heck et al., 2014; Poteat et al., 2013), psychological distress and depressive symptoms ( Poteat et al., 2019, Toomey et al., 2011), suicidal ideation and behavior ( Poteat & Russell, 2013; Saewyc et al., 2014; Walls et al., 2013), and greater self-esteem ( McCormick et al., 2015).

Strategy #4: Access to LGBTQ-Related Resources and Curricula

An effective strategy for creating safe and supportive schools gives all students access to LGBTQ-related resources and LGBTQ-inclusive curricula ( Snapp et al., 2015). LGBTQ-related resources refer to information and support services provided in libraries, schools' websites, or posters on walls in classrooms and hallways. Schools can support the visibility of these resources through in-school assemblies or school-wide announcements or the introduction of LGBTQ-inclusive textbooks and lectures ( Burdge et al., 2013; Katz et al., 2016). LGBTQ-inclusive curricula integrate topics related to sexual orientation and gender identity within a standard school curriculum (e.g., health education, history, literature, science, or mathematics).

Most LGBTQ students in U.S. schools report that their curricula do not access LGBTQ people, history, or events ( Kosciw et al., 2020). Moreover, educators often do not know how or where to access LGBTQ-related materials ( Westheimer & Szalacha, 2015) or are worried that parents and/or community members may not support inclusive curricula ( Page, 2017). As of 2020, only four U.S. states - California, Colorado, New Jersey, and Illinois - mandate the teaching of LGBTQ history curricula.

Nevertheless, a recent national survey of LGBTQ students ( Kosciw et al., 2020) found that when students know how and where to access appropriate and accurate information regarding LGBTQ people at school, they feel that their schools are safer for themselves and other LGBTQ students. Further, students who say that they have learned about LGBT issues at school report less bullying ( Greytak et al., 2013; Snapp et al., 2016), more safety ( Toomey et al., 2012), less absenteeism ( Greytak et al., 2013; Kosciw et al., 2020), and less homophobic language and negative remarks based on gender expression in their schools ( Kosciw et al., 2020). Inclusive curricula are particularly relevant to adolescent sexual health education, but sexuality education (if offered as school curricula at all) has often been either silent about or irrelevant to LGBTQ people and issues ( Pampati et al., 2020). Yet in one state-wide study, teacher sensitivity to LGB issues in HIV education was associated with lower sexual risk-taking in LGB youth ( Blake et al., 2001).

The identification of "safe spaces" or "safe zones" for LGBT students has emerged in a few studies as a central strategy for promoting positive school climates ( Katz et al., 2016). Safe-Zone initiatives aim to promote inclusivity and support by providing voluntary training for school personnel on LGBT issues and providing participants with "safe zone" stickers that they can use to identify spaces (e.g., a classroom or office) where students may feel free to openly discuss topics related to sexual orientation and gender identity ( Ratts et al., 2013). The available research on "safe spaces" has shown that such initiatives contribute to greater inclusiveness, safety, and connection at school for LGBT students ( Evans, 2002; Katz et al., 2016; Kosciw et al., 2020).

Conclusions and Recommendations

In the last decade, strong evidence supports four strategies to create safe and supportive schools for LGBTQ and all students ( NASEM, 2019, 2020). Everyone-students, parents, school personnel, and policy-makers-can suggest, support, and help implement the strategies described here. Table 1 provides specific, actionable recommendations for each strategy, for these key stakeholders. All our students deserve safe schools.

Table 1:

Policy-makers

School Personnel

Students & Parents

Inclusive, Enumerated Policies

Enact inclusive and enumerated educational laws and policies.

Establish and publicize local policies in school districts, schools, and classrooms.

Learn about policies in their school and school district.

Raise awareness of the need for inclusive and enumerated policies.

Advocate for local and state policy change.

Learn about policies in their school and school district.

Raise awareness of the need for inclusive and enumerated policies.

Advocate for local and state policy change.

School Personnel Support & Training

Enact policies and provide funding to support school personnel training on addressing discriminatory bullying and implementing safe schools' strategies

Intervene in discriminatory bullying.

Seek resources support LGBTQ students.

Participate in trainings to better understand their LGBTQ students.

Parents should support efforts by schools and school districts to provide LGBTQ- focused professional development and training to school personnel.

Students can advocate for, and participate in, LGBTQ-focused professional development for their teachers and other school personnel.

Student- Led Clubs (GSAs)

Identify and eliminate barriers to the formation and operation of GSAs and treat them like any other student organization or club.

Seek training on how to support GSAs.

Support GSAs and other student organizations.

Parents and students can advocate for GSAs in their schools

Students can start, and participate in GSAs in their schools.

Access to LGBTQ-Related Resources & Curricula

Ensure LGBTQ people and history in curricula through state laws, educational guidelines, and school district policies, as well as professional development for school personnel for inclusive curriculum.

Be a resource for LGBTQ youth.

Ensure that libraries have resources for LGBTQ youth.

Request and attend safe zone trainings.

Promote visibility and inclusion through visual materials (posters) and in public settings (school assemblies).

Appeal to school administrators for LGBTQ-inclusive classroom curricula.

​

Many lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) students experience discrimination or bullying at school; such experiences undermine youth health and achievement.

In the last decade, research has identified strategies to promote school safety and wellbeing for LGBTQ and all students.

Policies that specifically identify protected groups like LGBTQ students create contexts that are more supportive for LGBTQ and all youth, and are associated with student adjustment and achievement.

Professional development on LGBTQ-specific topics prepares educators and other school personnel with tools to support and protect LGBTQ and all students.

Access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources and support and promotes an inclusive school climate.

Student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate.

Acknowledgments.

This research was supported by a grant from the William T. Grant Foundation and grant, P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors acknowledge support for Russell from the Priscilla Pond Flawn Endowment at the University of Texas at Austin.

Footnotes

Author Disclosure Statement. The authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

Exec. Order No. 14021, 86 Fed. Reg. 13803 (March 11, 2021).

Gower AL, Forster M, Gloppen K, Johnson AZ, Eisenberg ME, Connett JE, & Borowsky IW (2017). School Practices to Foster LGBT-Supportive Climate: Associations with Adolescent Bullying Involvement. Prevention Science, 1-9. 10.1007/s11121-017-0847-4 [[PubMed] [CrossRef] Google Scholar]

Greytak EA, & Kosciw JG (2010). Year One Evaluation of the New York City Department of Education "Respect for All" Training Program. New York, NY: Gay, Lesbian and Straight Education Network (GLSEN). [Google Scholar]

Greytak EA, Kosciw JG, Villenas C, & Giga NM (2016). From teasing to torment: School climate revisited. A survey of U.S. secondary school students and teachers. New York, NY: GLSEN. [Google Scholar]

Horn SS, & Szalacha LA (2009). School differences in heterosexual students' attitudes about homosexuality and prejudice based on sexual orientation. European Journal of Developmental Science, 3, 66-81. 10.3233/DEV-2009-3108 [[CrossRef] Google Scholar]

Marx RA, & Kettrey HH (2016). Gay-Straight Alliances are Associated with Lower Levels of School-Based Victimization of LGBTQ+ Youth: A Systematic Review and Meta-analysis. Journal of Youth and Adolescence, 45(7), 1269-1282. 10.1007/s10964-016-0501-7 [[PubMed] [CrossRef] Google Scholar]

National Academies of Sciences, Engineering, and Medicine. (2019). The Promise of Adolescence: Realizing Opportunity for All Youth. Washington, DC: The National Academies Press. 10.17226/25388 [[PubMed] [CrossRef] Google Scholar]

National Academies of Sciences, Engineering, and Medicine. (2020). Understanding the Well- Being of LGBTQI+ Populations. Washington, DC: The National Academies Press. 10.17226/25877 [[PubMed] [CrossRef] Google Scholar]

Poteat PV, & Russell ST (2013). Understanding Homophobic Behavior and Its Implications for Policy and Practice. Theory Into Practice, 52, 264-271. 10.1080/00405841.2013.829729 [[CrossRef] Google Scholar]

Snapp SD, Russell ST, Arredondo M, & Skiba R (2016). A Right to Disclose. LGBTQ Youth Representation in Data, Science, and Policy. In Advances in Child Development and Behavior (Vol. 50). 10.1016/bs.acdb.2015.11.005 [[PubMed] [CrossRef] Google Scholar]

Toomey RB, McGuire JK, & Russell ST (2012). Heteronormativity, school climates, and perceived safety for gender nonconforming peers. Journal of Adolescence, 35(1), 187-196. 10.1016/j.adolescence.2011.03.001 [[PubMed] [CrossRef] Google Scholar]

Walls NE, Wisneski H, & Kane S (2013). School Climate, Individual Support, or Both? Gay- Straight Alliances and the Mental Health of Sexual Minority Youth. School Social Work Journal, 37(2), 88-111. [Google Scholar]

Westheimer K, & Szalacha LA (2015). Welcoming schools: Lesbian, gay, bisexual, transgender, and gender-inclusive bullying prevention in elementary schools. - PsycNET. In Youth suicide and bullying: Challenges and strategies for prevention and intervention (pp. 231-245). 10.1093/med:psych/9780199950706.003.0019 [[CrossRef] Google Scholar]

Worthen MGF (2014). The Interactive Impacts of High School Gay-Straight Alliances (GSAs) on College Student Attitudes Toward LGBT Individuals: An Investigation of High School Characteristics. Journal of Homosexuality, 61(2), 217-250. 10.1080/00918369.2013.839906 [[PubMed] [CrossRef] Google Scholar]

# data[].attributes.attachment_link.title
Promoting School Safety for LGBTQ and All Students

# data[].attributes.attachment_link.description
Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity ...

# data[].attributes.attachment_link.readable_text
The Family Acceptance Project ® is a research, intervention, education and policy initiative to prevent health and mental health risks and to promote well-being for lesbian, gay, bisexual, transgender and queer-identified (LGBTQ) children and youth, including suicide, homelessness, drug use and HIV - in the context of their families, cultures and faith communities.

# data[].attributes.attachment_link.title
Welcome to the Family Acceptance Project®

# data[].attributes.attachment_link.description
The Family Acceptance Project ® is a research, intervention, education and policy initiative to prevent health and mental health risks and to promote well-being for lesbian, gay, bisexual, transgender and queer-identified (LGBTQ) children and youth, including suicide, homelessness, drug use and HIV - in the context of their families, cultures and faith communities.

# data[].attributes.attachment_link.readable_text
Definitions:
Gender Identity: One's internal sense of being male, female, neither of these, both, or another gender(s). Everyone has a gender identity, including you. For transgender people, their sex assigned at birth and their own internal sense of gender identity are not the same. Female, woman, and girl and male, man, and boy are also not necessarily linked to each other but are just six common gender identities.
Gender Expression/Presentation: The physical manifestation of one's gender identity through clothing, hairstyle, voice, body shape, etc. Many transgender people seek to make their gender expression (how they look) match their gender identity (who they are), rather than their sex assigned at birth.
Sex Assigned at Birth: The assignment and classification of people as male, female, intersex, or another sex based on a combination of anatomy, hormones, chromosomes. It is important we don't simply use "sex" because of the vagueness of the definition of sex and its place in transphobia. Chromosomes are frequently used to determine sex from prenatal karyotyping (although not as often as genitalia). Chromosomes do not always determine genitalia, sex, or gender.
Physically Attracted To: Sexual orientation. It is important to note that sexual and romantic/emotional attraction can be from a variety of factors including but not limited to gender identity, gender expression/presentation, and sex assigned at birth.
Emotionally Attracted To: Romantic/emotional orientation. It is important to note that sexual and romantic/emotional attraction can be from a variety of factors including but not limited to gender identity, gender expression/presentation, and sex assigned at birth. There are other types of attraction related to gender such as aesthetical or platonic. These are simply two common forms of attraction.

The Gender Unicorn uses a Creative Commons License. This means you can share the infographic with credit, even for commercial purposes. You do not have to request permission to use it.

Recommended citation:
Trans Student Educational Resources, 2015. "The Gender Unicorn." http://www.transstudent.org/gender.
Example of how to fill out your own Gender Unicorn:
Many people were curious if agender and asexual people were included in this graphic. In short, they are. For example, identifying on the left of the sexuality spectra would indicate no attraction. Each arrow is a sliding scale, not a checkbox.

Changes from The Genderbread Person
You may recognize this graphic as similar to The Genderbread Person
by itspronouncedmetrosexual. We created this graphic with significant changes to more accurately portray the distinction between gender, sex assigned at birth, and sexuality. Ultimately, we wanted to recognize genders outside of the western gender binary, which the Genderbread Person does not. Not all trans people exist on a scale of womanhood and manhood. There are several other issues with this graphic such as the use of the inaccurate term " biological sex, " the use of "asex" (which fails to recognize that everyone has sex characteristics prescribed to them), and several other issues with terminology and presentation.

Sources:
Queer and trans organizers have been making the distinction between gender identity, gender presentation/expression, sex, and attraction for decades. No one person or organization has created the concept. However, similar gender mapping concepts to the unicorn seem to have originated on social media sites like Tumblr.

Illustrations by Anna Moore. Design by Landyn Pan, Eli Erlick, and many others.

If you have any questions, feel free to email us at TSER [at] transstudent.org!

# data[].attributes.attachment_link.description
Note: There is an interactive version of the Gender Unicorn that is only visible on desktop. English Coloring Book (English) Español (Spanish) Português (Portuguese) ру́сский язы́к (Russian) 日本語 (Japanese) Deutsch (German) Français (French) italiano (Italian) ภาษาไทย (Thai) Türkçe (Turkish) Nederlands (Dutch) ភាសាខ្មែរ (Khmer) magyar (Hungarian) dansk (Danish) íslenska (Icelandic) English Interactive (English) Coloring Book (English) [...]

# data[].attributes.attachment_link.readable_text
Everyone should be able to see themselves reflected in the books they read and feel comfortable about being the person they want to be. Find books in this list that reflect on the LGBTQ+ experience along with titles about pride, tolerance, and diversity.

Picture Books

You Are Not Alone by Kaitlin McGaw

Rainbow Hands by Mamta Nainy

My Maddy by Gayle E. Pitman

Love, Violet by Charlotte Sullivan Wild
Twas The Night Before Pride by Joanna McClintick
Calvin by J.R. Ford
Ho'onani: Hula Warrior by Heather Gale
Harriet Gets Carried Away by Jessie Sima

When Aidan Became a Brother by Kyle Lukoff

Stella Brings the Family by Miriam B. Schiffer

Worm Loves Worm by J. J. Austrian

I Am Jazz by Jessica Herthel

Julián is a Mermaid by Jessica Love

What's Your Name? by Bethanie Deeney Murguia; illustrated by Bethanie Deeney Murguia

Middle Grade

Ellie Engle Saves Herself by Leah Johnson

Melissa by Alex Gino

T his Is Our Rainbow: 16 Stories of Her, Him, Them, and Us by Katherine Locke

The Best at It by Maulik Pancholy
A High Five for Glenn Burke by Phil Bildner Thanks a Lot, Universe by Chad Lucas
Hurricane Child by Kacen Callender

The Best Man by Richard Peck

Spin with Me by Ami Polonsky

Better Nate than Ever by Tim Federle

Obie Is Man Enough by Schuyler Bailar

Ivy Aberdeen's Letter to the World by Ashley Herring Blake

The Best Liars in Riverview by Lin Thompson

Young Adult

Abuela, Don't Forget Me by Rex Ogle

This Book is Gay by Juno Dawson

Flamer by Mike Curato
The Love & Lies of Rukhsana Ali by Sabina Khan
You Should See Me in a Crown by Leah Johnson

Darius the Great Deserves Better by Adib Khorram
The Music of What Happens by Bill Konigsberg The Prince and the Dressmaker by Jen Wang Last Night at the Telegraph Club by Malinda Lo
Ramona Blue by Julie Murphy

If I Was Your Girl by Meredith Russo
The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater
We Deserve Monuments by Jas Hammonds

Find these titles and more LGBTQ+ reading recommendations at your local library through World Cat.

# data[].attributes.attachment_link.description
Recommended titles that reflect on the LGBTQ+ experience and books about Pride, tolerance, and diversity.

# data[].attributes.headline
Where African countries stand in their struggle toward more inclusive LGBTQ+ laws

# data[].attributes.subject
Where African countries stand in their struggle toward more inclusive LGBTQ+ laws

# data[].attributes.attachment_link.readable_text
World

Communities worldwide celebrate LGBTQ+ Pride each June, but in African countries such as Uganda, restrictive new laws are casting a pall over the festivities. Uganda isn't an outlier, and Africans as a whole still face more anti-LGBTQ+ laws than their peers in many other parts of the world.

WATCH: Anti-LGBTQ+ law in Uganda that threatens the death penalty sparks international outcry

However, the policy landscape for LGBTQ+ rights is overall becoming more varied: despite several countries recently rolling out stringent legislation, other governments, such as Namibia, are moving to adopt more inclusive policies.

What is the status of LGBTQ+ rights in Africa?

Rights watchdogs such as the International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA World) have found that most African countries impose restrictive policies against LGBTQ+ communities, with few offering basic protections. Penalties for gay sex generally include fines and prison time. Nigeria permits flogging, and a handful of countries allow the death penalty, though it is unclear whether any actually impose it.

As in many parts of the world, legal recognition of transgender individuals is much more limited than that for people attracted to the same sex. For example, about half of the continent bans transgender and gender-nonconforming Africans from altering the gender markers on their legal identification, which is possible in dozens of non-African countries. Conversely, South Africa is one of only twelve countries in the world, and the only one in Africa, to explicitly protect LGBTQ+ people in its constitution. Its policies have helped pressure some of its neighbors into rolling back anti-LGBTQ+ legislation.

What's behind laws targeting LGBTQ+ Africans?

Historical evidence shows that people with diverse sexualities and gender expressions have always existed in African civilizations. While these identities were likely not the norm, some of theseindividuals enjoyed significant visibility and tolerance in certain traditional communities, though others likely still encountered prejudice.

Today, however, most African countries criminalize same-sex relationships, and most Africans surveyed have held generally negative attitudes on the question, although tolerance varies between and within countries.

READ MORE: How one photographer is challenging the myth that being LGBTQ is 'un-African'

Still, experts point to several related contributing factors, including the legacy of colonialism, the influence of Christian and Islamic faiths, and modern African electoral politics. Much of Africa's anti-LGBTQ+ legislation originated under European colonial rule. Along with religion, experts say racism was a factor: Europeans viewed Africans' traditional sexualities as examples of their supposed racial inferiority, and anti-LGBTQ+ legislation served as one means of subjugation. Additionally, fundamentalist Christianity and all major schools of Islamic law condemn homosexuality, and both religions have hundreds of millions of adherents in Africa. Critics have specifically called out U.S. evangelical organizations for exacerbating anti-LBGTQ+ sentiments in certain African countries over the past two decades.

Anti-LGBTQ+ laws are also a product of some divisive political rhetoric employed by African leaders. To win support and distract from their shortcomings, some African politicians demonize LGBTQ+ identities as a Western import that threatens social cohesion. They often push for more repressive anti-LGBTQ+ policies during election cycles, says University of Cincinnati Professor Ashley Currier, whose research focuses on LGBTQ+ rights and organizing in South and West Africa.

What are the implications of anti-LGBTQ+ laws?

LGBTQ+ populations suffer a number of consequences:

Physical violence. Long prison sentences, death penalty laws, and in some cases state violence force many Africans to live in fear of their identity being exposed. Anti-LGBTQ+ policies also reinforce societal rifts, placing LGBTQ+ people at increased risk of violent hate crimes. Even in countries where homosexuality is decriminalized, such as Egypt, LGBTQ+ people face state-sanctioned violence. The true extent of violence is difficult to ascertain, as experts believe most instances go unreported.

Repression. Limits on freedom of expression are some of the most significant restraints on LGBTQ+ rights.Several countries ban LGBTQ+ community organizing. Pride events are often raided by police and targeted for violence by the public. In some countries, laws prohibit LGBTQ+ rights groups from even registering as nongovernmental organizations.

Discrimination. Even where same-sex activities are legal, almost no African countries have laws in place to protect LGBTQ+ populations from discrimination, which is pervasive in schools, workplaces, health-care facilities, and other social settings. Additionally, media outlets often spread false information about LGBTQ+ people, often due to reporters' own biases or political pressure in their operations, says Rita Nketiah, a queer feminist activist and researcher who works on the continent. Disinformation campaigns by politicians and other prominent figures perpetuate stigma, and low literacy rates across the continent make it harder for people to seek accurate information, she says.

Health. LGBTQ+ populations, especially men who have sex with men, are disproportionately burdened with serious illnesses such as HIV. Studies show that the high prevalence of these diseases is at least in part linked to homophobic laws, as fears of being identified as LGBTQ+ prevent individuals from seeking medical attention. Mental illnesses, such as anxiety, depression, and psychological trauma are often also more common in LGBTQ+ people than in the general African population.

Political blowback. Some attempts by Western governments, including the United States, to punish an African country for enacting anti-LGBTQ+ laws can actually backfire. While some in the LGBTQ+ community may endorse the support, others say it risks stoking further animosity and violence from the public.

Is progress being made on LGBTQ+ rights?

Most African governments still have harsher policies than those in regions outside Africa, and several have recently restricted LGBTQ+ rights further. Ghana, for example, introduced a strict anti-gay bill in late 2022, and this year countries in eastern Africa, such as Kenya, Tanzania, and Uganda, have introduced or passed more stringent legislation. Meanwhile, countries such as Egypt and Tunisia use vague laws against prostitution, cybercrime, and "debauchery" to surveil and entrap those deemed to be LGBTQ+.

At the same time, several countries have moved toward more inclusive policies, especially in the southern region. South Africa, for example, was the first country in the world to prohibit discrimination of LGBTQ+ populations in its constitution, and Angola, Botswana, and Mozambique have all decriminalized homosexuality in the last decade. Most recently, in May 2023, the Supreme Court of Namibia ruled to recognize same-sex couples who marry abroad.

READ MORE: Botswana decriminalizes gay sex in landmark Africa case

Activists have often used moments of social upheaval to amplify calls for LGBTQ+ rights, including during the Arab uprisings that began in 2011 and Nigeria's 2020 #EndSARS protests against police brutality. Even where laws restrict LGBTQ+ identities and organizing, local groups continue to agitate for change, and Pride celebrations are still on the agenda, Nketiah says. "Despite everything that's going on, folks are still celebrating their existence."
Will Merrow contributed to the graphics for this article. This article is republished from the Council on Foreign Relations. Read the original article.

Communities worldwide celebrate LGBTQ+ Pride each June, but in African countries such as Uganda, restrictive new laws are casting a pall over the festivities. Uganda isn't an outlier, and Africans as a whole still face more anti-LGBTQ+ laws than their peers in many other parts of the world.

WATCH: Anti-LGBTQ+ law in Uganda that threatens the death penalty sparks international outcry

However, the policy landscape for LGBTQ+ rights is overall becoming more varied: despite several countries recently rolling out stringent legislation, other governments, such as Namibia, are moving to adopt more inclusive policies.

What is the status of LGBTQ+ rights in Africa?

Rights watchdogs such as the International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA World) have found that most African countries impose restrictive policies against LGBTQ+ communities, with few offering basic protections. Penalties for gay sex generally include fines and prison time. Nigeria permits flogging, and a handful of countries allow the death penalty, though it is unclear whether any actually impose it.

As in many parts of the world, legal recognition of transgender individuals is much more limited than that for people attracted to the same sex. For example, about half of the continent bans transgender and gender-nonconforming Africans from altering the gender markers on their legal identification, which is possible in dozens of non-African countries. Conversely, South Africa is one of only twelve countries in the world, and the only one in Africa, to explicitly protect LGBTQ+ people in its constitution. Its policies have helped pressure some of its neighbors into rolling back anti-LGBTQ+ legislation.

What's behind laws targeting LGBTQ+ Africans?

Historical evidence shows that people with diverse sexualities and gender expressions have always existed in African civilizations. While these identities were likely not the norm, some of theseindividuals enjoyed significant visibility and tolerance in certain traditional communities, though others likely still encountered prejudice.

Today, however, most African countries criminalize same-sex relationships, and most Africans surveyed have held generally negative attitudes on the question, although tolerance varies between and within countries.

READ MORE: How one photographer is challenging the myth that being LGBTQ is 'un-African'

Still, experts point to several related contributing factors, including the legacy of colonialism, the influence of Christian and Islamic faiths, and modern African electoral politics. Much of Africa's anti-LGBTQ+ legislation originated under European colonial rule. Along with religion, experts say racism was a factor: Europeans viewed Africans' traditional sexualities as examples of their supposed racial inferiority, and anti-LGBTQ+ legislation served as one means of subjugation. Additionally, fundamentalist Christianity and all major schools of Islamic law condemn homosexuality, and both religions have hundreds of millions of adherents in Africa. Critics have specifically called out U.S. evangelical organizations for exacerbating anti-LBGTQ+ sentiments in certain African countries over the past two decades.

Anti-LGBTQ+ laws are also a product of some divisive political rhetoric employed by African leaders. To win support and distract from their shortcomings, some African politicians demonize LGBTQ+ identities as a Western import that threatens social cohesion. They often push for more repressive anti-LGBTQ+ policies during election cycles, says University of Cincinnati Professor Ashley Currier, whose research focuses on LGBTQ+ rights and organizing in South and West Africa.

What are the implications of anti-LGBTQ+ laws?

LGBTQ+ populations suffer a number of consequences:

Physical violence. Long prison sentences, death penalty laws, and in some cases state violence force many Africans to live in fear of their identity being exposed. Anti-LGBTQ+ policies also reinforce societal rifts, placing LGBTQ+ people at increased risk of violent hate crimes. Even in countries where homosexuality is decriminalized, such as Egypt, LGBTQ+ people face state-sanctioned violence. The true extent of violence is difficult to ascertain, as experts believe most instances go unreported.

Repression. Limits on freedom of expression are some of the most significant restraints on LGBTQ+ rights.Several countries ban LGBTQ+ community organizing. Pride events are often raided by police and targeted for violence by the public. In some countries, laws prohibit LGBTQ+ rights groups from even registering as nongovernmental organizations.

Discrimination. Even where same-sex activities are legal, almost no African countries have laws in place to protect LGBTQ+ populations from discrimination, which is pervasive in schools, workplaces, health-care facilities, and other social settings. Additionally, media outlets often spread false information about LGBTQ+ people, often due to reporters' own biases or political pressure in their operations, says Rita Nketiah, a queer feminist activist and researcher who works on the continent. Disinformation campaigns by politicians and other prominent figures perpetuate stigma, and low literacy rates across the continent make it harder for people to seek accurate information, she says.

Health. LGBTQ+ populations, especially men who have sex with men, are disproportionately burdened with serious illnesses such as HIV. Studies show that the high prevalence of these diseases is at least in part linked to homophobic laws, as fears of being identified as LGBTQ+ prevent individuals from seeking medical attention. Mental illnesses, such as anxiety, depression, and psychological trauma are often also more common in LGBTQ+ people than in the general African population.

Political blowback. Some attempts by Western governments, including the United States, to punish an African country for enacting anti-LGBTQ+ laws can actually backfire. While some in the LGBTQ+ community may endorse the support, others say it risks stoking further animosity and violence from the public.

Is progress being made on LGBTQ+ rights?

Most African governments still have harsher policies than those in regions outside Africa, and several have recently restricted LGBTQ+ rights further. Ghana, for example, introduced a strict anti-gay bill in late 2022, and this year countries in eastern Africa, such as Kenya, Tanzania, and Uganda, have introduced or passed more stringent legislation. Meanwhile, countries such as Egypt and Tunisia use vague laws against prostitution, cybercrime, and "debauchery" to surveil and entrap those deemed to be LGBTQ+.

At the same time, several countries have moved toward more inclusive policies, especially in the southern region. South Africa, for example, was the first country in the world to prohibit discrimination of LGBTQ+ populations in its constitution, and Angola, Botswana, and Mozambique have all decriminalized homosexuality in the last decade. Most recently, in May 2023, the Supreme Court of Namibia ruled to recognize same-sex couples who marry abroad.

READ MORE: Botswana decriminalizes gay sex in landmark Africa case

Activists have often used moments of social upheaval to amplify calls for LGBTQ+ rights, including during the Arab uprisings that began in 2011 and Nigeria's 2020 #EndSARS protests against police brutality. Even where laws restrict LGBTQ+ identities and organizing, local groups continue to agitate for change, and Pride celebrations are still on the agenda, Nketiah says. "Despite everything that's going on, folks are still celebrating their existence."
Will Merrow contributed to the graphics for this article. This article is republished from the Council on Foreign Relations. Read the original article.

Uganda's new anti-gay legislation includes death sentence in some cases

UN rights chief calls Uganda anti-gay bill 'deeply troubling'

Exhibit chronicles the career of a South African activist fighting for trans visibility

Botswana decriminalizes gay sex in landmark Africa case

How one photographer is challenging the myth that being LGBTQ is 'un-African'

# data[].attributes.attachment_link.authors[].name
Mariel Ferragamo, Council on Foreign Relations

# data[].attributes.attachment_link.authors[].name
Kali Robinson, Council on Foreign Relations

# data[].attributes.attachment_link.title
Where African countries stand in their struggle toward more inclusive LGBTQ+ laws

# data[].attributes.attachment_link.description
Countries in Africa have some of the harshest and most discriminatory LGBTQ+ policies in the world. But some governments are taking hopeful steps toward inclusion.

# data[].attributes.headline
10 Simple Ways Educators Can Create An LGBTQ+ Inclusive Classroom

# data[].attributes.subject
10 Simple Ways Educators Can Create An LGBTQ+ Inclusive Classroom

# data[].attributes.attachment_link.readable_text
While June is celebrated as the last month of school for many, it's also celebrated as Pride Month! As a classroom teacher, you likely want to create a welcoming environment for all your students so here are 10 simple yet powerful ways you can help to ensure your classroom is a safe and inclusive place for your LGBTQ+ students.

1. Post a safe space sign

Posting a rainbow flag or a safe space poster on your door or in a high-visibility area of your classroom is a subtle yet effective way to communicate to your students that you are an ally, that all students are welcome, and that you are dedicated to ensuring your classroom is a safe space for all who enter.

2. Use inclusive language

It's common for teachers to use terms like "boys and girls" or "ladies and gentlemen"' while addressing groups of students, but keeping in mind that not all students identify with these terms can help to create a more inclusive setting. Instead, try using gender-neutral terms such as "class", "friends", "grade -", or calling out your class code. You can also come up with a fun class nickname with your students based on their interests to help create a feeling of community. Additionally, try not to group students by their genders. Many alternatives can be both engaging and inclusive ways to separate students into groups. Try having students pick a playing card, use a random group generator, pull popsicle sticks, or number them off instead!

3. Include inclusive learning materials in your teaching practice

Weaving LGBTQ+ learning materials into the curriculum doesn't have to be challenging. Incorporating inclusive books, historical lessons, and activities can help your students feel seen, heard, and cared for. Additionally, this can help to ensure your students are learning about inclusivity and equity as part of character education.

4. Introduce your pronouns

At the start of the year, try wearing a nametag that includes your name and your pronouns and introducing yourself to your students using both. This simple act will signal to your students that you are aware of the diversity surrounding pronouns and care about how they identify themselves. If the school year has already started, you can simply write your pronouns on a board in your room alongside your name so all those that enter know how to properly address you, while simultaneously indicating that they too are welcome to clarify their pronouns.

5. Acknowledge diverse family structures

When referring to the families of your students, avoid making assumptions by only referring to "moms and dads". There are many diverse family structures and all of them deserve a place in your classroom. Alternatively, try using language like "caregivers", "grownups", or "adults" when referring to your students' guardians.

6. Introduce gender-neutral bathrooms

If gender-neutral bathrooms are available to your students, ensure your class is aware of their locations and that they are available for use. A seemingly simple part of the school environment can not only help transgender or non-binary students feel more comfortable using the restrooms at school, but they can also help to ensure physical safety for said students. If gender-neutral bathrooms are not available to students, try advocating to make at least one inclusive bathroom on each floor accessible for students to use (even if that means sacrificing a staff restroom!)

7. Invest in PD

As an educator, continuously learning and improving is part of your job description. Engaging in an LBGTQ+ focused PD course can help you better understand your students as well as tackle any unknown implicit or explicit biases you may have.

8. Don't tolerate bullying or discrimination

Being an ally includes advocating and standing up for what's right. It's important to take preventative measures such as co-creating classroom expectations and predetermined consequences with your students. It's never too late to set up a class meeting where you and your students can work together to establish rules and expectations that will help to ensure a safe environment for all. In doing so, also determine how you will manage someone who breaks the rules/contract. Collaborate with your students when solving problems and have an escalation policy in place to deal with conflicts. Don't be afraid to involve parents or administration if needed, as a safe school environment is a necessary part of learning.

9. Join or start a GSA at your school

A Genders & Sexualities Alliance (GSA) is a student-run club where students can support one another and discuss challenges related to sexual orientation and gender identity and expression. A GSA is a safe space where students and staff can work towards ending homophobia and transphobia. You can join your school's GSA, or if you don't have one, start one! You can learn more about GSAs and register your school's GSA here .

10. Be a role model and an ally

Always remember that as the leader of your classroom, respect, acceptance and kindness start with you. You can lead by example by making efforts to create a safe and inclusive environment for all your students. The golden rule is, what is necessary for one is good for all and oftentimes small actions can have major implications for making school a better place for your students.

# data[].attributes.attachment_link.title
10 Simple Ways Educators Can Create An LGBTQ+ Inclusive Classroom

# data[].attributes.attachment_link.description
June 8, 2021 | Michelle Dzisiak While June is celebrated as the last month of school for many, it's also celebrated as Pride Month!

# data[].attributes.headline
Welcoming Diverse Family Structures in the Classroom

# data[].attributes.subject
Welcoming Diverse Family Structures in the Classroom

# data[].attributes.attachment_link.readable_text
Students' family structures vary now perhaps more than ever before. It's therefore important for teachers to be inclusive of all types of families when it comes to communication, assignments and many other aspects of classroom life.

Diverse family structures can include:

Single parent (divorced or never-married)

Foster parent(s) (or state as legal guardian)

Adoptive parent(s)

Blended (biological parent and another parent figure to whom s/he may or may not be married)

Unmarried biological parents

Polyamorous parents (multiple romantic partners in household)

LGBT parent(s)

Non-parent relative(s) as guardian(s) (grandparent, aunt, etc.)

No matter the type of family, students do best when educators remain sensitive to--and welcoming of--these differences. Acceptance by both adults and classmates at school contributes to students' social-emotional well-being, which we know positively impacts their academic achievement.

With that in mind, here are five ways to celebrate family diversity:

Offer books that address a range of family experiences.

Maintaining a diverse classroom library and encouraging students to read these books is an excellent way to raise awareness about different types of families. Try to find books that appeal to students' family situations, whether they have two moms, divorced parents or multigenerational guardians. This way, kids will expand their definitions of "family."

Here are a few book suggestions for preschool and the elementary grades:

Families Are Different by Nina Pellegrini
The Family Book by Todd Parr
Sometimes It's Grandmas and Grandpas: Not Mommies and Daddies by Gayle Byrne
Mommy, Mama, and Me by Lesléa Newman
Molly and Her Dad by Jan Ormerod
And Tango Makes Three by Justin Richardson
Abuela (English edition with Spanish phrases) by Arthur Dorros
Black is Brown is Tan by Arnold Adoff
Every Year On Your Birthday by Rose A. Lewis
Fred Stays With Me! by Nancy Coffelt

Use inclusive communication and language.

Avoid phrases such as "Give this to Mom and Dad" when handing out notices or other announcements. Remain broad so you do not point out a specific student's situation. Better to say something like "Make sure this goes home to parents, guardians and families." Work family diversity into everyday discussion and activities without belaboring it. For example, if you're writing sentences for grammar exercises, include the phrases "her dads," "his guardian," etc.

Keep activities general.

With holidays such as Mother's Day and Father's Day, crafts and lessons may be difficult for students who feel left out on these days. As an alternative, have students do more general activities, such as drawing "who's important in your life" and sharing with the class something that's unique about their home situation. When doing icebreakers or "all about me" activities, avoid asking kids to draw "your house" (as some may be in a shelter or foster situation). Instead, have them draw "where they sleep" or simply "a possession that's important to you."

Present visual diversity.

Hang classroom posters or display other materials celebrating differences in family structure. Whether it is a drug-prevention or other health-promotion poster, or a poster of a family reading a book, educators can communicate acceptance without saying a word. In PowerPoint presentations, make sure to include a diverse selection of photos.

Set expectations of respect.

Establish a culture of respect in the classroom and let students know that they are not allowed to disrespect another individual's lifestyle, no matter how different it is from theirs. If any situations arise in terms of student behavior, address them immediately, making sure to re-educate rather than simply punishing. Strive to create a classroom environment where every child feels valued and understood.

Article by Kassondra Granata, EducationWorld Contributor
Education World®
Copyright © 2014 Education World

# data[].attributes.attachment_link.title
Welcoming Diverse Family Structures in the Classroom | Education World

# data[].attributes.attachment_link.description
Students' family structures vary now perhaps more than ever before. It's therefore important for teachers to be inclusive of all types of families when it comes to communication, assignments and many other aspects of classroom life.

# data[].attributes.attachment_link.description
The Safe & Healthy Schools certification program is helping schools everywhere become safer places to learn. Flexible and affordable training. Learn more here.

# data[].attributes.attachment_link.title
The Genderbread Person version 4 - ❤ It’s Pronounced Metrosexual

# data[].attributes.attachment_link.description
For 2018 and beyond, my fourth take on this tasty little introduction to understanding gender.

# data[].attributes.attachment_link.provider_name
GLAAD | GLAAD rewrites the script for LGBTQ acceptance.

# data[].attributes.attachment_link.title
GLAAD Media Reference Guide - 11th Edition | GLAAD

# data[].attributes.attachment_link.description
GLAAD Media Reference Guide - 11th Edition GLAAD's Media Reference Guide, now in its 11th edition, offers education and guidance on telling LGBTQ people's stories in ways that bring out the best in journalism.

# data[].attributes.attachment_link.description
Because history has never been as straight as you think.

# data[].attributes.attachment_link.readable_text
Today on The Heinemann Podcast, how can teachers improve their practice around LGBTQ needs in the classroom? It's October 11th, National Coming Out Day. A day for those who identify as LGBTQ to be visible. A day to say you matter, you're not alone. How can educators make their classrooms a safer place for LGBTQ students and why is it important for both LGBTQ teachers and students to see schools as a safe place? Heinemann author Kate Roberts and Heinemann Fellow Jess Lifshitz talk more about the importance for our classrooms to be safe places.
See below for a transcript of our conversation:
Jess: I think that the hardest places for people to feel safe in are the places that historically and traditionally have not felt safe for students. Even though here we are in 2017, and we've made so much progress in terms of LGBT rights, and just inclusion, and acceptance, traditionally, schools have been places, I think, where a lot of us who are gay have experienced either harassment or just a feeling of being invisible.
I think the places where that has been the past experience are the places where we have to work the hardest to make kids today feel safe, and I also think that our students get so much from the direction that we head. If we're avoiding topics, students feel like the reason for that, they infer the reason, and so sometimes kids start to think that somebody's who gay or someone who's transgender is in some way not appropriate for school because they are left out of the curriculum. They're left out of the classroom. They're left out of the conversation, and so I think we run the risk of letting kids assume that there's something inappropriate about people who are part of the LGBT plus community.
I think as educators, we have to find ways. Even if it makes us uncomfortable we have to find ways to bring all humans into our classrooms and make sure everybody is seen. For kids who are LGBTQ and for kids who are just a part of this world.

Kate: Yeah, I think that it's easy sometimes if you're straight to not see the effect that the silence has on your colleagues and your students. It's easy, I think, to think that everything's fine. "Oh, I know this gay teacher down the hall, but he seems fine here. He seems really happy," or you don't think you have any gay students, so it's probably not an issue. I think it's hard for a teacher who doesn't identify as LGBTQ plus. It's hard to then have a sense of urgency around that if everything seems fine, if the issue doesn't sort of present itself to you, if you don't have a kind of critical moment of change in your view on the world.
What Jess and I, and so many other people who are not represented in this podcast can tell you is that they are not fine if the culture that they're working in, that they're living in, that they're learning in is one does not acknowledge and support the existence of gay people, of trans people, of bi people, of queer people in general. The smiles, and the nods, and the, "Oh, that's okays," it's not true. It's not okay. It's just that we are conditioned, and we are trained, and we have to for our own survival say that it's okay and make sure that everyone around us feels comfortable.
I think on the one hand it's like school is a front line for these issues, like Jess was saying, because it hasn't traditionally been a place where you can even mention the existence of LGBT people. I think it's also like we're here. We're in your classroom and they're not okay. I'm not saying ... They aren't necessarily in crisis. I'm not pathologizing the queer kid or anything like that, but they're not cool with it. There's a thing. They're thinking about it. They're wondering where they fit, and the adults in the building have a responsibility to make that space one where kids feel like they can exist and they can fit.
I think what Jess said that's so beautiful is that it's not just about queer kids or queer teachers. The schools I am ... I have the luxury, the privilege to see schools all over the country, and the schools that embrace LGBT identities, they tend to be schools that embrace lots of identities. Where lots of kids can feel safe, and welcomed, and a part of the community. Schools that don't, that will not have those books, or those topics, or anything be spoken in that way tend to be the places where there's more of a bullying culture. There's more of a us versus them culture in those kids and teachers, essentially.

Brett: Kate, you sort of referenced this a second ago, so I want to make it abundantly clear that the experiences we talk about in this podcast, certainly, we can't speak for every person out there in the world. We can only speak to our own personal experiences and how that's informed our thinking, so I just want to sort of put that out there. It's important that an educator hears this, or they're thinking about this, or it's been on their mind, and they think it feels daunting to sort of make those changes if they realize that they want to move forward and making those changes in their school or just in their classroom or with their students. What are some ways that an educator could make some steps and get started going down this path to sort of help a student see themselves?

Kate: The thing that comes to my mind is the best first step is just mention the existence of LGBTQ people. Just practice it. Little dips in. You mention someone that you know is gay. Be like, "They were gay." Mention gay issues that exist. You don't have to talk about it. You don't have to debate it. You don't have to put a book in necessarily, first step, but just mention that these issues exist.
I think the erasure of gay identities and queer identities is the most insidious part of homophobia. It's just this deafening silence. I don't know about you, Jess, but for me growing up, I literally didn't know that gay people existed until much, much later than I should've. I think that's still sort of true in some places.

Jess: I agree. I think of myself now as a grownup and as a mom walking into my daughter's classroom for the first time, and unfortunately, I think because of the world we still live in, I assume I'm not welcome until I'm proven otherwise. I think especially walking into schools, or religious institutions, because of the history there I assume ... I wish I didn't, but I assume bad until I'm proven otherwise. The things, to me, that are visible even are really important.
My daughter's in preschool so there's not a ton of context [inaudible 00:06:37] other than the alphabet, but books. Just having images that represent all sorts of families. I actually think in elementary school some of the easiest ways to start working LGBT issues into the classroom is through family diversity. Just talking about families with two moms or two dads. That's part of a larger conversation about families who live with Grandma, or families who are with an aunt or uncle. Seeing books that represent all families is a big deal.
I also think the forms and papers that we send home are a really easy place to start. I'm often surprised how many forms my wife and I have to cross out where it says father and put in mother. Nobody's meaning to exclude us, they just aren't thinking about it. I think the thinking about it comes first, and then making changes that are visible like just listing family members instead of saying Mom and Dad. Even parent one and parent two is making assumptions. Just giving space to list family members that are important.
The communication that we send home, the way we title letters to say, "Dear families," or, "Dear Caregivers," instead of Moms and Dads. Being aware around holidays like Mother's Day. Luckily, Father's Day falls in the summer, so it's not as a big of a concern. Those kinds of visible signs, I think are a really good place to start. I think, for me, putting the books in my room that showed gay characters came first, and then eventually I actually started to use the books. It's almost like when you get a new fish and you have to acclimate it to the tank first. I had to let the books hang out a little bit until I was like, "Okay. I'm going to read this one out loud," or I'm going to say the word gay and lesbian, instead of just referring to a family with two moms or two dads. I think those little steps add up.
I think the single biggest motivating factor is when you do finally jump in and you watch the kids none reaction. That kids are so much more willing to just go with it than we are as adults. I think the place ... You'll never feel totally ready. I don't feel ready. Still, I get nervous when I read a new book that I know has a gay or transgender character in it, but just to jump in a little bit at a time and just watch the kids, and then follow them where they lead us.

Brett: Kate, you do a lot of work with middle schoolers and high school as well, and I know certainly that's where more questions are starting to arise, but it's also sort of an opportunity where as those questions are coming up more from students ... It can sometimes be questions that you're not really sure how to read those questions. You're not necessarily sure, "Are they asking me because they're curious for themselves or is it just sort of a middle schooler being a middle schooler? Sometimes it's difficult to know how to read that situation.

Kate: I think what's interesting about that for me is that it is one big, huge ray of hope I have for our world around this issue in schools, but just in our human communities. Because when I started this job to go to sort of a new school every day and there are lots and lots of times where I'm entering into classrooms as the surprise guest.
For the listeners who don't know, I, for lack of a better, more nuanced phrase, I look sort of gay. People can see me and they will think, "Hmm, I bet she is." I'm visibly gay or I have cues. I have short hair. I'm striving for a kind of Rachel Maddow kind of thing. At the beginning of my career when I would go into new classrooms ... I can tell you, this was 17 years ago, 12 years ago, kids would erupt. I would walk in and they would yell and go, "Oh, my God." Yell jokes. It was like a huge wall of a reaction that would meet me.
I developed over the years ways to just meet that with a kind of steadiness and then some love and humor, and by the end of 45 minutes usually, kids will be like, "[inaudible 00:11:10], Ms. Roberts." I wasn't the weird lesbian in the room. I was Ms. Roberts. The thing that I see more than anything else now going into middle schools and high schools is that kids ... I still feel like they notice me. I still feel seen, and noted, and, "Oh, I know what that is," but it is vastly different. I have kids come up to me just openly be like, "I like your hair." It was unheard of a few years ago.
I'll say that if you're a teacher who isn't sure how to talk about these issues, like Jess said, I'll echo it, the kids are ready to talk about this. They are ready. They want to. They are interested, but not in a crazy, "Oh, my gosh," way. Just in a, "I'm interested. This is our world. We know that there are different kinds of people." I don't have kids ask me that many questions anymore. Really, it's the kindergartners that are like, "Are you a boy or a girl?" That's the question I get that I have to field.
The other thing is I think that because there aren't lots of spaces to have these discussions yet, middle schoolers typically won't ask me anything because they don't want to be rude. I'm there to teach. I'm there to talk about reading, and writing, and I think the dream I have the space in schools to be able to have these conversations. Many schools have straight-gay alliances, and LGBTQ clubs, and all that, but more schools than not don't have those spaces to talk.

Brett: Jess, you mentioned before that on the letters that we're sending home to parents, and that's a really easy place to just sort of say partner or choose different things and not just always have to be the default mother and father. Certainly, that also extends further throughout the years when we use pronouns. Pronouns are just a simple, everyday use. There's different contexts for how we can use pronouns, but let's talk a little bit about pronouns and why that's important. Sometimes when that conversation comes up it gets a bad rep for trying to be too politically correct, but when you strip away that talking point there's actually a good reason why talking about pronouns is important.

Jess: Yeah, I always think about it, I think, simply to say, for me to imagine going around and having everybody use he as the pronoun to describe me. I identify as female. I prefer the she pronoun, and everyone around me kept saying, "He did that," it would feel really frustrating. It would feel like I needed to scream and tell them, "You're wrong. That's not who I am." I think we do that to kids all the time.
I think especially in elementary school kids might not have the language to say, "That feels wrong," or they do have that language and they've tried to use that language and they've been told to stop it. That they are a boy or they are a girl, and stop saying that you're not. Where I come is that any time that I can avoid asking children to choose a gender or choose a pronoun, I'm going to avoid it.
Little things like I used to have a boys' bathroom pass and a girls' bathrooms pass. I don't know maybe bathroom passes is not a thing after elementary school, but I feel like it's kind of a-

Kate: Oh, no. You have a pass. There are rules. There are rules.

Jess: We had a boys' and a girls' bathroom pass, and it wasn't until I heard someone who is transgender telling the story of what it was like for him in school always feeling like when he had to make a choice that raised anxiety because he felt like, "Either, I make a choice that feels wrong for me or I make a choice that gets me made fun of by the people around me." How simple is it to take away a boys' and a girls' bathroom pass and have bathroom pass number one and bathroom pass number two? Really, it doesn't matter to me if they're both boys, or girls, or someone who identifies as neither out of the room at the same time.
Also, the way I think there are a lot of classrooms who are still lining up boys' line and girls' line, and to get rid of that. Also take away ladies and gentleman, and say folks instead. All those little changes feel so small and are actually ... They take some practice to become habit, but they're actually really easy changes to make that are not at all politically charged. They're not at all controversial, but we can make those changes. I think about how many moments of anxiety are we all of a sudden removing for kids who don't feel like they fit into that traditional gender binary.
It took me a long time to understand that, but then I imagine my own discomfort of walking into a men's bathroom and it would feel so wrong for me. I think about kids who have to do that every day, and when we can, to take away that need to choose or the ability to respect someone's pronouns, it might be a little uncomfortable for us for a little bit, but then I think about how much discomfort we're alleviating for a child, and then it feels really important.

Kate: I think that idea of discomfort is such a big one. You know what I mean? Right now in our world, it's not comfortable for anybody sometimes. There are going to be times as an educator ... I'm uncomfortable all the time. Do you know what I mean? That's just me as a person, but also, when talking about issues around identity. I feel like I make mistakes. I have intentions that don't go the way I want. I get too scared to make a brave move forward. I wonder if I've gone too far. I think there's a way that you have to understand and sort of accept that we are going to have to feel uncomfortable sometimes in order to move forward. We're going to have to make mistakes.
Listening to you, Jess, I know that I have this verbal tick that I have not yet been able to erase where I say guys all the time. That's my ... "Hey, guys. Hey, guys." I do it to my kids. I do it to everybody. There's a mistake I make, right? I still make it. I made it today. I'm still going to move forward trying to be a little bit better tomorrow to think about it, to reflect on it, and if I never fix that one, okay, but I'm going to keep at it. I think if we can have that attitude more about some of these issues and understand that it's going to be uncomfortable, but that since we're in schools our charge really is to help our kids feel as comfortable as possible.

Jess: That's where I would also, as a gay educator, I would appeal to our straight allies that we need you. That it is uncomfortable, I think, for any of us to talk about things that traditionally have not been talked about in schools. For a gay educator to start bringing in issues of LGBT people and talking about current events even, as a gay educator, there's an added layer of vulnerability because I think if a parent is upset it can quickly then switch over to, "Well, she's got an agenda." It is so much easier for me, as a gay educator, to read books with transgender characters if I know that the straight teacher across the hall is also reading those books because then all the sudden it's not that one gay classroom teacher who's reading these books or having these conversations.
It's what we do as a school because we believe that all people deserve to be represented and that it is our responsibility to help kids learn about all people who exist in this world so they're better equipped when they go out and interact with them. I think we all feel that discomfort. I can say as a gay educator I feel it in a different way because every time I open my mouth somewhere in my head is that idea that this could come back and someone could say I'm pushing my own agenda or it's because I'm gay that I'm having these conversations. I guess my plea is twofold. One, to straight educators to step up as allies and start having those uncomfortable conversations too.
Then also, I would say to any administrator listening that I need that verbal support that, "I know you worry about being the gay classroom teacher, and I want you to know that I've got your back." I think for administrators also, to have conversations where they're talking about LGBTQ issues makes every teacher feel like, "Oh, it's okay for me to then go ahead and do it in my classroom." I think that discomfort is something we all feel, and I think that's what we always talk about when we say use your privilege for good. If you don't have to worry about the attack of, "She's pushing an agenda," it's just a smidge easier for you to have those conversations. I think we all need to sort of lean into that discomfort to make it easier on everyone.

Kate: We can't do it without our straight colleagues because there are laws in most states that say that we can be fired. We cannot be hired. There is not protection in many places for us for our jobs. A thread that Jess and I are on, we're hearing stories from queer teachers around the country who viably feel like their jobs are threatened if they're out to their colleagues. Not even kids. We're not even at that level of reading a book with a queer character in it. We're talking about just saying, "Yeah, I've got a boyfriend or I've got a girlfriend," or, "I'm this person. This is who I am." If we don't have the relationships, the support of straight colleagues it's going to be really hard to move this conversation forward.
In my own classroom, my kids were calling each other names. Using the F-word quite a bit, and I was really upset by it but I didn't know how to talk about it. It wasn't until the teacher who taught next to me next door ... Shout out to Carlos Ramiro wherever you are. I think you're a principal somewhere in New York. He came out at lunch and one day and said, "I'm hearing the boys say this and it's driving me nuts. We've got to do something." He said, "I'm the one who has to do it. You can't do it. I've got to do it." I just wept because it was true. I desperately needed him. I couldn't do it on my own, but then once he did it I could step up too and kind of be like, "Yeah. Yeah."
I really struggle with the chicken or the egg question of what comes first, action or thought? It's a marriage that I have to sometimes try some things to figure out what I think about them or how it feels, but I also have to do a lot of just my own sort of changing of perception. I've certainly had that for myself with lots of different issues in my adult life. Just starting to look around you and notice stuff, like the pronoun thing. Look at the forms and look at what caregivers are being called. Without it, without deciding to look, and see, and note ... Without torturing yourself with guilt, without being angry at everything, but just kind of saying, "Oh, I see that now." Then I think it opens up the possibility for being able to make changes.

Jess: I think no matter how small we start, we will always be encouraged by the children we're working with because they will push us forward. They will push us forward into things that might seem really scary to us, but when we sort of lock arms with our kids and walk into it, we're not alone anymore and we can follow their lead because in everything I've seen, kids are significantly braver than adults are. If we keep following them, I think we will end up in a better place and that this generation of kids will grow up to sort of fix some of the messes that we've left behind. I think in some ways it's a really scary time, and in other ways, it's a really hopeful time that this could be our chance to do better in the future.

Kate: The hope also, but small things make a big difference. I think sometimes when you enter into this stuff you feel like, "Oh, I have to change the policies of the blah." As a gay kid growing up, I didn't have much to hang onto, but the tiny things, they probably save my life. Nancy McKeon on The Facts of Life probably saved my life. Just seeing someone who might ... She's not, but she might, she could be something that I think I am. That tiny glimpse, that tiny confirmation, "You're okay. You exist. You're here. You're not alone." That made the difference for me, and so you don't have to run the straight-gay alliance in your school to save a kid's life. You can just say that we exist. You can just bring books onto your bookshelf. You can just change the language on home letters and that could be the difference for a child that's in your care.

Kate Roberts is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate's latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum.

Jess Lifshitz has been teaching fifth-grade English language arts in Northbrook, Illinois, a suburb of Chicago, for seventeen years. In addition to her work in the classroom, Jess was part of the first cohort of Heinemann Fellows, and she has written for several literacy-related publications. She writes on her own blog regularly at crawlingoutoftheclassroom.wordpress.com. In everything that Jess does, she believes in helping students learn to use reading and writing to better understand and create positive change in the world beyond the classroom. You can follow her and the work she does with students on Twitter at @Jess5th.

You can follow them Kate on Twitter @TeachKate and Jess has a blog which you can find at https://crawlingoutoftheclassroom.wordpress.com. Kate Roberts has a new book out with Heinemann in the spring of 2018.

For more information on supporting LGBTQ students check out Gladd or The Trevor Project.

# data[].attributes.attachment_link.title
On the podcast: Supporting LGBTQ Students and Teachers

# data[].attributes.attachment_link.description
Today on The Heinemann Podcast, how can teachers improve their practice around LGBTQ needs in the classroom?

# data[].attributes.headline
‎UnErasing LGBTQ History and Identities: A Podcast for Teachers on Apple Podcasts

# data[].attributes.subject
‎UnErasing LGBTQ History and Identities: A Podcast for Teachers on Apple Podcasts

# data[].attributes.attachment_link.readable_text
In this podcast, K-12 teachers and administrators will share their experiences creating LGBTQ-inclusive learning spaces, and they'll offer real-world insights and practical strategies to guide you.

In this podcast, K-12 teachers and administrators will share their experiences creating LGBTQ-inclusive learning spaces, and they'll offer real-world insights and practical strategies to guide you.

Much needed!

Love this podcast! Easy to follow and great, concrete examples of how to have an affirming, inclusive, welcoming classroom for ALL!

# data[].attributes.attachment_link.keywords[]
unerasing lgbtq history and identities: a podcast for teachers

# data[].attributes.attachment_link.title
‎UnErasing LGBTQ History and Identities: A Podcast for Teachers on Apple Podcasts

# data[].attributes.attachment_link.description
In this podcast, K-12 teachers and administrators will share their experiences creating LGBTQ-inclusive learning spaces, and they'll offer real-world insights and practical strategies to guide you. In this podcast, K-12 teachers and administrators will share their experiences creating LGBTQ-inclusive learning spaces, and they'll offer real-world insights and practical strategies to guide you.

# data[].attributes.headline
Pride Podcast Special: Why Supporting LGBTQ+ Students is Absolutely Critical

# data[].attributes.subject
Pride Podcast Special: Why Supporting LGBTQ+ Students is Absolutely Critical

# data[].attributes.attachment_link.readable_text
Episode Transcript for Supporting LGBTQ+ Students:

Podcast Intro 0:00
Welcome to the Community College marketing masterclass, where we explore the latest conversations happening in higher ed, including trials and triumphs and recruitment equity, guided pathways retention, and beyond. With more than 25 years of experience working with nearly 1000 Community Colleges nationwide, interact is proud to share best practices and insights from experts around the country. Tune in now for another great discussion with your host.

Rachel Rosen-Carroll 0:27
Hi, everyone, Happy Pride Month. Today we're going to talk about the unique challenges LGBTQ plus students face at college. Plus, how those pressures have increased during the pandemic, and what schools can do to support LGBTQ plus students. Today, I'll be interviewing Interact's expert, Dr. Paula Di Dio, Senior Director of Communications and research strategist. I'll be your host today, Rachel Rosen-Carroll, and I'm Interact's marketing copywriter. Let's get started. Paula, thanks so much for joining me today.

Paula Di Dio 1:03
Thank you so much, Rachel, pleasure being here talking to you.

Rachel Rosen-Carroll 1:08
So I first read your work talking about LGBTQ plus students and equity efforts in our white paper, Challenging Traditional Gender Roles and Boosting Enrollment. And we'll also post the link below in our show notes in case you're interested. So Paula, before we take a deep dive into today's topic, can you let our listeners know about your background working on diversity and inclusion efforts in higher ed?

Paula Di Dio 1:36
Sure, yeah, well, I have a Ph.D. in Latin American literature and cultural studies. So for many years, I worked as faculty in different higher ed institutions. And more recently, a couple of years ago, I transitioned into the private sector. That's when I started to work doing cross-cultural market research.

So basically, doing market research for higher ed, you know, for different segments of the population. Also, part of my academic background has to do with migrations with gender studies and gender issues. I basically combined both my academic background and my working experience in this field. I'm very interested in all sorts of issues related to equity, diversity, and inclusion. I've been writing about gender roles in higher ed. And how to target different segments of the population, including the Hispanic population in the US and African Americans. So that's basically, in a nutshell, my background and my interest, and my passion.

Rachel Rosen-Carroll 3:09
And I know personally, that you've also lived all over the world. So we're especially lucky to have you in, in California representing.

so

Paula Di Dio 3:17
I lived

I lived here in three countries and in different cities, and different areas of the United States. So I guess I had the pleasure of knowing this country really from the East Coast to the West Coast. It seems sometimes that we are talking about different countries than just one country. So yeah, so my pleasure to be here to

Rachel Rosen-Carroll 3:46
Fabulous, fabulous, thank you. Well, to start, please talk about some of the unique challenges that LGBTQ plus students face at college. And unfortunately, how those pressures have increased during the pandemic.

Paula Di Dio 3:58
Well, this population has very unique challenges, especially when it comes to the socialization aspect of going to college. But they have obstacles not only within the colleges, but also mostly when it comes to their personal relationships.

So sometimes, this, you know, this segment of the population can't count on their friends or family, and not to support them in their academic journey. And we all know how important it is to have support in your education, right. It's not an easy journey. Especially during the pandemic, the social isolation, increase increased, you know, within this segment of the population more than with anyone else, I think so, There is a lot of fear of harassment and personal safety within this group that our groups might not necessarily feel as much. In certain areas of the United States right now, it's not the same to be part a member of the LGBTQ plus community in California, as being a member of this group, in other, you know, in more conservative locations.

There was an article published in October of last year by Inside Higher Ed that says that nearly all the counselors and administrators surveyed in one of the many surveys that they conducted, said that COVID-19 worsen symptoms of depression, anxiety, loneliness, and difficulty coping with stress among LGBTQ plus community students, 84% cited depression and 75% listed family concerns, among the many issues that you know that we're being faced by, by members of the LGBTQ plus community.

So there's a lot of fear of coming out, sometimes, in some cases, in an acceptance of their own identity. And this is very unique to this group. So we know that when, you know if within our community, we have a group of people that fears acceptance of their identity, we are perpetuating inequality, we are perpetrating structural conditions of discrimination. Because that person is not going to be assertive, that person is not going to claim their rights is not going to navigate, it's going to navigate life in the margins of certain communities or on the margins of society. And that leads to depression.

So there are a lot of public health implications, too. The issue of when someone you know, doesn't feel the part of a community doesn't feel a sense of belonging, comes up public health concern because you have higher incidences of you know, substance abuse, higher incidence of suicidal ideation, higher incidence of chronic stress, chronic stress leads to depression. So I think we've had to look at these problems from a more holistic approach. Instead of just focusing on DEI plans or issues, we should look at this from the perspective of public health too.

Another unique challenge of this group is also that some students during the pandemic didn't have health insurance. So they were receiving some sort of counseling through the, you know, some campus services. And that stopped during the pandemic. Or if you didn't stop, they mean, we all went online, and some students didn't feel like didn't have a private space for them, to communicate to where there are concerns in the where at home, you know, because again because many of them don't receive any support at home or don't feel safe to open up at home.

Another unique issue with this group is data. Since so many people still don't feel safe, you know, about being open or being more vocal about their own identity. We don't have reliable data, as we have with other populations, you know, so we know exactly how many Hispanic students we have. In colleges. We know exactly how many African American students we have. But we don't know exactly how many members of the LGBTQ plus community we have. And since we, unfortunately, pack them all in the same group, you know, we pack gays, transgender people or lesbian people all in the same group, then it's more difficult to unpack that data and tailor, you know, services counseling services to in a more like specific way.

Since we don't have reliable data is hard also for colleges to implement change. Because we might not have a number high enough to justify the allocation of budget, for example, to implement some counseling services. So that is a big problem, not having reliable data. And speaking from the perspective of a researcher, unfortunately, if we don't have reliable data... There's only so much that colleges can do to implement change.

Rachel Rosen-Carroll 11:03
That's really unfortunate. And I thank you so much for sort of speaking on how complicated this issue is. Can you talk about how the enrollment of LGBTQ+ students has dropped at community colleges?

Paula Di Dio 11:17
I don't think that enrollment dips are necessarily unique to this group. We've seen enrollment, dips across all, you know, populations, like general populations, Hispanics, African Americans. So we know that, for example, LGBTQ+ men are as twice as likely as LGBTQ+ women to finish their degrees. Within this, this is the opposite for heterosexual, you know, cisgender population.

Normally, we have higher graduation rates among women than men, for example. But when it comes to enrollment dips, I think, again, this is not unique, something that I think could be going on with this population. Especially is, you know, if the pandemic brought to light, many issues with, like, again, depression, you know, chronic depression. So if you fear opening up about your own identity. And you live in the margins, you suffer from some sort of depression. Then you're not going to enroll in college, this is, you know, as simple as that.

So, you know, with other populations, it could be that we saw, for example, with Hispanics, they all went to work more than any other population, so many of them had to drop College because they didn't have enough time with members of the LGBTQ plus community could be the case also that when they were attending classes in person they were receiving, or they were having some sort of support from certain centers or groups within the college. And that stopped with a pandemic. So, you know, if you're not able to receive that support anymore, maybe you're not as interest interested, in or, or you don't have the, you know, the drive to apply to college. But again, we've seen enrollment dips across all populations.

Rachel Rosen-Carroll 13:55
Got it. Got it. Thanks for clearing that up. For me at least. I guess my next question for you is, you know, how, how can colleges support LGBTQ plus students, especially now, given the stresses everyone's under?

Paula Di Dio 14:12
Well, start by trying to get better data in order to understand better, you know, what are the issues with enrollment and retention within this group? And the way I think we are going to obtain better data is by creating trust, creating a sense of belonging, and creating a sense of community where people can feel safe enough to disclose their gender orientation, for example, gender identity.

So make sure that your students are aware of all the resources that you have on campus. Better equipped counseling services for me Evaluate by especially for this population, better training also in diversity inclusion and equity issues, we again tend to pack sometimes when we do, when, you know, we attend, or we create diversity and equity and inclusion training, we pack the training with like ethnicities, gender orientation, gender identity. And this should be two different separates in two separate pieces of training for example, so, because the issues that are the challenges that these populations face are very different.

So, when you create diversity and inclusion training, and you, you include every group, under the same umbrella, you are diluting the message, you are diluting the urgency that, you know, having a good diversity and inclusion training, how house on campus. So another way that colleges can support LGBTQ plus students is great representation by making sure you have hiring practices that encourage hiring diverse faculty and staff, body and also leadership because we forget about leadership, you know, we always say, Yeah, we need to pay representation among faculty and staff, but also, the more diverse the leadership team is that you know, trickles down within the institution.

Make sure also that your marketing materials reflect your equity plans, because and that your website reflects your equity plans, because sometimes you have a perfect Equity Plan, you know, in place, in theory, everything looks fantastic. But then there's no implementation, you know, like, sometimes I visit colleges because of my part of my, my job, my work with interact, and I don't see like brochures about you know, counseling services for LGBTQ plus community, members of the community, or I don't see, you know, support groups or so making sure that if you have equity and good Equity Plan, you reflect that into your marketing materials into your website, do the images that include put in your website represent this, you know, a segment of the population, that's the language you use in your website, represent this group of, there's some sort of representation for this group.

Also, well training for you know, faculty and staff, and especially for staff that is in close contact with students, right, this is really important because when students are sometimes they don't feel safe, you know, a word or just not answering the phone on time or not guiding someone to the right counseling services, or the person having to wait weeks until they get you to know, connected to a counselor that could make the difference between someone dropping out college and someone persisting. So, training for faculty and staff is key.

I think and also something that I would like to mention there is another layer of complication, sometimes when we talk about like, some sort of intersectionality you know, and that is something that sometimes diversity and inclusion the training overlook, you know, when there is more like, the more intersection, right between different or I don't know how to explain that, but the more a person carries with him with her when they with them have this sort of, you know, different ethnicities, different sexual orientations, different races, the more complicated their lives sometimes are, unfortunately. Right?

So if you are, you know, sexual orientation, plus certain ethnicities, you know, these students are suffering from sometimes, like more discrimination, more biases, you know, more prejudice against them. So, again, the more the intersectionality is a key issue also to understanding what, like, particular challenges, some of these students might feel?

Rachel Rosen-Carroll 20:52
Yeah, it's, it's a lot more complicated, I think than just, hey, it's June and it's Pride Month. It's a very, it's a very, yeah, it's a huge issue. Yeah.

Paula Di Dio 21:04
Because also, you know, this history behind the LGBTQ plus community history of decades, if not centuries of discrimination in biases, you know, structural, structural conditions that that that perpetuated you know, discrimination. So, I mean, decriminalization of gay rights, for example. I mean, it's gonna take forever to get rid of that baggage behind that issue. So it's not like, Okay, we decriminalize certain things. And that's it No, as that history, it's a heavyweight, you know, in something along those lines might have mean happens with, you know, African American students. I mean, the challenges are different, but the history of discrimination for decades and centuries. That's heavy.

Rachel Rosen-Carroll 22:21
Yeah, Indeed, indeed. Well, thank you for adding that nuance. I wanted to ask about LGBTQ plus support and resource centers, and how crucial they can be to supporting this population. And if colleges don't have a support center in place, what they can do to make up for that lack?

Paula Di Dio 22:43
Yeah, well, similar to what I said before, some of these students don't have support at home. So for them having to support a college, it's a huge difference. So we have to take that into account. We had to, like, sometimes I know that students need to wait for weeks until they can see a counselor and that's not okay, you know, at any level, because the students are suffering, again, from other issues, not only not knowing what classes they're going to take, right.

So creating support centers, you know, creating more opportunities, more avenues for students to get access to quickly. Counseling Services are key. Because, unlike other populations, these students don't receive sometimes not in all cases, of course, but sometimes they don't have the same support that other people have at home. So again, if there's a fear of disclosing your own identity, that's a huge deal for students. So yeah, so definitely. But again, sometimes we don't have reliable data. So it's difficult for colleges to justify opening more services or starting new services for this population. Right, but at the very least, get the counselors on board perhaps, practically. Exactly. Yeah. Wonderful.

Rachel Rosen-Carroll 24:28
Wonderful. Well, you know, it is June it is pride month. So what are some ways colleges can celebrate?

Paula Di Dio 24:34
I think, you know, this is a little bit tricky, because sometimes when we think about the, like Pride Month, we tend to think okay, now we have to start the engine with, you know, new resources and new, but this should be a year-round Effort, Right? Not only this month, the only thing about that I could say about taking the opportunity of this month to identify some groups, that during this month, but some groups or some people are also going to be more vocal, maybe, you know, they're going, some groups are going to be posting more on social media, for example.

So maybe if colleges could identify certain groups within, in other colleges that can help support other students that might be less vocal. This month could be an opportunity for that to track, you know, social media and see, oh, you know, there's this group within this college, that maybe we can tap to, you know, to get help for other students that are maybe a little bit less vocal. During this month, this type of massage is going to be a little bit more obvious.

Colleges can take advantage of that. Make sure your students again, know, all the resources that are available on campus and try to connect people because this is why sometimes, also, you know, if colleges don't have professional counseling, available right away for students, they, you know, the action of connecting people with, you know, same concern, same interests. That helps a lot, you know, Samson, some group of students can be helping other students to Mabel, maybe, maybe tackle some issues. So create a sort of network, you know, or a safety net. For students that might be a little bit more, I mean, less vocal about this.

Rachel Rosen-Carroll 27:06
Wonderful, wonderful. And I guess my last question would be, you know, talk about how LGBTQ plus support is a vital component of colleges equity plans.

Paula Di Dio 27:17
Well, like I said, before, you know, equity plans are all the law all look great, in theory, the right language, the right goals, the right missions. But the problem is with implementation. So you can have the most comprehensive equity plan, but if the implementation fails, then you're failing your students.

So, again, when it comes to training, maybe the idea is not to pack, everyone under the same umbrella term, that is diversity and inclusion by trying to tailor this training for more like specific concerns within each group. Have in mind, the idea of intersectionality that complicates things a little bit more for some students. And again, make sure that you are implementing what you have already in theory, right.

That will be my, yeah, my sort of, I see that when I go to colleges, that I, you know, with their websites, and everything looks great, but then when I go to visit, some of them don't have enough, you know, representation within the college or they don't have enough information on marketing materials or counselling, service, services, brochures, for example. And that is not so difficult to implement, you know, that those changes could make a lasting effect in in students. And those are not really difficult or expensive steps that you can take. So it's always good to hear that it's, it's an easy fix, hopefully.

Yeah, it's not necessarily I don't think it's I mean, it's not a fix in terms of, we're not going to change structural conditions, right with with a brochure, services, but at least we can help you know, some students get the help that they need right away. And so instead of waiting in, that's the way that's gonna A way of creating change. I mean, we can create change at a more like structural level. But we can also create change in everyday life interactions. And that's where the brochures, you know, would enter for example.

Rachel Rosen-Carroll 30:20
Wonderful, wonderful. Well, Paula, thank you so much for your time. Is there anything you want to add before we wrap it up for today?

Paula Di Dio 30:30
Just don't forget about the students around the year. Not only think about this, this group of students during pride month as a marketing device to try to implement whatever measures you can, whatever plans around the year, make this effort an evergreen effort.

Rachel Rosen-Carroll 30:58
Beautiful, beautiful, well said. Well, thank you so much, Paula, and thanks to all of our listeners for joining us today. We'll add helpful links in the show notes. We're also going to have some blogs with helpful topics coming out this month for pride. Thank you all and be well. Thank you, Rachel.

Podcast Intro 31:18
Thank you for listening to another episode of the community college marketing masterclass podcast hosted by Interact's team of two-year college experts for more community college resources, insights, and downloads, including the transcript of today's show, visit interactcom.com That's interactcom.com. And don't forget to follow interact on social media and subscribe to this podcast to keep your finger on the pulse of higher ed trends. That's all for today. We'll catch you next time

# data[].attributes.attachment_link.title
Pride Podcast Special: Why Supporting LGBTQ+ Students is Absolutely Critical

# data[].attributes.attachment_link.description
While colleges celebrate Pride Month in June, supporting LGBTQ+ students year-round is crucial for enrollment and retention efforts. In this episode of the Community College Marketing Master Class, equity expert Dr. Paula Di

# data[].attributes.headline
Dr. Emily Meadows on LGBTQ+ Policy and Practice - SENIA International

# data[].attributes.subject
Dr. Emily Meadows on LGBTQ+ Policy and Practice - SENIA International

# data[].attributes.attachment_link.provider_name
SENIA International - SENIA International

# data[].attributes.attachment_link.readable_text
[ Introduction music plays ]

Welcome to the SENIA Happy Hour with your host, Lori Boll. We know you're busy so we bring you 1 hour of content in under thirty minutes, leaving you with time for a true happy hour.

Lori: Well, hello there listeners. I hope you're all doing well. Today, I had the opportunity to speak with Dr. Emily Meadows, who's one of SENIA's keynote speakers for our upcoming virtual conference in November. Emily is an LGBTQ consultant specializing in international schools and in addition to her doctoral degree, she holds master's degrees in both sexual health and counseling and has worked as an international school counselor for over a decade. She researches, publishes and trains school communities on equitable policy and practice while also teaching for the LGBT Health Policy and practice graduate program at George Washington University. Having spent more than half of her life in international schools, Emily specializes in culturally relevant solutions to promote equity and belonging worldwide.

Today, we discuss Emily's work in those international schools and how she works alongside school leaders, faculty and the community to ensure that members of the LGBTQ+ community feel safe, which is her number one goal. Emily also shares a sneak peek into what she'll be sharing in her keynote presentation and be sure to listen all the way through as Emily gives all of us listeners a huge gift at the end. So I know you're excited, this is a good one.

So now onto the show... oh, and before I go further into the podcast, let me just say that there's a few bloopers in this podcast and you know what, Emily and I talked about it and we decided to keep those in. So enjoy us. Well, hello Emily and welcome to the podcast.

Emily: Thanks so much for having me, Lori.

LorI: Well, as I described in the introduction, you're an LGP. Let me do that part again. Well, as I described in the introduction, you're an LGBTQ+ consultant specializing in international schools. So can you give us a little background about your interest in this topic and how you came to be an expert in this field?

Emily: Sure. Well, I started out in education as a counselor and I noticed there were, there were some students who were maybe not out to their teachers or their families, but they might be out to their counselor and I wanted to be able to support them in a way that would both keep them safe, but also allow them to be as much as out as they wanted to at the school. But to be honest, even though I myself am queer, I didn't really know how to do it. I, I had sort of intuitions but it felt like a big, it felt, it felt really important and I wanted to know that I was doing it in a way that was really centering the student and their needs. And so, I sort of, you know, did what I could in the, in the moment but I, decided to go back and do some graduate work to really dig into this and see what the research said. And so I in addition to my counseling degree, I hold a, a degree a, a master of Health Sciences Degree in sexual health. So looking at it sort of from the health sciences perspective, and then I also hold a PhD and my entire dissertation, I was looking at best practices around supporting LGBTQ students in international schools because I wanted to know that when I said here's what we recommend, it was backed by research, not just my personal opinion or sort of my gut instinct.

Lori: And was it easy to find that research? Was it out there already or was that the research you did?

Emily: it, that was the research I did.

Emily: We do have, as you know, there is a, a fairly robust body of research documenting both the risks and the protective factors for LGBTQ youth in certain countries and the reason why we have it in some countries and not others is simply because it's much easier to do this research in certain places than others. There might be obvious safety risks to both the researcher and the participants in some countries or it simply wouldn't be approved. So we don't have the research everywhere but because we have enough from enough different countries and essentially the results look very similar across, across geography and across culture, we can extrapolate from that. So that was, that was sort of what I was doing was looking at how can we apply this in, in places where it hasn't been done before?

Lori: So interesting. So you consult with international schools. I'm, I'm guessing they seek you out - they must have a need or they want to improve their practice at their schools. So what is generally the first thing you want to know when you're working with an international school?

Emily: Right? So I always ask before we do any work together, I always ask to meet with the people who've called me to ensure that my practice is a good fit for what they're looking for and also that I can do my work effectively. So one of the things I want to know is where does your leadership stand in terms of supporting LGBTQ safety. And I work with schools really all around the world at all different stages of LGBTQ affirmation including schools where it's brand new and where leadership is not even clear what the L, the G, the B, the T and the Q stands for.

So it's not a, a barrier necessarily, but it is important for me to know that starting point because that helps me understand where we need to begin without leadership, without sort of having an understanding where leadership is, it can be hard to get off the ground. And I don't want to involve teachers in work that they might potentially be fired for, for example. So I'm always thinking about the safety of the, the folks involved before we get going.
Lori:
Yeah, that's, that's interesting. I, I wonder, well, I guess what I'm trying to say is that everyone I've talked to in any sort of inclusion role, whether it is for special education, whether it is for BIPOC community, it's always, we always talk about leadership, it has to come from leadership and that they have to be supportive.

Emily: So interesting. I didn't realize that was a theme across all of the, the folks that you've been.

Lori: Yeah, it really is because, you know, if they have to be the ones that ask for the policies or create the policies because the staff is there, they're ready to work with all individuals and if the leadership is not supportive, then they're stuck. Right. So.

Emily: Absolutely. And I think, you know, sometimes what I there are some schools that I work with where I will spend literally a couple of days on site with just the school leadership before I even meet anyone else to ensure that they have what they need to be able to support the work.

So a lot of times when leaders call me, they're used to being yes, the ones in charge. But also they're in charge usually because they have a lot of experience, a lot of expertise and they're seen as being really competent and they are generally very competent in so many ways. But this, because it's a relatively new area of work and education, this is a place where a lot of leaders say, you know, I actually don't feel super confident in, in being able to lead this work. And so I usually say, look, you don't need to, to be the expert, you don't need to lead it in that way right now but we need to make sure you're not a barrier. And so it provides support to help get them to, you know, to a place where they feel confident, at least walking alongside me in a leadership role to begin with. And then we can hand it over to them and other co leaders in the community because sometimes some of the strongest leaders are going to be students, for example, or our counselors et cetera.
Lori:
Yeah. Well, let's talk about policies. If schools don't already have a policy for inclusion of members of the LGBTQ+ community, where do they need to start and what are some areas that really must be included in?

Emily: I'm a really strong advocate for embedding this work in policy. This binds it to the institution in a way that is different than having inclusion work be held in the hands of a few really strong advocates because as we know, with international schools, folks leave. And so we need this to, to be really part of, of the the fabric of the institution.

But the other reason is not just to protect LGBTQ people, which is my primary goal, but it also protects the school. If the school doesn't have a policy, then important decisions are being left to individuals to make. And there may be lots of different opinions. I can tell you if you've been on social media lately, I think there are lots of opinions about how this should be done. And so if it's up to one principal or one head of school or one classroom teacher to decide what, how, how a a support will be managed, that person is really in a vulnerable position. So when it's an institutional policy that protects the school, it and it takes it takes the debate out of it and focuses the work on, on the needs of the child. And so I can actually, if you have a way to add links to this podcast..

Emily: Ok, great. So I will I will email you a resource to add to our, the, the show notes which is a template for an LGBTQ nondiscrimination policy that I have written and it's designed to be shared and used among international schools and it will give you all of the sort of language you can literally copy and paste it. Your listeners can copy and paste and take it and use it in their school and it covers things like what to do around pronouns.

So students asking to use gender affirming pronouns that might be different than what was on their passport or their birth certificate or their enrollment, how to manage that. For example, it talks about what to do in terms of sports participation, bathrooms and locker rooms, disclosure and confidentiality and privacy and a number of really important topics that again, if you don't have it written down as policy, it's, it could be really scary for, for people to try to create this stuff and they end up googling it. You know, it's, it gets really, it's sort of where I was at. I mean, it's inspired by my own history of wanting to do, do the right thing, but wanting to know that it was grounded in best practice and research and this this policy is so I'm happy to share that with, with your listeners.

Lori: Well, thank you. That was such a gift.

Lori: Wow, that's fantastic. So I'm also wondering about your working countries around the world. I mean, you're, you're everywhere basically and some countries are of course, very inclusive while others may not be and that might be in their, their governance or rules of and how they, they themselves, the countries treat members of the community. So does this have an impact on the work you're able to do with schools, international schools in those regions, those areas?

Emily: Absolutely. As I've mentioned a few times and this is sort of one of my really core of my practice safety is, is top priority. So I'm always thinking about the safety first and foremost of students at the school but also of course of, of supportive faculty members, the administration and other community members, family members of the students and so in certain countries, drawing attention to one's own support of or identity that's LGBTQ could potentially put someone at risk. And so while I would never tell someone not to be out or not to be a vocal advocate, that's, that's a very personal decision and not something that I would get involved with. I am also really careful not to be the one to put someone, somebody in harm's way and not to get a school shutdown or someone fired, right. We can't do much good if, if our school gets shut down. So when I'm working in particular, these socially conservative countries, I'm really aware of safety risks and also of legal restrictions. But that being said, we can always look for areas where generally the community can agree.

So let me give a couple of examples. One example is when we are thinking again about safety, we have a lot of evidence that LGBTQ xhildren are targeted for harassment and even violence far more than their cisgender, heterosexual peers. And whether or not someone thinks that being LGBTQ is acceptable or not, I think every educator I know agrees that harassment is not OK. And so we can put in place, for example, policies and protocols that prevent and address harassment on the basis of identity. And we don't even need to know the identity of the child being harassed. But if someone is doing harassment or, or causing harm to another child, for any reason, we can say, listen, we draw a line here. That's not OK. So that's one example.

Another example that at least within international schools, I think we generally have a consensus around is human rights. So the United Nations Convention on the Rights of the child, which has been ratified by almost every country on earth. The second article of the CRC is the right to nondiscrimination. So if you believe in human rights and you believe in the rights of Children, you can actively advocate for the right to nondiscrimination. And I always say, you know, if, if cultural norms are being weighed against human rights, I'm going to default to the human rights beyond be before cultural norms and that includes within my own culture.

Emily: Right. So not just me coming in and judging, but knowing that my own culture also violates human rights and I can advocate for, for doing better there too. So those are a few areas where we can begin to touch on, on some of this work. But I, I lived and worked in Kuwait for several years, I mean, I've traveled really everywhere. I've worked in many different places and I, I pride myself on being able to support folks wherever they're at. And to find an opening because we don't need to, it doesn't have to be all or nothing.

Lori: Right. Wow, you're doing really good work, so thank you. It's amazing. Let me ask about your work. When you do go into schools, you, you you look at the, you speak with the admin, you look at their policies, what are some other things you do when you're visit, visiting a school?

Emily: So I do loads of training. That's one of the, the biggest components of what I try to do when I get into a school, I do training and workshops for the entire community. So I'm, I'm happy to do sort of small group, targeted work with counselors with admin. I do a lot of work around athletics and working with coaches and PE teachers. But then I always say, you know, I would like to see ideally everyone.

So sometimes that means I get to see the entire faculty and staff including sort of like the HR person and the cafeteria worker and you know, the bus moms and we all come together and we talk about where are some of the common points that everyone can be involved with. Because when we're advocating for safety and belonging in a school, it doesn't work. If only a few people are interested, it really needs to be a community wide understanding and I want to make sure everyone feels invited to participate in this. And so trainings and workshop is a big part of what I do. Policy writing and revision is also what I do. I also look at curriculum.

So ideally, I'd love for when I leave a school for teachers to have a better understanding of how they can integrate LGBTQ representation and affirmation and themes into their practice and even embed it in the curriculum, so that again, the turnover in international schools when the teacher leaves this work doesn't leave with them. But it's an understood expectation that if you're in grade 3, for example, you are going to learn about XYZ. So that's another, another example of what I do, but it's, it's extremely tailored so each school, the program is going to be specific to their needs, their priorities, their context. And, and so I might, like I said, spend a couple of days just with leadership, but I might spend time with students. I might spend time with, parents and each time it's a little different.

Lori: That's great. I'm wondering if you've ever had a very reluctant teacher or parent or admin who has experienced some sort of mind shift change after your visit?

Emily: I mean, almost every time. Yeah, I, I mean, there's always reluctant people and I like to think of, of, I, I mean, maybe reluctant isn't the word I would use but people who, haven't felt invited in yet and maybe don't see that pathway into the work for themselves yet. And my goal is to try to sort of illuminate that pathway for them and to invite them in and to make that connection for them. So they see how it's relevant to what they care about and in their practice but you might be surprised sometimes it's, you know, it's, a person who says, you know, I'm gay and I've never had any problems here, so, you know, what, why do we need to do this. And then, you know, I'm thinking of a pretty specific example actually from recently, but it was, it was, was a a gay teacher who said, you know, "it's fine. I've been here for years. I'm OK".

And then when we started talking about some of the challenges that students face, he was like, "oh yeah, actually that, that is me and I never really, I had just so normalized it that I didn't realize that that wasn't OK". And so that was really touching for me and really moving because, you know, to, to be able to connect with a queer educator like that was very meaningful.

Lori: Well, thanks for sharing that. So.. one example, yeah, I'm sure you have millions.

Emily: Well, it's one of my favorite parts of the work honestly because I think it, it has become so contentious and so polarized and I really work hard to disarm people to come in and show my own vulnerabilities. It's not about me saying, you know, here's how I'm so much better, let me teach you. I'm, you know, I'm judgmental, but instead, sort of what do you care about and where can we, where can we come together and make this change for your community in a way that feels good in a way that is productive.

Lori: And ultimately, we're all there for the kids, right? So helping them feel safe and I don't think anyone could deny that you know, I hope not. That is one thing we have for sure.

Lori: Well, at our upcoming conference, you are going to be our virtual conference, you're going to be our keynote speaker, which we're all very excited about. So I'm just wondering if you can give our our podcast listeners a brief sneak peek into your topic.

Emily: Sure. Well, I was very excited to get the invitation because SENIA has been doing incredible inclusion work for a long time. And I also remember when we first talked about this, you know, me sort of, II I always ask what what our conference is doing to elevate the voices of Black and brown people. And you were right on top of that, you'd already thought about that. And you know, one of the co keynote speakers is Jason Arday, so we're really looking forward to hearing from him. And so I was just very excited to bring, I think this intersectional lens to the field of inclusion.

So thinking about how we can honor and affirm all aspects of a child's identity so that every child feels supported and welcome and that they belong in their school. And so the, the topic I'm looking at in particular is around gender and gender roles. I think all of us can think of a child who doesn't fit into sort of the pink and blue gender roles, whether that's an LGBTQ child or just a child who isn't conforming to that really narrow vision of what it means to be a a particular gender. And so thinking about what educators can do to create more space within schools for children, of all genders and all gender expressions. And what also, how does that intersect with neurodivergence, because there's an interesting connection there as well. So that's a little teaser, I guess.

Lori: I love that teaser because that's... yes. Thank you for sharing that. All right, Emily, I think that's all we have time for today. But thank you for your time. Thank you for your passion and commitment to our LGBTQ plus students and community. And we look forward to seeing you at SENIA's Virtual conference here coming up in November.

Emily: Thank you, Lori and thank you for making space on your platform for this work. When leaders in the field, like you create space, it sends a message that's really powerful for others. So I'm very honored and very grateful to participate. I'll see everyone there.

[ Outro music plays ]

Thank you for joining us for today's show. For more information including how to subscribe and shownotes, please head to our website. That's SENIAinternational.org/podcasts. Until next time... cheers!

# data[].attributes.attachment_link.title
#76 Keynote Speaker- Dr. Emily Meadows on LGBTQ+ Policy and Practice - SENIA International

# data[].attributes.attachment_link.description
Emily is an LGBTQ+ consultant specialized in international schools. In addition to her doctoral degree, Emily holds master's degrees in both Sexual Health and Counseling, and has worked as an international school counselor for over a decade

# data[].attributes.body
“Under the Gaydar” features books you might not realize have queer content but do!

# data[].attributes.attachment_link.readable_text
It's such a great feeling when you read a wonderful debut and know it's just the beginning for a fabulous new voice, especially in queer lit. YA has seen some incredible social justice books in the last couple of years, and I'm so excited that this excellent queer one is in the mix, especially since it's Under the Gaydar and also has a really phenomenal and superqueer secondary cast as well. Do yourself and YA lit in general a favor and grab this one as soon as it releases on May 22, or better yet, use those links at the bottom and preorder it now!

A story of resilience and loss, love and family, Mark Oshiro's Anger is a Gift testifies to the vulnerability and strength of a community living within a system of oppression.

Six years ago, Moss Jefferies' father was murdered by an Oakland police officer. Along with losing a parent, the media's vilification of his father and lack of accountability has left Moss with near crippling panic attacks.

Now, in his sophomore year of high school, Moss and his fellow classmates find themselves increasingly treated like criminals their own school. New rules. Random locker searches. Constant intimidation and Oakland Police Department stationed in their halls. Despite their youth, the students decide to organize and push back against the administration.

When tensions hit a fever pitch and tragedy strikes, Moss must face a difficult choice: give in to fear and hate or realize that anger can actually be a gift.

# data[].attributes.attachment_link.description
Posts about Under the Gaydar written by Dahlia Adler

# data[].attributes.body
This novel follows a Puerto Rican lesbian protagonist, Juliet, as she embarks on a journey of self-discovery and intersectionality.

# data[].attributes.attachment_link.readable_text
GALE is a learning community focusing on education about lesbian, gay, bisexual and transgender (LGBT) issues. We promote the full inclusion of people who are disadvantaged because of their sexual orientation, sexual identity and their expression by identifying, enhancing and sharing educational expertise. The membership of the community is free and open to anyone actively involved in education about LGBT issues.

# data[].attributes.attachment_link.description
GALE is a learning community focusing on education about lesbian, gay, bisexual and transgender (LGBT) issues. We promote the full inclusion of people who are disadvantaged because of their sexual orientation, sexual identity and their expression by identifying, enhancing and sharing educational expertise.

# data[].attributes.attachment_link.readable_text
Methodology

The LGBTQI+ Human Rights Report Cards are an extension of the 2021 Summit for Democracy and the F&M Global Barometers LGBTQI+ Perception Index is an outgrowth of the first Human Rights Report Cards. The Report Cards measure states' legislative protections whereas the Perception Index documents the lived realities of LGBTQI+ people. The LGBTQI+ Human Rights Report Cards and the LGBTQI+ Perception Index complement one another: The first documents state-level human rights protection, and the second reflects the actual human rights climate.

Grading Scale

The grading scale provides an opportunity to compare state legislative protections from the Human Rights Report Card with LGBTQI+ individuals' perceptions of their lived experiences from the Perception Index Survey.

# data[].attributes.attachment_link.description
The F&M Global Barometers™ in partnership with the Council for Global Equality present a unique and historic global database, comparing LGBTQI+ human

# data[].attributes.headline
How to Make Your School More Welcoming for LGBTQ Families

# data[].attributes.subject
How to Make Your School More Welcoming for LGBTQ Families

# data[].attributes.attachment_link.readable_text
A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences.

As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

I recently had the opportunity to speak with gay and lesbian parents about some of their experiences with their children's schools. The majority of them spoke about positives; however, they said there are still many areas for growth.

Before we dive into what they shared, it's important to understand a bit about heteronormativity. Heteronormativity is the assumption that all people are heterosexual by default, and research suggests that schools are, by default, highly heternormative cultures. We have educators working in schools who view the world through a heterosexual lens and therefore may not be aware of the some of the challenges facing same-sex families.

Through the voices of gay and lesbian parents, we can learn a lot about the steps we need to take in order to create more-inclusive school communities.

School Documents, Databases, and Communication

Ask yourself, "Can every type of parent or guardian find a place for themselves in my school's documents, databases, and communication?"

"That always bugs the crap out of me. I hate it when that comes back, and I just cross out both 'Mom' and 'Dad' and write 'Parent, Parent.'"-Sally

"The action of having to do that does take me to the place of, if this is happening right now, what is this going to look like for my family as we move forward? It feels very marginalizing. I have to go an extra step to call attention to and make known the needs of my family, which other families don't have to do. So, I think in that respect it can sometimes be very frustrating."-Todd

"At the time of registration, we had to complete 10-15 documents and were crossing out 'Mother' and putting 'Father, Other Father.' We got frustrated while completing the paperwork because we didn't know which parent was Jason and which one was Rich."-Jason

These are a few things I heard from parents:

To solve this problem, schools could make simple modifications to their databases and paperwork allowing parents to self-identify who they are in relation to a student. Consider drop-down menus or blanks so that caregivers of all types can be included: mother, father, stepfather, guardian, etc.

Schoolwide Events

Ask yourself, "When planning this event, can every type of student, parent, or family find a place for themselves?"

"We see these pictures online or in Facebook posts of daddy/daughter dances and things like that, and we're dreading it. Right now, we dread Mother's Day. We don't think they'll address it. We really don't."-Jason

"School events can be a bit awkward at times. I think you get some of the looks like, well, what are you doing here, or whatever. At some point you sit down at a table with a set of moms, and it kind of comes up."-Todd

"So I think the girls in Sofia's school used to have Invite Your Mommy for Make-Up Day or something like that, and then the dads get invited for doughnuts. So, when Sofia had that opportunity to bring what was originally supposed to be her mother, we asked, can she bring an aunt, and so she brought an aunt. And then for Mother's Day, we just left it up to Sofia, and I think she wrote a card to her aunt or to her female cousin."-Ron

Here's what I heard from parents:

As educators, our goal is to make sure that students feel good about themselves. All children want to fit in, and events solely for moms or dads can be alienating. Although these types of events are surefire hits in schools when it comes to building community and connections, they limit families by gender or relationship. Consider events such as Lunch with Loved Ones or Pastries with Parents. Elementary teacher Elizabeth Mulvahill has some great suggestions.

Word Choice, Actions, and Body Language

Throughout my research, parents recalled instances of word choice, actions, and body language that set a tone for future interactions.

"Every time I talked to her, her face would get red like she was really nervous, and I don't know if she was intimidated because I come off as maybe more masculine, that I would be mean. It was really interesting because I would see her interact with other parents, and her face wouldn't get red."-Shannon

"The teacher was so incredibly uncomfortable with both of us sitting there. It was like she had no idea how to announce or address us. She actually cried one time because she was so frazzled."-Jason

"What's so interesting about it is that they didn't know what to call us. They didn't know how to address us. If we went to pick up Jordan, the office would call the room and say, "Jordan's-um, will you send Jordan to the office?"-Rich

These are some of the things I heard from parents:

In each of these experiences, the parents left wondering how welcome they were in the school. Finding this interesting, I asked each parent what they felt schools could do to ensure a more positive dynamic, and they all mentioned ongoing professional development and training. Recognizing that not all people have had close interactions with out gay or lesbian parents, they believe that some simple background information and knowledge could go a long way.

# data[].attributes.attachment_link.title
How to Make Your School More Welcoming for LGBTQ Families

# data[].attributes.attachment_link.description
A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences. As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

# data[].attributes.headline
Umutoni: Why Histories of African Homosexualities Matter

# data[].attributes.subject
Umutoni: Why Histories of African Homosexualities Matter

# data[].attributes.attachment_link.readable_text
Homosexuality in Africa has been a hot topic of late, particularly in the aftermath of Uganda's recently repealed ( but still threatening) anti-homosexuality law of 2014. Among the arguments the law's supporters put forward was that homosexuality was somehow un-African. Many scholars and activists have pushed back at this ridiculous notion. Indeed, as elsewhere, same-sex loving and desiring people have long existed in Africa, and will continue to do so.

Often missing, however, are the stories of who precisely these historical Africans are. In some cases their personalities and individual lives have been lost to the historical record. But we often do have some details of their lives, which can help us better understand how different societies understood same-sex behaviors and identities, and how those were even institutionalized in those societies. The role of the umutoni in the pre-colonial Rwandan monarchy is an example of this kind of institutionalized relationship. Because the lives of individual kings, or bami (sing. mwami), were meticulously recorded by court historians, we have a glimpse into how these relationships functioned at court, and how they were understood in their own historical context.

The relationship between the Rwandan Mwami Yuhi IV Gahindiro (r.1820-1847) and his advisor, Rugaju, illuminates the umutoni role and his relationship with the mwami. Rugaju was the son of Mutimbo, whose family had migrated to Nduga (contemporary south-central Rwanda) from Ndorwa (contemporary northeast Rwanda and southeast Uganda). They were a family of modest herders who had gained favor at the royal court, and Rugaju and Gahindiro became friends as children during their intore (warrior) training. As Gahindiro rose to prominence, Rugaju rose with him, becoming Gahindiro's most trusted advisor when he became mwami. Gahindiro entrusted Rugaju with the most important political aspects of running the kingdom. Rugaju was Gahindiro's umutoni, in a tradition dating back at least to the court of Mwami Kigeli III Ndabarasa (r. ca. 1786-ca.1796), and his own great favorite Rukari of Muhabura. In both of these cases, the umutoni was not simply an advisor, but the closest of companions.

Umutoni (pl. abatoni) is often translated from Kinyarwanda as "best friend," but this does not adequately express the complexity of the term. An umutoni is the closest of friends, one who is prized and protected above all others. The umutoni relationship implies a deep commitment to one another's wellbeing, and to one's physical and spiritual sustenance. An umutoni is one for whom you would give your life and all of your riches. While in Rwanda today the term is mostly used to describe a close platonic relationship, in the eighteenth and nineteenth centuries it also carried the implication of an erotic relationship. When I conducted research in Rwanda in 2012 and asked one of my research assistants about the term, he smiled conspiratorially and made a gesture indicating penetration to demonstrate the meaning of the word in this context. Though it seems that some Rwandans are aware of this older meaning, today the term is used almost exclusively to describe friendships and not sexually-intimate relationships.

The older meaning seems to find its exemplary expression in the early nineteenth-century relationship between Gahindiro and Rugaju. Jan Vansina writes that "homosexuality was admitted at court and quite common in military circles." But he goes on to argue that this did not necessarily signal greater political influence for the kings' lovers. The reality, it seems, is more complicated.

The umutoni was a fixture of elite social norms in the Great Lakes region. Colonial-era studies indicate that royal favorites were common in both Rwanda and Burundi, and that these were usually men chosen from the ranks of pastoralists with whom the noblemen had a patron-client relationship. An understanding of the umutoni as he existed at court, particularly if he was the mwami 's lover as well as his advisor, is key to a broader understanding of how political power was gained, lost, and practiced in elite circles.

Rugaju and Gahindiro both benefitted from their relationship. Though Gahindiro was the mwami, he ascended the throne in the aftermath of a violent civil war, and his support came mostly from his mother's very powerful lineage, which threatened the supremacy of the royal line. In order to gain some measure of independence, Gahindiro looked to Rugaju as someone who would support him, because Rugaju owed his career to Gahindiro.

Rugaju, likewise, profited substantially. He rose in wealth and influence through Gahindiro's patronage, which in turn allowed him to build his own political network throughout the country. He also developed tools that were used through the rest of the century to centralize royal power and strengthen monarchical authority. Some oral traditions even refer to Rugaju as a regent, because he exercised so much authority.

The stories of these individual relationships, as well as the institutions with which they intersected, are a vital part of increasing our understanding of traditions of same-sex love in Africa. This creates not only a historical context through which we can reexamine current events, but also a way to raise questions important to our contemporary discourse on eroticism and power. By including same-sex relationships in our studies of pre-colonial societies, we not only better appreciate the dynamics of intimacy and eroticism, but we also gain a more holistic understanding of the society at large, particularly in places where these relationships were part of the mechanisms of power. It is not enough to simply acknowledge that same-sex loving and desiring people existed; we must also demonstrate how those people lived and the impact of those lives on their cultures and histories.

Sarah E. Watkins is a Research Fellow at the Interdisciplinary Humanities Center at the University of California, Santa Barbara, where she also serves as a Lecturer in the Departments of History and Feminist Studies. She is interested in the intersections of eroticism, intimate labor, gender, and political power in Africa. She is currently working on a book manuscript titled, Mistress of the Drum: Intimate Politics and State Formation in Rwanda. Sarah tweets from @SarahEWatkins .

NOTCHES: (re)marks on the history of sexuality is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at www.notchesblog.com.

For permission to publish any NOTCHES post in whole or in part please contact the editors at NotchesBlog@gmail.com

# data[].attributes.attachment_link.title
Umutoni: Why Histories of African Homosexualities Matter

# data[].attributes.attachment_link.description
Same-sex loving and desiring people have long existed in Africa, and will continue to do so.

# data[].attributes.attachment_caption
African sexuality and the legacy of imported homophobia

# data[].attributes.headline
African sexuality and the legacy of imported homophobia

# data[].attributes.subject
African sexuality and the legacy of imported homophobia

# data[].attributes.attachment_link.readable_text
In June, Botswana overturned colonial-era laws which criminalised homosexuality, with the judge, Michael Leburu, declaring that "the anti-sodomy laws are a British import" and were developed "without the consultation of local peoples".

It was viewed as a massive success and a historic moment across the continent. Despite this the more than half of the countries in Africa outlaw homosexuality, with four enforcing the death penalty. At a time where we see more and more countries worldwide becoming progressive with regard to LGBT rights, why does Africa still maintain their anti-LGBT stance? Is homosexuality, rather than homophobia a "western import" as claimed by Ugandan president Yoweri Museveni?

Of course not. There is a direct correlation between countries which belong to the Commonwealth, and therefore have previously been under British rule, and countries that still have homophobic biphobic and/or transphobic legislature in their constitutions. 25 per cent of the world's population (2.4 billion people) currently live in a country belonging to the Commonwealth, however they make up a disproportionately large 50 per cent of countries that still criminalise homosexuality.

But this phenomenon is specific to those under British rule. By the 13th century in France, punishments for male homosexuality include castration for the first offence. But the French repealed their anti-sodomy laws after the first French Revolution in 1750, two centuries prior to the British in 1967. This is then echoed in La Francophonie nations; out of 54 member states, only 33 per cent of these criminalise homosexuality, in comparison to 66 per cent of Commonwealth nations.

Prior to European colonisation, throughout the African continent we see far different, more relaxed attitudes towards sexual orientation and gender identity. As far back as 2400 BC tombs have been excavated in ancient Egypt with two men's bodies Niankhkhnum and Khnumhotep embracing each other as lovers. In addition to their acceptance of same sex relationships, Ancient Egyptians, similar to other civilisations at the time not only acknowledge a third gender, but venerate it. Many deities were portrayed androgynously, and goddesses such as Mut (the goddess of Motherhood; lit. translation Mother) and Sekmeht (goddess of war) are often depicted as women with erect penises.

This was not unique to Egypt or this time period. In the 16th century, the Imbangala people of Angola had "men in womens apparel, with whom they kept amongst their wives". In contrast, King Henry VIII had just signed the Buggery Act in 1533 in England, which criminalised sex between two males. The last men to be sentenced to death by hanging in England were in 1835 for engaging in homosexual sex; whilst at the same time there was an openly gay monarch, King Mwanga II of Buganda (present day Uganda), who actively opposed Christianity and colonialism. The Igbo and Yoruba tribes, found mostly in present day Nigeria, did not have a binary of genders and typically did not assign gender to babies at birth, and instead waited until later life. Similarly the Dagaaba people (present day Ghana) assigned gender not based on ones anatomy, but rather the energy one presents. In the royal palaces of Northern Sudan, daughters were sometimes given slave girls for sex.

For centuries, across the African continent there was a completely different attitude towards sexual and gender identities. Many African countries did not see gender as a binary in the way that their European colonisers did, nor did they correlate anatomy to gender identity. In no African country prior to colonisation do we see any persecution of LGBT individuals because of their sexuality, nor any anti-LGBT laws.

So how, despite a very relaxed attitude towards homosexuality and gender fluidity for almost all its recorded history, has Africa become one of the most difficult continents to be LGBT?

Colonisation and the spread of fundamentalist Christian attitudes from the British meant that much of Africa lost its previous cultural attitude towards sexual orientation and gender identity and were forced to adopt "new" values from British colonisers in the 19th and 20th centuries. Homophobia was legally enforced by colonial administrators and Christian missionaries. In 1910, Christians made up about 9 per cent of the population of sub-Saharan Africa; by 2010, the figure had leapt to 63 per cent. Anti-LGBT laws were not only written into constitutions, but also into the minds of many African people, and after the passing of several generations, this has become dogma.

While many of the countries under British rule are now independent, the majority who still criminalise homosexuality, including Jamaica and Uganda, have carried over these laws from the colonial era. Generations later, many Africans now believe that an anti-gay attitude is one that is a part of their culture. So much so, that former Zimbabwean President Mugabe labelled homosexuality as a "white disease".

The association of homosexuality as something "western" is echoed throughout the ex-Commonwealth and particularly in African and Caribbean nations. For many who had their lives and cultures stripped from them by the British, western-ness is to be treated with suspicion and it's essential to hold on to any part of themselves and their culture they can. This combined with the fact that western countries have threatened to deny aid to these countries unless they conform to their ideals has hindered the fight for LGBT rights in African countries. For instance, when ex-Prime Minister David Cameron threatened to withdraw aid from Uganda as they "were not adhering to proper human rights", the presidential adviser responded with 'But this kind of ex-colonial mentality of saying: 'You do this or I withdraw my aid' will definitely make people extremely uncomfortable with being treated like children."

It is clear that top down reform, with the western world leading the way is not going to be the road that Africans take to change their anti-LGBT laws; scepticism towards the West and homophobia are far too closely intertwined. Rejecting pro-LGBT legislation is rejecting neo-colonialism and is in favour of African nationalism, self-determination and self-worth. Unfortunately, African homophobia is a tricky mix of anti-neo-colonialism, politics, and religion, made worse by the HIV/AIDS crisis. This crisis has led Africans to associate HIV/AIDS and death as a consequence of being gay, similar to American attitudes towards HIV/AIDS during the United States AIDS crisis of the 1980s.

So what is the future for LGBT rights in Africa? In many countries, despite the legacy of colonisation, citizens are taking a more autonomous stance on LGBTQ+ legislature, with the queer communities taking the lead, instead of external pressures from the West. Across the world, countries that have improved their LGBT rights records have done so because of the hard work, organising and leadership of local LGBT groups and communities, and the case of Africa is no different. Enforcing top-down change from the West would do little to change the attitudes of Africans towards homosexuality; this is a struggle that must be led by local LGBT communities who know best what they need and how to fight for it.

References:

Unspoken facts: a history of homosexualities in Africa - Marc Epprecht (2008)

"Bisexuality" and the Politics of Normal in African Ethnography - Marc Epprecht (2006)

How Britain's exported homophobia continues to drive health inequalities amongst LGBTQI communities - Annabel Sowemimo (2019)

Sapphistries: A Global History of Love between Women -  Leila J. Rupp  (2009)

Boy-wives and Female Husbands: Studies of African Homosexualities - Stephen O. Murray and Will Roscoe (1998)

The Commonwealth, colonialism and the legacy of homophobia - Marjorie Morgan (2018)

Organisation internationale de la Francophonie

Uganda fury at David Cameron aid threat over gay rights - BBC News (2011)

Theresa May says she deeply regrets Britain's legacy of anti-gay laws (2018)

Botswana's High Court Decriminalizes Gay Sex (2019)

Silent, Spoken, Written, and Enforced: The Role of Law in the Construction of the Post-Colonial Queerphobic State - Chan Tov McNamarah

LGBT Rights in Africa

King Mwanga II of Buganda, the 19th century Ugandan king who was gay - Bridget Boakye (2018)

Africa: homophobia is a legacy of colonialism  (2014)

Homosexuality un-African? The claim is an historical embarrassment  (2012)

# data[].attributes.attachment_link.title
African sexuality and the legacy of imported homophobia

# data[].attributes.attachment_link.description
In June, Botswana overturned colonial-era laws which criminalised homosexuality, with the judge, Michael Leburu, declaring that "the anti-sodomy laws are a British import" and were developed "without the consultation of local peoples". It was viewed as a massive success and a historic...

# data[].attributes.attachment_link.title
Best Practices for Serving LGBTQ Students

# data[].attributes.attachment_link.description
With this guide, we hope to help teachers and school leaders make curriculum and policy decisions that include LGBTQ students and prepare all students to thrive in a diverse democracy.

# data[].attributes.attachment_link.readable_text
Professional Development

Read 'Good Morning Boys and Girls' to learn more about the power of and sometimes hidden prejudice in language. Also review Exposing Hidden Homophobia for examples on how to deal with hidden homophobia among older students.

For an additional activity and handout on how to discuss controversial issues, check out Controversial Issues and the companion Controversial Topics Handout.

Glossary

bullying |ˈboŏlē ing |
( noun) The act of purposely causing harm to others, through verbal harassment, physical assault or other more subtle forms of meanness.

homophobia |ˌhōməˈfōbēə | (for older students)
( noun) Fear, dislike or hatred to homosexual (also bisexual or transgender) people.

prejudice |ˈprejədəs|
(noun) Negative judgment or opinion, often of a specific group of people, formed without knowledge of the facts and sometimes leading to hatred or suspicion.

Procedures

1. In your journals, spend a few minutes responding to these questions: Have you ever been called a name? How did that name-calling make you feel?

2. On tables or in different places around your classroom will be "graffiti boards"-pieces of chart paper with questions at the top of the paper-displaying the questions below. Go to each board and read the question at the top. Use a marker to write your answer to or thoughts about the question somewhere on the board. If you don't know an answer to one of the questions, that's okay. Just write whatever comes to mind.
(Note: Graffiti boards should be prepared in advance; students may circulate freely or, depending on space limitations, move around the classroom in a more structured way.)
Questions for graffiti boards:

What do you think of when you hear the word "gay"?

In what ways have you heard the word "gay" used?

Why do you think people sometimes use the phrase "that's so gay"?

How would you feel if someone said "that's so gay" about something you were doing or about something you liked?

What would you do if you heard someone say "that's so gay" or another unacceptable remark?

3. Once everyone has had a chance to examine each of the boards, circulate a second time and read other students' answers. Make note of anything that stands out to you as surprising or informative.

4. As a class, come together to discuss the questions and the answers you read and wrote. (Note: Clarify any definitions, and talk about why words like "that's so gay," "gay," "fag," "sissy" or anything else that came up are inappropriate. Try to think about why these particular words are used, and encourage students to discuss specific examples.)

5. In your notebook or journal, write a letter based on the discussion you had as a class. You may want to imagine you are writing to a school newspaper, to the principal or to a bully. Write your opinion about name-calling in school, why it happens, and how you and your classmates might be able to put a stop to it.

6. In small groups, share and discuss the letters you wrote.

Class Project

Develop a handbook of rules and guidelines for your school, with the goal of preventing name calling and creating a safer school environment. Your handbook should include specific rules about using appropriate language, such as the use of the phrase "that's so gay." You can also be creative with it, incorporating stories, illustrations or even comics to communicate why "that's so gay" is inappropriate and how it, as well as other types of name-calling, can hurt others.

Recommended Resources

Information about fighting homophobia in schools, as well as various calls to action, can be found at GLSEN.

Safe Schools Coalition offers resources for educators and parents on how best to support LGBTQ youth and deal with issues of homophobia in school communities.

Support and activist information for children from LGBTQ families can be found at COLAGE.

# data[].attributes.attachment_link.description
Almost every teacher has heard students use the expression, "that's so gay" as a way of putting down or insulting someone (or to describe something). These lessons will help students examine how inappropriate language can hurt, and will help them think of ways to end this kind of name-calling.

# data[].attributes.attachment_link.readable_text
Our new series of reports examines the status of sexual offences legislation across the Commonwealth, assessing good practice and identifying where there are gaps in protection, with a particular focus on women, children, LGBT+ people and people with disability.

# data[].attributes.attachment_link.description
Our new series of reports examines the status of sexual offences legislation across the Commonwealth, assessing good practice and identifying where there are gaps in protection, with a particular focus on women, children, LGBT+ people and people with disability.

# data[].attributes.headline
CDC LGBTQ Inclusivity in Schools Self Assessment Tool

# data[].attributes.subject
CDC LGBTQ Inclusivity in Schools Self Assessment Tool

# data[].attributes.headline
How international schools can safeguard LGBTQ+ students and faculty

# data[].attributes.subject
How international schools can safeguard LGBTQ+ students and faculty

# data[].attributes.attachment_link.readable_text
By Sadie Hollins, WISEducation Founder
More than ever, schools and universities recognise the importance of safeguarding their staff and students. There is a growing awareness of the issues impacting a person's sense of belonging. An important factor to explore within our schools is LGBTQ+ inclusion.

Being LGBTQ+ isn't a risk factor for anything, but stigma and discrimination creates risks.

Dr Emily Meadows, CIS LGBTQ+ Affililated Consultant

Drawing on information provided in a recent CIS webinar on this topic, this blog provides some key considerations when determining how schools can become LGBTQ+ inclusive. I've outlined three areas to address for schools seeking to become truly inclusive, plus an insightful case study.

Recent research has highlighted that LGBTQ+ students are often at greater risk of bullying and discrimination. Whilst the research included in this report was taken from a UK school context, the 2017 Stonewall School Report found that nearly half of LGBTQ pupils, and over 60% of trans students, had been bullied as a result of their LGBTQ identity. Related to this, rates of self-harm and suicidal ideation were significantly higher. Approximately three in five lesbian, gay and bisexual students aged 11-19 years have self-harmed, and more than two in five trans students have attempted suicide.

The reality is that across the world there still exists much stigma and, in some situations, legal discrimination related to someone's sexual orientation or gender identity. The Anna Freud National Centre for Children and Families highlights a complex range of factors that may affect the mental health of LGBTQ+ youth. They include discrimination and bullying, an increased risk of hate crime or acts of violence, difficulty accessing healthcare (particularly gender-affirming services), the stress of 'coming out' and familial rejection that can be informed by a conflict in cultural and/or religious beliefs and values.

As educators and leaders, we have the power to not only reduce LGBTQ+ discrimination in our schools and classrooms, we also have the opportunity to provide spaces and moments where identities can be actively and purposefully celebrated, and to ensure that all of our students feel that they belong.

Sadie Hollins, WISEducation Founder

As stated by CIS LGBTQ+ Affililated Consultant for international schools, Dr Emily Meadows, it's important to note that 'being LGBTQ+ isn't a risk factor for anything, but stigma and discrimination creates risks'.

Despite the growing awareness of the importance of LGBTQ+ inclusion, and the broader Diversity, Equity, Inclusion and Justice (DEIJ) movement, there is still a dearth of research when it comes to LGBTQ+ teacher and student experiences, especially in an international school context.

Research by Glazzard (2018) found that within the UK education context, around 40% of LGBTQ+ teachers had experienced harassment, discrimination and/or prejudice as a result of their identity.

As educators and leaders, we have the power to not only reduce LGBTQ+ discrimination in our schools and classrooms, we also have the opportunity to provide spaces and moments where identities can be actively and purposefully celebrated, and to ensure that all of our students feel that they belong. As international educators, we may work in contexts that may not be wholly supportive of LGBTQ+ inclusion, but within our schools, we should still feel empowered to embrace and support all of our students.

Who is truly welcomed in your school community?

The reality for many LGBTQ+ students is that school may be one of the only places they inhabit where their LGBTQ+ identity is affirmed, and they have freedom to express who they truly are. Finding an LGBTQ+ inclusive community is so important for young people, and the pandemic has posed an additional challenge for such students as many LGBTQ+ spaces or communities in schools may have been temporarily paused or restricted ( Will, 2021).

It is important for schools to use this time as an opportunity to re-evaluate who is truly welcomed in their community. Schools have the power to transform students' lives by providing a space in which it is safe to explore and celebrate their identities.

Intent vs impact

Dr Meadows, and DEIJ Consultant Daniel Wickner, have produced some helpful infographicsthat help us consider common mistakes that can be made when attempting to be inclusive and equitable. These infographics highlight the difference between 'intent' ( centres the feelings of cisgender-heterosexual persons) and 'impact' ( centres the feelings of LGBTQ+ persons).

For example, whilst many educators would like to believe that all students are welcomed in their school, a lack of LGBTQ+ representation across staff, or a lack of LGBTQ+ presence in books and other learning materials, may signal something different.

This is why it is so important to make sure that we examine our environments, our policies, and our own biases to ensure that LGBTQ+ inclusion becomes a reality. Here are three areas to be addressed to become a truly inclusive international school.

1. Gender-neutral terms and pronouns

Language is not only a tool for communication; it's also a tool for justice. It has an undeniably important impact on the shaping of social attitudes-one way to promote gender equality and remove gender bias is through the use of gender-neutral terms.

We must also consider that the schools we inhabit are rich with multilingualism, and this can make for some insightful discussions with students. To help with this, here is a great resource on multilingual perspectives on pronouns, compiled by Ally Ed Creator Tricia Friedman.

You may have already noticed pronouns becoming increasingly visible in email signatures (i.e. they/them/theirs), video-conferencing name tags, and perhaps even being used when people introduce themselves upon a first meeting. Giving space to allow staff and students to use and share their pronouns is a positive first step towards signalling that they belong. Pronouns allow the opportunity for people to self-identify rather than assumptions being made. Not everyone will feel comfortable sharing their pronouns, but we should provide people with the opportunity to use them if they would like to and be respectful of these when they do so.

Wherever your school is located in the world, and wherever it finds itself on its DEIJ journey, it is important to know that you are not alone in working towards forging a better educational and school experience for all.

Sadie Hollins, WISEducation Founder

When it comes to addressing groups, it is recommended to use inclusive or gender-neutral terms. For example, 'a PE teacher instructing their class might use additive language ("boys, girls and non-binary students, pick your team now"), they could use gender-neutral language ("students, pick your team now!") or it could use you language ("pick your team now"').' ( Stonewall, 2021).

In addition, it is important to consider the language that is used in schools and how that can serve to perpetuate harmful stereotypes (e.g. not using phrases such as 'man up' or 'don't be such a girl'). ( Stonewall, 2021).

Having open and supportive conversations with students about why you are engaging in work to respect people's identities is important. Use resources such as this Pronoun Guide from GLSEN to help start these conversations.

2. Curriculum and visibility

Schools are one of the first main socialising agents that young people experience outside the family. As such, it is vital that the curriculum we teach is reflective and celebratory of the diversity of the world that we live in.

Many young people are aware of their identities from an early age, and will want to learn about what being LGBTQ+ might mean for them. If trusted adults at school can't provide the information they need, children and young people will turn to the internet or their friends for answers.

Mo Wiltshire, Stonewall's Director of Education and Youth

LGBTQ+ inclusion must be a whole-school approach. It should include everything ranging from policies and procedures to tackle anti-LGBT bullying and language to the inclusion of resources and materials which feature LGBTQ+ characters and stories.

Stonewall has some excellent toolkits and practical ideas to help support schools with this.

3. LGBTQ+ staff and hiring

LGBTQ+ inclusion for staff begins in the hiring and recruitment process.

In a recent CIS webinar, Safeguarding LGBTQ+ students and faculty in schools and universities, Dr Meadows highlighted that it is not acceptable to refuse an LGBTQ+ applicant for an interview based upon concerns about the legal implications of their identity in certain contexts. LGBTQ+ interviewees will be researching this in-depth and will have considered such factors long before the interview process! (The webinar is available to CIS members to watch on-demand in the CIS Community portal)

It is important to have honest conversations with prospective candidates about the laws of a given country. Still, it could be more helpful to connect them with any LGBTQ+ staff and/or any support groups in your country that can offer them the opportunity to gain better insight into what it's like to live and work there.

When recruiting LGBTQ+ candidates, it's also important to be upfront about what the school offers. For example, can spouses or dependents be given the same visas, health insurance, flights, and other benefits awarded to heterosexual couples and families? Be honest about the pros and cons of moving to the school and country as you would be with any candidate, and then allow the space for them to decide for themselves as to whether to proceed with the application process.

Conclusion

Wherever your school is located in the world, and wherever it finds itself on its DEIJ journey, it is important to know that you are not alone in working towards forging a better educational and school experience for all. Equally, if you know you are not where you should be, start reaching out to other schools and teachers, begin sharing your experiences, and purposefully move forwards to becoming a better and more inclusive community.

Case Study: Arden Tyoschin, Director at Harare International School, Zimbabwe

During the CIS webinar ' Safeguarding LGBTQ+ students and faculty in schools and universities', Arden Tyoschin, Director at the Director at Harare International School, Zimbabwe, outlined some helpful information for schools starting out on this journey.

Here are three pieces of advice that Arden shared:
A Boldly Diverse Learning Community that Inspires Curiosity, Embraces Challenge, Nurtures Personal Growth

Community consultation and mission statements: Through a six-month, whole-school community consultation process, the Harare International School adopted the following mission:

The mission statement is inspirational and aspirational as the school seeks to support all elements of diversity, including LGBTQ+ staff members by being 'bold' in their commitments and conversations. Arden explains how this statement and particularly the words 'boldly diverse' have helped to anchor conversations. It has also helped to ensure that it is easier to communicate why changes in policy and practice are being made to make the school inclusive for LGBTQ+ staff and students, both at the board level and within the wider school community.
Related content:

Seek solid legal and cultural guidance. Arden explained that when you are situated in a country that criminalises homosexuality, it is vitally important to seek advice from legal counsel as well as local community members to get a more accurate picture of how the land lies for LGBTQ+ persons. It is important not to assume but to understand the cultural nuances and discussions that are currently taking place.

Inclusion and 'way-making'. Arden explained that it is important to recognise that inclusion is a journey. It's the school's job to provide support and information and to recognise where people are on their own personal journeys. Change takes time, and when the legal and cultural context is complex, it is important to listen and understand different perspectives, challenges and any potential difficulties to the work being done. This approach allows for advice to come from the community about the best 'way' forward too.

CIS members can log into the CIS Community portal>KnowledgeBase>Webinars and watch this webinar on-demand: Safeguarding LGBTQ+ students and faculty in schools and universities

Find more posts with insights and guidance about well-being

Find more posts related to the importance of terminology

# data[].attributes.attachment_link.title
How international schools can safeguard LGBTQ+ students and faculty

# data[].attributes.attachment_link.description
'Being LGBTQ+ isn't a risk factor for anything, but stigma and discrimination creates risks.' More than ever, schools and universities recognise the importance of safeguarding their staff and students. Learn about three areas to address for schools seeking to become truly inclusive, plus an insightful case study.

# data[].attributes.attachment_link.readable_text
Explore the progress of

LGBTQ+

Lesbian,
Gay,
Bisexual,
Transgender,
Questioning,
Intersex...

rights across the world.

Loading map of LGBT rights...

Equaldex will become a global LGBTQ+ knowledge base for every country and region.

Equaldex is editable by users, allowing anyone in the world to contribute their knowledge.

Data is supplied with sources and verified by other users.

Recent Edits

LGBT Travel Guide

Explore the status and timelines of LGBT rights in each country, state, province, and region. Equaldex includes the legal status of same-sex marriage, adoption, serving openly in the military, discrimination protections, age of consent differences, blood donation restrictions, gender changing restrictions, and gay conversion therapy bans.
Highlighted regions are frequently visited
Recommended & Referenced by

Equaldex has been recommended or used as a reference by the following publications, organizations, and educational institutions.

# data[].attributes.attachment_link.title
LGBT Rights by Country & Travel Guide | Equaldex

# data[].attributes.attachment_link.description
Equaldex is a collaborative knowledge base for the LGBTQ+ (lesbian, gay, bisexual, transgender) movement, visualizing LGBTQ+ rights through maps, timelines, and data.

# data[].attributes.body
This guide provides information and resources for parents of transgender children, including guidance on legal rights and healthcare.

# data[].attributes.body
Family Equality advocates for LGBTQ+ families and offers resources for parents on topics like adoption, legal issues, and family building.

# data[].attributes.attachment_link.title
Family Equality - Advancing Equality for LGBTQ Families

# data[].attributes.attachment_link.description
Family Equality's mission is to advance legal and lived equality for LGBTQ+ families, and for those who wish to form them, through building community, changing hearts and minds, and driving policy change.

# data[].attributes.body
COLAGE is an organization that supports children, youth, and adults with LGBTQ+ parents. They offer resources for both LGBTQ+ parents and their children.

# data[].attributes.attachment_link.description
video, a written statement, or a voice recording sharing any or all of the following:

# data[].attributes.body
Gender Diversity provides resources and support for parents of transgender and gender-diverse children. They offer webinars, support groups, and information on gender-affirming care.

# data[].attributes.attachment_link.title
Gender Diversity - Education, Training and Support Services

# data[].attributes.attachment_link.description
Gender Diversity improves the well-being of children and adults of all gender identities and expression by providing education, increasing awareness, and offering insight into the wider range of human experience.

# data[].attributes.body
The Trevor Project offers a guide for parents and caregivers of LGBTQ+ youth, covering topics like coming out, mental health, and building a supportive environment.

# data[].attributes.attachment_link.title
The Trevor Project | For Young LGBTQ Lives

# data[].attributes.attachment_link.description
The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

# data[].attributes.body
GLAAD provides a guide for parents with tips on how to support their LGBTQ+ children, including information on terminology, coming out, and advocacy.

# data[].attributes.attachment_link.provider_name
GLAAD | GLAAD rewrites the script for LGBTQ acceptance.

# data[].attributes.attachment_link.description
GLAAD is a non-profit LGBTQ advocacy organization focused on cultural change to ensure fair, accurate, and inclusive representation to advance LGBTQ acceptance.

# data[].attributes.body
PFLAG is one of the most well-known organizations providing support to parents and families of LGBTQ+ individuals. They offer resources, support groups, and educational materials.

# data[].attributes.attachment_link.description
We're so glad you found us! PFLAG is the nation's largest organization dedicated to supporting, educating, and advocating for LGBTQ+ people and those who love them.

# data[].attributes.attachment_link.readable_text
Cameo Kendrick remembers the uneasy feeling of seeing police officers walk the halls of her high school. The same feeling came over her recently as she visited schools in her hometown of Lexington, Ky., where she plans to teach and send her two children.

"It is frightening, especially for a Person of Color," Kendrick says. "And, as I've grown to understand this issue, I also know that it has deep roots in racial injustice and is a cog in a system that unfairly and more severely disciplines minority students."

Kendrick, who is chair of NEA's Aspiring Educators (AE), says she and other new educators believe this is a critical social justice issue.

"We've chosen to teach so that we can educate and guide young people. [Racial injustice] is antithetical to that," she says.

Kendrick has found ways to take action, making the issue a priority with AE's 40,000 members and drawing attention to the problem in her local school district.

"There are ... more valuable ways to use money and resources in education to support students and still have safe schools," she says. "The data clearly shows that these officers-often well-meaning-don't improve discipline and ... their presence often damages the school climate."

A Growing Problem

Over the last two decades, schools in the U.S. have increasingly employed school resource officers (SROs), often from the local police department. Their numbers have grown dramatically, driven by school shootings and a sense that students are too unruly.

In 1975, only 1 percent of U.S. schools reported having SROs, but that number rose to about 36 percent by 2004, and to 58 percent by 2018, including 72 percent of high schools. These increases are due in large part to more than $1 billion in federal funding for SROs.

Yet research shows that SROs do little to reduce on-campus violence or mass shootings, and their presence is often damaging to students of color and students with disabilities. Having SROs in schools can actually create higher rates of behavioral incidents and spikes in suspensions, expulsions, and arrests.

While limited research suggests that SROs diminish bad behavior and are more likely to spot illegal activity in schools, other data show that students in vulnerable groups are more likely to be harshly punished.

According to a 2017 report, Black students comprised about 15 percent of the

student population, but they accounted for 33 percent of the arrests in schools.

Meanwhile, incidents of SROs using excessive force with students have driven stronger opposition to their presence and have raised fears that they make schools less safe.

In a survey of students in California, 61 percent of White students said they felt safer with a police officer at school, but only 41 percent of Black students
felt more comfortable. And a Tulane University study found that 77 percent of White students in New Orleans felt safer with school security guards, while only 54 percent of Black students did.

Taking Action

Kendrick organized a session on school policing at the AE annual conference in June 2021. One of the speakers, NEA senior policy analyst Aaron Dorsey, said the justification for SROs has shifted over the last 20 years. The original goal
was to improve relationships between students and police, but now the SROs'
role is to control student behavior and reduce crime.

But arrests nearly triple when SROs are present, and students of color are much more likely to be referred to the officers, Dorsey added.

"SROs are not perceived by students as contributing to keeping the school drug-free or improving school safety," he explained. "Law enforcement creates more hostile environments, and when students perceive their schools to be hostile, they are less likely to be engaged in school and, in turn, demonstrate reduced achievement."

As part of her AE role, Kendrick has worked closely with students in several Kentucky schools to call for SROs to be replaced with counselors. At Lafayette High School, in Lexington, she co-founded the organization Counselors Over Cops, in 2020, with then-senior Micheline Karenga.

" Zero-tolerance disciplinary policies -where school officials simply criminalize minor infractions of school rules-have become a staple in [our nation's] schools," says Karenga, who is now a first-year student at Texas Wesleyan University. "These measures [have] ... inflated the school-to-prison pipeline, a phenomenon in which students are pushed out of school and into the criminal legal system. Not surprisingly, the students most harmed by these policies and practices are students of color."

Fortunately, several school districts across the country have already moved to stop the practice.

For more information, visit NEA EdJustice

# data[].attributes.attachment_link.description
Policing in schools can harm students of color-and aspiring educators are demanding change.

# data[].attributes.attachment_link.readable_text
Info Note on UN Special Procedures (May 2024)
This is the 78th monthly info note by ILGA World on UN Special Procedures: call for inputs and upcoming country visits

Equal Rights Coalition launches its Secretariat, hosted by ILGA World
To best manage the coordination body, ILGA World hired an Equal Rights Coalition Secretariat Manager and is proud to welcome Leanne MacMillan to the team

Sustainable Development Goals and LGBTI people's human rights | SDG 7: Affordable and clean energy
In this new episode of our video series on Sustainable Development Goals (SDGs), we address Goal 7 - which aims to ensure access to affordable and clean energy for all
Since 1978, we have been committed to equal human rights for rainbow communities and their liberation from all forms of discrimination.

Since 1978, we have been committed to equal human rights for rainbow communities and their liberation from all forms of discrimination.

Since 1978, we have been committed to equal human rights for rainbow communities and their liberation from all forms of discrimination.

Accessing Connection: Bridging the digital divide for LGBTI communities worldwide

Through a collection of data and testimonies, this report shows how disparities in digital access impact acronym for lesbian, gay, bisexual, trans and intersex people. Although this is not the acronym available to describe people of diverse sexual orientations, gender identities and expressions, and sex characteristics, it is the most commonly used in United Nations spaces and advocacy. More people across the world

Intersex Legal Mapping Report (2023)

The "an umbrella term for the spectrum of variations of sex characteristics that naturally occur within the human species. Intersex people are born with variations of sex characteristics (such as genitals, reproductive organs, hormonal and chromosomal patterns) that are more diverse than stereotypical definitions of male or female bodies. Up to 1.7% of the global population are born with such traits; yet, because their bodies are seen as different, intersex children and adults are often stigmatised and subject to harmful practices - including in medical settings - and discriminated against. a term that refers to physical features relating to sex - including genitalia and other sexual and reproductive anatomy, chromosomes, hormones, and secondary physical features emerging from puberty. More Legal Mapping Report" offers a global survey on legal protections for people born with variations in sex characteristics More

Our Identities Under Arrest (2023)

"Our Identities Under Arrest" explores the application of laws criminalising consensual same-sex sexual acts and diverse gender expressions

# data[].attributes.attachment_link.description
Since 1978, ILGA World has worked for equal human rights for rainbow communities and their liberation from all forms of discrimination.

# data[].attributes.body
A novel by André Aciman and its film adaptation, a poignant exploration of love and desire.

# data[].attributes.body
A heartwarming coming-of-age film centered around a high school student's journey of coming out.

# data[].attributes.body
A comedy-drama film about a same-sex couple and their children, addressing themes of family dynamics and relationships.

# data[].attributes.body
A coming-of-age film that explores the life of a young African-American man as he navigates his identity and sexuality.

# data[].attributes.body
This documentary chronicles the journey of a young transgender man and his relationship with his family as they come to terms with his transition.

# data[].attributes.body
A PBS documentary that follows the lives of transgender children and adolescents as they navigate issues of gender identity, family support, and medical interventions.

# data[].attributes.body
A French film that explores the life of a young transgender girl named Ludovic and her family's reactions and struggles.

# data[].attributes.body
This film offers a historical perspective on transgender experiences and the challenges faced by Lili Elbe, one of the first individuals to undergo gender confirmation surgery.

# data[].attributes.body
A young adult novel that explores themes of identity, gender, and self-discovery and delves into the idea of non-binary identity and the complexity of self-understanding.

# data[].attributes.body
A children's book about a transgender girl named Bailey who dreams of magical dresses, despite resistance from her family.

# data[].attributes.headline
"Stonewall: A Building. An Uprising. A Revolution." by Rob Sanders 

# data[].attributes.subject
"Stonewall: A Building. An Uprising. A Revolution." by Rob Sanders 

# data[].attributes.body
A picture book that introduces young readers to the history of the Stonewall Inn and the LGBTQ+ rights movement.

# data[].attributes.body
This book follows the life of a transgender boy named Shane as he navigates friendships, family, and school.

# data[].attributes.body
A middle-grade novel that tells the story of a transgender girl named Melissa who wants to play Charlotte in her school's production of "Charlotte's Web."

# data[].attributes.headline
"Fun Home: A Family Tragicomic" by Alison Bechdel 

# data[].attributes.subject
"Fun Home: A Family Tragicomic" by Alison Bechdel 

# data[].attributes.body
A graphic memoir that delves into the author's coming out story and her relationship with her father.

# data[].attributes.headline
"The Picture of Dorian Gray" by Oscar Wilde 

# data[].attributes.subject
"The Picture of Dorian Gray" by Oscar Wilde 

# data[].attributes.body
A classic novel with themes of homosexuality and the consequences of societal expectations.

# data[].attributes.body
An exploration of sexual identity and love in a complex narrative that delves into LGBTQ+ themes.

# data[].attributes.body
A classic novel featuring LGBTQ+ characters and themes, addressing issues of race, sexuality, and identity.

# data[].attributes.body
A novel that explores the life of a transgender protagonist and their experiences within the LGBTQ+ community.

# data[].attributes.attachment_link.title
Recognizing and addressing identity-based harm in schools

# data[].attributes.attachment_link.description
Explore seven key texts plus supporting evidence and resources from Alysa M Perreras and Dr Emily Meadows who look at safeguarding through an equity lens. They guide schools to build more robust protections against harm in schools and strengthen existing child safeguarding measures.

# data[].attributes.attachment_link.readable_text
References and Further Reading

Ahmed, S. K. (2019). Being the change: Lessons and strategies to teach social comprehension. Heinemann USA Imprint.

Arráiz Matute A. (2014) Entre el Aquí y el Allá: International Schooling and the Colonized Mind. In: Dei G.J.S., McDermott M. (eds) Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning. Explorations of Educational Purpose, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7627-2_13

Cote, James. (1996). Identity: A multidimensional analysis.

Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stan. L. Rev., 43, 1241.

Erikson, E. H. (1980). Identity and the life cycle. W W Norton & Co.

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.

Robinson, Erin Nicole (2012). The Relationship Between Teacher Cultural Competency and Student Engagement. Electronic Theses and Dissertations. 553.

Safir, S. and Dugan, J. (2021) Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation. First Edition. Corwin.

Schachter, E. P. & Rich. Y. (2011). Identity Education: A new conceptual framework for researchers and practitioners. Educational Psychologist, 46(4), 222-238.

Settles, Isis. (2004). When Multiple Identities Interfere: The Role of Identity Centrality. Personality & social psychology bulletin.

Tanu, D. (2017). Growing up in transit: The politics of belonging at an international school. Berghahn Books.

Weinreich, P., & Saunderson, W. (Eds.) (2003). Analysing Identity: Cross Cultural, Societal and Clinical Contexts. London and New York: Routledge.

# data[].attributes.attachment_link.description
Infographics to help educators and educational leaders understand students' identities and create safe exploratory spaces for students' identity development.

# data[].attributes.body
Safe Schools Coalition is an international public-private partnership dedicated to creating safe and inclusive schools for students of diverse genders and sexualities. Their website offers resources, research, and training opportunities for educators.

# data[].attributes.attachment_link.description
Safe Schools Coalition - An International Public-Private Partnership in Support of Gay, Lesbian, Bisexual and Transgender Youth.

# data[].attributes.body
Teaching Tolerance, a project of the Southern Poverty Law Center, provides resources for educators to promote diversity and inclusion in schools. Their website includes lesson plans, films, and professional development materials focused on inclusive practices.

# data[].attributes.attachment_link.readable_text
Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

# data[].attributes.attachment_link.title
Learning for Justice | Education Resources

# data[].attributes.attachment_link.description
Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.body
UNESCO's "Out in the Open" handbook provides guidance for education sector responses to homophobic and transphobic violence in schools. It offers strategies and practical tools to promote safety and inclusion for students of diverse genders and sexualities.

# data[].attributes.body
NEA offers resources and toolkits for educators to promote inclusive education and create safe schools for all students. Their resources cover topics such as bullying prevention, queer history, and supporting transgender students.

# data[].attributes.attachment_link.readable_text
CONTEXT

We all deserve the right to live, work, and thrive no matter our sexual orientation or gender identities-no exceptions. But today, certain politicians are pushing laws that restrict our freedoms and divide us, so they can get and hold onto power at any cost-even if that means denying us the basic rights, resources, and respect that we all deserve.

Educators, parents, students, and communities are uniting across race, genders, and place to demand safe and affirming schools where all our students can learn, grow, and thrive.
Now is our time to demand the fully resourced and supportive schools all our families need, and to ensure all LGBTQ+ people are free to be their authentic selves and pursue their dreams.
Please use the guidance in this toolkit freely and as you see fit! Share it with your colleagues and community, so we can all work together in the fight for LGBTQ+ rights. We're absolute believers that if our words don't spread, they don't work and as such we are honored to have you use this language verbatim.

# data[].attributes.attachment_link.description
Our LGBTQ+ students need us to ensure our schools are places where all students are protected and empowered.

# data[].attributes.body
The Trevor Project is a leading organization focused on suicide prevention among sexual and gender diverse youth. Their website provides resources and training for educators to support students of diverse genders and sexualities' mental health and well-being.

# data[].attributes.attachment_link.title
The Trevor Project | For Young LGBTQ Lives

# data[].attributes.attachment_link.description
The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

# data[].attributes.body
Gender Spectrum offers resources and support for creating gender-inclusive environments in schools. Their resources include webinars, lesson plans, and guides for educators, parents, and students.

# data[].attributes.body
PFLAG provides resources and support for families, students, and educators. They offer workshops, educational materials, and chapters across the country that can connect schools with local resources and support networks.

# data[].attributes.attachment_link.description
We're so glad you found us! PFLAG is the nation's largest organization dedicated to supporting, educating, and advocating for LGBTQ+ people and those who love them.

# data[].attributes.body
HRC's Welcoming Schools program offers resources and professional development for elementary school educators to create all-inclusive and gender-expansive schools. They provide lesson plans, book lists, and webinars focused on embracing diversity and promoting inclusivity.

# data[].attributes.attachment_link.readable_text
Welcoming Schools has released the 2023 Back To School Toolkit full of Elementary and Secondary Resources, booklists, video discussion guides and much more! Create a welcoming and inclusive classroom for the new school year with Welcoming Schools resources.

# data[].attributes.attachment_link.title
Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

# data[].attributes.attachment_link.description
Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.

# data[].attributes.body
GLSEN provides a wide range of resources for educators, including lesson plans, professional development opportunities, and research on inclusive practices in schools. Their website offers toolkits, guides, and webinars that can help schools create safe and affirming environments for students of diverse genders and sexualities.

# data[].attributes.attachment_link.readable_text
In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives

Read the Statement

Get involved and join your community, local, or state GLSEN chapter

GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more.

Recent Research

Research, Reports, and Briefs

Research, Reports, and Briefs

Research, Reports, and Briefs

# data[].attributes.attachment_link.description
In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives Read the Statement GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more. Research, Reports, and Briefs Research, Reports, and Briefs Research, Reports, and Briefs

# data[].attributes.attachment_link.readable_text
Welcoming Schools has released the 2023 Back To School Toolkit full of Elementary and Secondary Resources, booklists, video discussion guides and much more! Create a welcoming and inclusive classroom for the new school year with Welcoming Schools resources.

# data[].attributes.attachment_link.title
Welcoming Schools - Gender and LGBTQ+ Inclusive Schools

# data[].attributes.attachment_link.description
Comprehensive bias-based bullying prevention program providing LGBTQ+ and gender inclusive professional development training and resources.

# data[].attributes.attachment_link.readable_text
Heck. Yes. Our curricula, activities, and resources are all uncopyrighted, and reasons like this are WHY THAT IS SO EXCITING FOR US. So you have our permission 100%.

Here's one word of caution: people often think they need to customize our Foundational Curriculum for a ton of reasons (their group is more "advanced," or older, or younger, or more rural, or more urban, etc.), and we've found that people often overestimate how much tailoring is needed. If you have the ability, put a small pilot group together of your population and try the curriculum on them before you start customizing things. It might just work - or it might not work, but not in the ways you were expecting.

Oh! And tell us about it. This isn't required, but we love hearing about the different ways people are putting the curricula to use.

# data[].attributes.attachment_link.title
The Safe Zone Project: Free LGBTQ+ Curriculum, Activities, & Resources!

# data[].attributes.attachment_link.description
The Safe Zone Project is a free online resource for creating powerful, effective LGBTQ+ awareness and ally training workshops. Download our free, ready-to-rock 2-hour curriculum to get started!

# data[].attributes.attachment_link.description
Online learning Stonewall offers a range of CPD accredited e-learning modules for children and young people’s services staff as well as for school and college staff from England, Scotland and Wales. Our e-learning modules will equip…

# data[].attributes.attachment_link.readable_text
GLSEN currently offers its Intentional Inclusion Professional Development Series to schools, districts, and other youth-serving agencies and organizations.

The GLSEN Intentional Inclusion PD Series is intersectionality forward with an emphasis on advancing racial, gender and disability justice.

"This has been one of the most meaningful PDs I have attended in a long time. I wish everyone in my district had to attend."
- PD Participant in September 2022

Covered topics include:

Identifying exclusion grounded in racism, ableism, transphobia, and other systems of oppression

Gender identity/expression, pronouns, and gender inclusive language

Leading conversations with young people and adults about inclusion

Students' and educators' legal rights, on the basis of race, gender identity, sexual orientation, disability, and more

Differentiated, role-specific best-practices and resources for school staff, including:

Sample LGBTQ+ affirming lesson plans

Grade-aligned, LGBTQ+ and BIPOC affirming book lists for teachers and school librarians

Model school policies for student records, dress codes, bathroom/locker room access and sports participation

Resources for supporting student-led GSA clubs

GLSEN Facilitators

GLSEN facilitators have all gone through a rigorous preparation process and have a range of 5 to 30 years of experience in education and youth programming work. Organizations/schools/districts that partner with GLSEN for PD will have a virtual Pre-PD meeting with their facilitators approximately 2 weeks prior to their first PD date.

Funding for GLSEN PD

Various state and federal funding streams can be used to bring GLSEN PD to your school/district/organization. These include Title II-A, Title IV-A, and ESSER funds.

Process for Requesting GLSEN PD

Once you fill out the form at the below link, you will be invited to schedule a PD intake call with a GLSEN teammate. On that call, we'll hear more about your school/organization/district's specific needs, answer your questions about our training, and discuss pricing. Given demand for GLSEN PD, we recommend completing the GLSEN PD Request form as far in advance of your target PD date as possible.

"Great resources and excellent dialogue. Definitely keeping the participant guides--they're awesome! It will give me a solid framework for supporting staff, students, and families."
- PD Participant in June 2023

"The opportunity to explore so many resources and learn how to use new tools for analysis was wonderful. These topics are so large that it's easy to go down a rabbit hole online; having tested and validated resources to use makes a huge difference."
- PD Participant in June 2023

"I enjoyed the data that was shared about [my] state and LGBTQ+ youth. The terminology shared and what gender inclusive practices means gave me a lot to think about."
- PD Participant in June 2023

"I loved having the time to deep dive into the materials and apply to MY own work."
- PD Participant in June 2023

# data[].attributes.attachment_link.description
The GLSEN Intentional Inclusion PD Series is intersectionality forward with an emphasis on advancing racial, gender and disability justice. "This has been one of the most meaningful PDs I have attended in a long time. I wish everyone in my district had to attend."