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October 11, 2018

GLSEN Education Manager Becca Mui

Being an out elementary school teacher isn’t always easy. My first year of assistant teaching, full of the fear of rejection, I reasoned with myself; this was my professional life, which is separate from my personal life and always will be. Deciding whether or not to reveal my queer identities felt like a precipice that I wasn’t confident I could leap across without falling. When I decided to finally to tell my lead teacher, she didn’t flinch.

After that experience, I realized that it was more painful living with the fear and insecurity that accompanied hiding, than it was to cross that precipice and come out.  This realization helped me to come to terms with my own misjudgments. Over the years, I’ve been surprised, both pleasantly and unpleasantly, by people’s reactions. I’ve had to learn to not use a person’s religion or age or culture to anticipate their reaction. When it comes to LGBTQ-acceptance, people are not predictable. I had feared judgment and homophobia. I had expected ignorance and insensitivity. I decided, never again to let my fears of people's reactions dictate how I shared myself with the world. These presumptions would not take away an opportunity I have to make a change by sharing my true self.

A few years later, I had the opportunity to teach abroad in Beijing, China for a year. As a biracial Chinese and Polish first generation American, I was excited about the opportunity to learn more Chinese culture and to be closer to my aunts, uncles, cousins, and grandmother in Malaysia. I was excited to focus on my racial identity rather than my queer identity, and didn’t realize at the time how they intersected. Keeping my queer identity invisible, however, proved more taxing than I had anticipated, and it reinvigorated my desire to fight for LGBTQ rights and visibility in the classroom. I was struck when I discovered that the first grade teacher also identified as a lesbian. I looked at my second graders and realized that they had been taught by two members of the LGBTQ community, and they had no idea. In contrast, the third grade teacher was a Black, Jamaican American, which was challenging due to anti-Black racism in the community and the limited exposure our students had to Black people and cultures. Nevertheless, she could not choose to hide her racial identity. I watched in admiration as she confronted ignorance and misunderstandings, and I saw how much her students benefited. They learned acceptance and gained understanding through her unit, “Africa is not a country.” They will always have the memory of their third gradeteacher, and have a relationship and face to defend when they hear negative comments and untruths about Black people or face anti-black racism. I thought about how different my life would have been if I had an out, queer role model when I was six years old.  I realized that I wasn’t helping my students to gain understanding by sharing my queer identity with just my colleagues.

Back in New York the next year, I was sitting in another new staff orientation, and ready to be out to coworkers, students, and families.  In addition, my co-teacher and I were able to work age-appropriate LGBTQ awareness into our existing first-grade curriculum at an inclusion  school for students with a range of abilities. We had a school-wide “Friends and Family Assembly”, around Valentine’s Day, which celebrated many different kinds of love, relationships, and families. There was a bulletin board in the hallway to celebrate our diverse community, including students and faculty. I relished the feeling of walking past each day, seeing my partner and I as a family in the lobby of my school.  I took a few of my students at a time to look at the board, pointing out, “This is Ms. L and her fiancé, and this is me with my partner.” I had also submitted a picture of my parents and I, and the kids always seemed to have more interest and questions about my Chinese father than my female partner.

My experience as a queer teacher was not always easy. There were some parent complaints after the assembly and there will always be people who think children are too young to learn about LGBTQ diversity, no matter what age. My school found success because my administration wasn’t afraid to have difficult conversations with parents, and understood that this kind of change does not happen immediately. Being out helped me to make real friendships and healthy working relationships with my colleagues and families, and to engage authentically with my students like my heterosexual colleagues. For now, I feel satisfied knowing that I get to be myself all day, whether at home, in the classroom, or with the families, and I’m grateful to be working towards the school environment that I want for all kids to be in some day.

Adapted from Mui, R. (2013). Embracing Visibility. Queer Voices from the Classroom: A Volume in Research in Queer Studies, 73-80.

September 28, 2018

Ally Week Header

In today’s world, many transgender people face discrimination, harassment, and bigotry. How is an out and proud transgender teacher supposed to teach when such realities exist? What kinds of things can schools do to make a trans teacher feel safe, welcome, and supported? The following four suggestions are a jumping off place to help make that happen.  They apply to teachers already out and to those coming out as trans during their tenure at a school. Also, it cannot be stressed enough that the example of trans teachers being treated with respect will not only help ensure a positive experience for them and the school, but it will also have a profound effect on the LGBTQ students in the school—helping give them the confidence and courage to be who they are, knowing they too will be supported.

1. Educate the Parent Body, Faculty, Staff, and Students on What it Means to Be Transgender and How to Be Supportive Allies.  

This, of course, should be positive, celebratory, and must follow the lead of the teacher.  Trans teachers shouldn’t be expected to educate the entire school about who they are. Schools can have representatives from local LGBTQ centers or local GLSEN Chapters come and have diversity and advocacy trainings to help take the load off.  If such centers are unavailable, local trans people (approved by the teacher) can come to help bring awareness of the trans experience. The teacher should have final say on the information shared to the school community. Someday such education won’t be necessary, but in today’s world, it is.

2.  Allow Trans Teachers to Express Themselves in the Manner that Makes Them Feel Most Comfortable.

This may sound superficial, but in actual practice, it’s not.  It was my experience that some schools try to put restrictions on what trans teachers wear.  And while this may not be as true for transmen or other masculine of center trans people, trans women and trans femmes are often looked at more askance, and thus policed more as far as what they wear is concerned.  For example, one school I taught in did not want me to wear skirts. They felt it was too much for the students to handle. I wore skirts anyway. The skirts I chose to wear were appropriate to an educational setting, and followed the school’s faculty dress code policy. However, transphobia takes many forms. Trying to dictate how a trans teacher dresses is one of them.  The same can be said of makeup and other ways trans teachers choose to present themselves. Once again, follow the teacher’s lead. In addition, always honor the pronouns the teachers choose to use.

3. Allyship in Action: Have a Buddy System.

Trans teachers should have an active ally who can act as a “buddy” for regular check-ins to see how things are going in the classroom, with parents, and colleagues.  This ally can act as an advocate if any issues arise. Being trans might bring extra emotional and mental strain on the teacher, and having a trusted ally can help alleviate such stresses.  Some teachers may need additional support during parent-teacher conferences and other school functions.

4.  Allow the Teacher to Decide About Media Coverage.

It is possible the school might come under the attention of local media for employing a transgender teacher. Treat this with care, and follow the teacher’s lead on how to handle such situations. No one should in anyway speak for them.  They get to decide what, if anything, is said. The administration needs to have their backs and ensure they are treated professionally, and not like a curiosity.

In summary, transgender teachers are just that—teachers.  Their experiences as educators can be positive for everyone involved if the school follows the teacher’s lead, and takes steps like these on an ongoing basis.  Trans teachers need active and vocal allies to feel safe and supported in schools.


GLSEN Resources:

www.glsen.org/trans - find videos, resources, and blogs by trans educators and students

Gender Terminology Visual and Discussion Guide

Trans Model Policy

Pronoun Resource for Educators

Other Resources:

The Trans and Non-Binary Educators Network

The National Center for Trans Equality

Trans Student Educational Resources: TSER

A picture of Jennifer Angelina Petro, transgender activist and educator.

Jennifer Angelina Petro is a transgender activist and educator.  She helped found the SAGA (Sexuality and Gender Acceptance) LGBTQIA Center as a part of Love in Action UCC in Hatboro, PA.  She leads workshops, gives concerts, and shares her poetry on the trans experience. She chronicles her journey in over seven hundred videos on YouTube, and in The Wonder Child Blog. Her story was featured on Liz Plank’s “Divided States of Women,” and in the Philadelphia Inquirer.  She has three children and is an avid reader of P.G. Wodehouse. 

September 26, 2018

Students in a classroom

I am a 16 year old girl with Swyer Syndrome. Most people have never heard of Swyer Syndrome or the dozens of other intersex variations. Because of this, there is a lot of confusion around what intersex is, and what intersex people, especially students, need.

Before we start, I need you to understand some things. Intersex is an umbrella term that describes bodies that are more diverse than typical ideas of male or female bodies. There are intersex people everywhere. At the mall, the grocery store, and even in our classrooms. We may not publicize our whereabouts or who we are but we do exist.

We are your bosses, your friends, your employees, your classmates, and your students. In the classroom, we deserve to be respected and treated like every other student, despite the fact that we’re not exactly the same as every other student.

Intersex people too often face experiences in the classroom that no one should have to face. Of course, I don’t speak for every intersex person nor are my experiences shared by every intersex person ﹘ but this does not devalue my opinions or experiences.

Now that the formalities are done with - here are 8 things that you can do to engage in supportive allyship for intersex students!

  1. Intersex isn’t visible. There is no way to tell if someone has an intersex trait - so be mindful that one of your students may have one.

  2. Know and teach the difference between sex and gender. This lesson should not be confined to the health classroom. It is imperative not just for intersex students but for any students who may fall onto the spectrum to feel included and recognized in school.

  3. Avoid generalizations. Instead of saying “girls have XX chromosomes” try phrases like: “typically, most girls have XX chromosomes”. Also be mindful not to use outdated harmful words (i.e. hermaphrodite).

  4. Educate the whole class/as many students as you can. The more that your community knows about intersex issues, and has access to accurate information, the less stigma will surround it and intersex people will feel more welcome.

  5. Encourage your students and colleagues to be allies as well. Shut down negative talk or statements that you hear from your students or even fellow teachers. Obviously, you can’t control what people think but you can monitor the things they say around you and your students.

  6. If your school has a GSA (Gender-Sexuality Alliance) make sure they have an inclusive environment for intersex students as well as a seat at the table open for any intersex student who wants one.

  7. I can’t stress enough how crucial it is to not only say that intersex people exist, but to really take the time to educate your community about intersex people. Not to say that other issues aren’t important but compared to the amount of outside knowledge students have of other aspects of the LGBTQIA+ community, intersex is barely brushed upon and what little students could already know could be very wrong and damaging.

  8. Finally, if you have a student that discloses their intersex identity to you or is out, don’t put pressure on them to teach about intersex or to already know everything about it. They are likely still learning things about themselves and should not be called upon to do the work of educating others.

Conclusion: Thank you so much for taking the time to read my post! Anyone can be an ally! The more that we have the more intersex students and people feel safe and respected. For more information, check out interACT and its What We Wish Our Teachers Knew brochure written by intersex youth.

 

Kenna is an intersex person and high school student. She loves to read and dance, and wants intersex people to be accepted and welcomed by everyone.  

September 25, 2018

Desiree Sansing in front of the GLSEN logo

Have you ever heard the phrase, pray the gay away? Well, that about sums up my entire religious experience as a teen. I grew up in church and loved God with all of my heart. I sang in my church choir, played clarinet in my church orchestra, and served in church mission trips. I even joined Fellowship of Christian Athletes at school and sang praise songs at our flag pole early in the morning while other students were arriving at school. I was a self-proclaimed “Jesus freak” until I was 17 years old when I started struggling with my sexuality.

Reconciling my faith and my attraction to the same sex was one of the hardest things I’ve ever had to do. I spent the better part of my college years forcing myself to have boyfriends I wasn’t really into, while praying to God to cast “the demon of homosexuality” out of my body. I stayed in the closet throughout my teenage and adolescent years because I was scared of religious-based organizations and therapists who believe they can change a person’s sexuality through a practice called conversion therapy. That kind of therapy is wrong and dangerous, and can lead to terrible things like depression and suicide. Even without this horrific practice, I was already depressed, because I didn’t know where I fit in or how I could belong.

Like many young people in the church, I was so deeply indoctrinated by my religious beliefs that I was fighting the very core of my humanity: the way I love. I now realize that praying the gay away is about as useless as praying for my brown eyes to turn green, or for a tornado to come and whisk me away to Oz. If only someone had told me then that I could reconcile my spirituality and my sexuality, that I could both believe in God and be gay, then maybe I wouldn’t have suffered so much.

When my church took a harsh stance against homosexuality, I was devastated. I thought God loved all people--but when my college youth group outed me, I had to leave. This led me to turn my back on my faith for a long time, because I felt that God didn’t love me, all because that church didn’t accept me. Looking back, I wish I didn’t let people get in between me and my relationship with my God, but I truly believed that I was an abomination and that I was choosing to live in sin. This couldn’t be further from the truth. Instead of trying to change our sexuality, we need to re-examine how our sexuality fits within this beautiful and diverse world.

Because I am Christian, I wish someone told me about The Reformation Project or The Q Christian Fellowship. These organizations are working hard to spread the message that LGBTQ people should be fully included in the Christian Church.

In a world where religion is being used to perpetuate division and chaos among people, there are many religious and spiritual organizations, from all different faiths and backgrounds, that are fighting back and working hard to be better allies to their LGBTQ members.

If you’re Hindu, the Gay and Lesbian Vaishnava Association is a nonprofit religious organization offering positive information and support to LGBTI Vaishnavas and Hindus, their friends, and other interested persons.

If you’re Muslim, there are groups out there like Muslims for Progressive Values that envision a future where Islam is understood as a source of dignity, justice, compassion and love for all humanity and the world.

If you’re Jewish, look into organizations like Keshet, a national organization that works to create full LGBTQ inclusion and equality in Jewish life.

If you’re Mormon, there is a group called Affirmation, which provides a loving, inclusive community for all LGBTQ/SSA people, and those who love them, regardless of how they identify in their sexual orientation, gender identity, or faith.

If you’re Christian, you can find an LGBTQ-affirming church near you or join Many Voices: A Black Church Movement for Gay and Transgender Justice.

After ten years of struggling, I found a community of people who believe like I do and love like I do, too. I know who I am and what I believe, and I know that my God isn’t a God who rejects people.

If you do believe, no matter what religion or spirituality you subscribe to, one thing is for sure: your God, your Creator(s), The Divine, The Universe or whatever you call it, is bigger than our human understanding can ever comprehend. I believe you are beautifully and wonderfully made by your Creator(s) and he/she/they made you just as you are.

No one should have the right or the power to come between you and your faith, so if you’re struggling to walk the path between your spirituality and your sexuality, reach out to organizations and find those online communities who are working to be your ally. There are tons of books, Youtube channels, and people just like you in the world, who believe and love just like you do.

Desiree Sansing is a member of GLSEN’s Educator Advisory Council and currently teaches high school English in DC Public Schools, where she serves as an LGBTQ Liaison and GSA Sponsor.

September 24, 2018

National Student Council member Darid

It's officially GLSEN's Ally Week, a student powered program where LGBTQ K-12 students and LGBTQ educators lead the conversation on what they need from their allies in school. These student leaders from GLSEN's National Student Council took to GLSEN's Instagram and let their allies know what supports they need. For resources and ways to participate in the week, visit glsen.org/allyweek

September 24, 2018

A photo of a teacher and two students

Education is the key.

Many people in society (cisgender and transgender) fall under the male or female categories of gender. However, non-binary people are different. Some non-binary people experience a gender that blends elements of being male and female, or a gender that is entirely different than male or female. Some trans or gender-diverse people don't identify with any gender at all. It’s also possible that someone’s gender identity or gender experience changes over time. There are many different gender identities that fall under the non-binary umbrella. Now that you know what non-binary means how you can be an ally  to non-binary people in your community?

First off, learn, use, and respect pronouns! This not only applies to trans or gender non-conforming people, but it’s a great habit to develop whenever you meet someone new; Whether it's she/her, he/him, they/them, or Zie/Zim. (Hint: There’s a great GLSEN resource titled, “Pronouns: A Resource for Educators”) It’s a great idea to ask what pronouns students use in the beginning of the school year and share your own. This normalizes the usage of correct pronouns within the classroom and may make those using uncommon pronouns feel less estranged.

Another way to normalize pronoun sharing could be something as simple as putting pronouns into one’s email signatures. All pronouns are valid and don’t necessarily correlate with someone’s gender expression.

Remember, It’s alright to mess up, it happens to all of us! However, don’t feel the need to fall into a puddle of apologies when it happens. By drawing more attention to the situation, it may alienate the parties involved (and makes conversation super awkward). Instead of freezing, just correct yourself and move on in the conversation or lesson; perhaps apologizing in private. They key to allyship in pronouns is maintaining patience in practice.

A note having to do with pronouns and names. When referring to a student, remember that it’s possible they are not “out” to others. This may include other teachers, students, family, etc. It’s imperative to a students safety that you have a discussion asking them what they go by at home with their parent/guardian. Although extremely unfortunate, students do experience being ‘outed’ at home via teacher communication or meetings with educators.

Similarly, it is very important to respect all other aspects of LGBTQ experience such as expression, gender identity, name, and manifestation of dysphoria or discomfort. Being a true ally is not a passive activity. It’s important to not only strive to understand and support minority voices, but use your privilege to amplify the needs of the communities you care about. If you hear an educator or student make an insensitive joke or use a slur (accidental or otherwise) stop the conversation and correct them. This could not only save the speaker from future errors, but prevent an uncomfortable situation for queer people they meet later down the line.

For educators, allyship plays a very important role for students within the classroom. Often when discussions about race, gender identity, religion, and sexual orientation occur, those who share their experiences feel wary of possible hostility. As applies to all students, it’s important that LGBTQ students feel supported and validated by their teachers. This may include actions such as facilitating a conversation with a class about queer-related curriculum and allowing students to develop their own narrative. It’s also important to stress that LGBTQ students shouldn’t be expected to share within these conversations, it’s about the aspect of choice, not enticement or discussion of someone’s personal identity.

Lastly, to be an ally is to not only advocate for, but respect all gender bathrooms. Many non-binary people have no choice but to walk into a bathroom that does not reflect their gender identity or expression. This often leads to choosing between the lesser of two evils. Understanding this dynamic and making all gender bathrooms available to students can help relieve their discomfort. Making sure that these bathrooms are used properly is just as important. There shouldn’t be people smoking, leaving toxic messages or disrespecting a public space. It should be treated like any other bathroom. Just as non-binary students should be treated with the same level of respect as their peers.

 Ella Martinez is a GLSEN National Student Council Member. 

September 18, 2018

Portraits of all of GLSEN's 2018-2019 NSC

Every year, GLSEN selects a group of exceptional LGBTQ young people for our national student leadership team, the National Student Council (NSC). Selected from a pool of hundreds of applicants, the 18 members of GLSEN's National Student Council are high school students who are safe-schools advocates, GSA leaders and founders, and passionate activists committed to social justice, representing the diversity of LGBTQ youth in schools.

For the 2018-2019 school year, they'll be dedicated to creating safe and inclusive schools for all students. They are students who showcase their skills as educators, activists, and organizers by working on projects that bring voice and insight to the needs of LGBTQ youth in schools. The work comes in the form of working on GLSEN’s national campaigns, blogs, and GLSEN events. This also happens through working on subcommittee projects that focus on creating content that gives breadth and depth into the work that GLSEN does.  Meet the 18 members of GLSEN's National Student Council!

1. JP Grant

JP Grant

JP (16, he/him ) is from local MA. He is a part of non-profit organization Project 351, he is a student-athlete and writer. He loves being an educator and activist around LGBTQ+ inclusivity and does work focusing on homelessness. JP aspires to be a History teacher one day in the near future :)

2. Juno Adekunle-Owens

 Juno Adekunle-Owens

Juno (14, they/them ) lives in Baltimore, MD. They are a mentally ill nonbinary lesbian and an ambitious artist striving to use their pieces to empower others. They advocate for queer visibility in curriculum, accessible resources for disenfranchised peoples, and environmental sustainability. They love mangoes, Hyuna, and face masks.

3. Sameer Jha

Sameer Jha

Sameer (16, he/him or they/them ) lives in Fremont, CA. Sameer is a trans and queer South Asian activist working to make schools safer for LGBTQ+ youth through his nonprofit The Empathy Alliance. He helps start GSAs, creates awareness of anti-LGBTQ+ bullying, and makes allies out of educators by organizing workshops, facilitating panels, speaking at conferences, and writing articles. He has reached over 1 million people to date and plans to continue his quest to make all schools inclusive and accepting for all students. He loves musical theatre, makeup, and linguistics, and plans to become a teacher.

4. Darid Prom

 Sovandarid Prom

Darid (17, They/Them) lives in Philadelphia, PA. They're a passionate immigrant working to improve and enlighten their community through local advocacy with organizations like The Mazzoni Center. They're also the co-advisor of their school's GSA. As a non-binary queer, they want to create a safe and affirming space for students of all gender identities and sexual orientation. Through their experiences, they want to shed light on those who are forced to grow up in an environment of hostility and darkness.

5. El Martinez

El Martinez

El Martinez (16, they/them ) lives in a suburb of Boston, MA. They are a multi-ethnic and geeky Inter-feminist who participates most notably as president of their high school GSA and as a Backstage Manager for stage crew. Much of their activism is centered around the normalization of trans identity, inclusive as well as sex+ education, and achieving equality through legislation/public policy.

6. Victorea Quinton-Hairston

Victorea Quinton-Hairston

Victorea Camille (16, she/her, they/them) lives in Aurora, IL. She is an excitable writer with a passion for politics and activism. She hopes to inspire as many young minds as she can. She loves reading, painting, and cuddling with her doggo Bella.

7. Brianna Davis

Brianna Davis 

Brianna (14, she/her ) lives in Vineland, NJ. She is an activist fighting for LGBTQ+ rights, and working to stop injustice against other minorities. Brianna worked for two years for her school to have a Gay-Straight Alliance and is now the proud president. She is looking forward to spreading awareness on a national level.

8. Clay Horton

Clay Horton

Clay (17, flexible pronouns) lives in Austin, TX. They are a STEM-loving fine arts enthusiast. They are an Aquarius and an ambivert. They believe that different forms of self-expression and honest communication are the key to bringing people together.

9. DaShay Shelton

DaShay Shelton

DaShay, aka Shay (16, they/ them ) lives in Mineral, VA. They are an aspiring nurse, love listening to music, drawing, playing basketball, and running. They are an active part of their school’s GSA and are a student-athlete.

10. Anaïs Canepa

 Anaïs Canepa

Anaïs/Anï (17, any pronouns ) lives in Horsham, PA. They're a proud Jewish queer teen who loves music, art, animals, and activism. When they're not focused on their art, they spend their time involved in their regional queer community. Their work ranges from helping their local community center to running their school's GSA, volunteering for Philadelphia Pride, and housing LGBTQ+ local kids in need.

11. Thomas/Selena Jeffers

 Thomas/Selena Jeffers

Thomas/Selena Jeffers (18, he/him, she/hers) lives in Durham NC. He hopes to be a pediatrician one day. He is a high school male cheerleader and an Eagle Scout. He attended City of Medicine Academy, a school that teaches the basics of the medical field.

12. Jessica Chiriboga

Jessica Chiriboga

Jessica (16, she/her) lives in Glendora, California. She aspires to one day become a U.S. Supreme Court justice. As a Latinx, feminist lesbian, she hopes to bring radical change to society in the areas of human rights, racial justice, education, and healthcare. She is a proud member of the California YMCA Youth & Government and is an active part of her school’s GSA.

13. Liam Carrera

Liam Carrera 

Liam (16, he/him) lives in Sisseton, SD. He’s a trans teen aspiring to be a botanist and his hobbies include singing, watching Supernatural or Grey’s Anatomy and gardening. Having a diverse outlook on life is important to him and he tries to see things from multiple perspectives, no matter the situation.

14. Cruz Contreras

Cruz Contreras

Cruzilious (17, he/ him, they/them) is a queer non-binary, transmasc Chicanx who lives in the small community of Newport in Wilmington, DE. They educate their community on the importance of intersectionality and curriculums that cover all students. They enjoy breaking down white supremacy -- but walks on the beach are cool too. He also likes poetry, tattoos, and softball. Cruz works with their local Planned Parenthood as a member of their Teen Council program, learning and teaching a range of topics from sex ed, healthy relationships, body positivity, and more. They are now also working with the GSA Networks and Transgender Law Centers, TRUTH Council, where transgender and gender non-conforming youth use storytelling as a tool in advocacy. In the future, Cruz intends to take Peace and Conflict Resolution classes in college, and serve in the Peace Corps as a rescue aid.

15. Sayer Kirk

Sayer Kirk

Sayer (18, she/her ) is from Burlington, a small city in North Carolina. She is the President of her GSA, the Director and Founder of an LGBT Youth Center, and a budding politician. In addition to her dream of being a politician, she has a dream of changing the world. If everything goes according to plan, those two dreams will coincide but she is getting a head start through activism and early political work.

16. Kian Tortorello-Allen

 Kian Tortorello-Allen

Kian (17, they/them, he/him) lives in the metro New York area. All their activism centers QTPOC people and the experiences of people living at the intersections of multiple marginalized identities. He is particularly interested in using the arts to explore radical change making.

17. SB/Sarah Bunn

SB/Sarah Bunn

SB (they/them) is a Cambodian American sixteen-year-old from suburban Philadelphia. They are the Team Projects Manager for the National Student Council 2018-2019 term. At their school, SB is the co-head of the GSA, co-editor of the literary magazine, and a staff writer and staff graphic designer for the school newspaper. SB advocates for QTPoC youth, immigrants and refugees, and mental health awareness. They have worked with organizations in Philly such as The Mazzoni Center and HIAS as part of their advocacy work. Outside of activism, SB loves writing and reading literature, primarily poetry and prose. They intend to study English and/or Gender and Sexuality Studies in college and aspire to become a civil rights lawyer someday.

18. Imani Sims

Imani Sims 

Imani (17, they/them ) lives in Rocky River, OH. They are a black sapphic who loves almond milk! They are always down to smash patriarchal norms. Imani lives for the color yellow and amplifying black queer voices and stories. In the future, they see themselves living in New York with a sphinx cat and a cupboard stocked with water bottles. Imani also loves Angela Davis, platform shoes, black hair stores, bats, and grape juice.

As the National Student Council heads back to school, GLSEN is beginning the school year by distributing resources to GSAs, LGBTQ student leaders, and the educators who support them. Get the tools you need to head back to an LGBTQ-inclusive school.

September 12, 2018

A yearbook photo of the Nease High School GSA

The start of the school is always exciting because student-led LGBTQ clubs either relaunch or launch for the first time. This is the perfect time to register your club and establish your #GSAgoals for the year! (Registering your GSA gives you access to GLSEN materials, ensures you're on our mailing lists, and more)

The GSAs featured below got together and outlined what they wanted to achieve this year to best serve their members and school communities. Read their plans below and tag @glsen in your own #GSAgoals post!

1. Nease High School GSA

 
 
 
View this post on Instagram

"Our club wants to create a safe and supportive community for Nease’s LGBTQ students! This year, we hope to create an LGBTQ book section in our library, put on a production of The Laramie Project play, teach queer history, talk about queer activism 101 and our rights as students and Americans, participate in GLSEN's #AllyWeek by writing notes to our teachers and making friends at the other St John’s County high school GSA clubs, and do GLSEN's #DayOfSilence for the fourth year in a row! We are so excited to be making a huge difference for our school climate and our peers and we hope our work outlasts our presence at Nease :)" . . @NeaseGSA was one of the first GSAs to register with GLSEN this year! To celebrate their awesome (and well-organized!) club, we are featuring their #GSAgoals for the year. Does your student-led #LGBTQ club have any of the same goals as @NeaseGSA? #gaystraightalliance #gendersexualityalliance #spectrumclub #inclusiveschools #safeschools #safespace #letyouthlead #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 20, 2018 at 2:14pm PDT

 

2. Rainbow Alliance

 
 
 
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These Rainbow Alliance leaders were among the first students to register their student-led #LGBTQ club for this new school year! They told us a little about their #GSAgoals for the year: "Our club is planning a few events such as bake sales and general tunes to socialize with other people to try and achieve a more accepting school. We are also trying to get a few of us into a couple assemblies throughout the year so we can talk about accepting yourself and others and talk about some hardships we have faced but got through thanks to the people in our lives." Photo:@indigoletter6 & @its_ya_boi_cain_also_im_sad Is your #GSA registered? Sign-up your club at the link in bio to get the latest resources and updates from GLSEN! #RainbowAlliance #gaystraightalliance#gendersexualityalliance #spectrumclub#inclusiveschools #safeschools#safespace #letyouthlead #LGBTQ#lesbian #gay #bi #trans #queer#nonbinary

A post shared by GLSEN (@glsen) on Aug 22, 2018 at 4:00pm PDT

 

3.  Stillman Valley Pride 

 

4. F.W. Buchholz High School GSA

 
 
 
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This SUPER awesome and organized #GSA from F.W. Buchholz High School sent in their #GSAgoals for this year (in a numbered list!): "#GSAgoals for this year for F.W. Buchholz High School are: 1. Provide a safe place for people to speak and relax at the end of the day. 2. Create an environment that encourages others to contribute their ideas and discuss in forums between the club. 3. Try to get more of our school to participate in #DayOfSilence, by reserving a table during lunches to talk to students. 4. Involve school educators more in our school wide donation drive for our local Gainesville area AIDS project to maximize our reach to the students in our school and as a result receive more donations for the people who receive from the project." Does your club have any similar goals? . . . #gaystraightalliance #gendersexualityalliance #spectrumclub #inclusiveschools #safeschools #safespace #letyouthlead #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Sep 10, 2018 at 4:30pm PDT

 

The GLSEN Jumpstart Guide can help you get your club off its feet as you start the new year. And don't forget to register your club for the latest updates and resources!

September 11, 2018

Image of GLSEN National Student Council member Sameer

GLSEN is heading back to school with a whole new National Student Council! The 2018-2019 National Student Council members took to GLSEN's Instagram to introduce themselves - and share their community-building expertise to help you achieve all your #GSAgoals this year! 

In addition to their tips, check out our Jumpstart Guide for ways that you can get your GSA started (or restarted!). And remember to register your GSA or similar student-led LGBTQ club to get all the latest resources and updates from GLSEN!

1. Imani (they/them)

 
 
 
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We asked GLSEN's new 2018-2019 National Student Council for their tips on starting (or re-starting) the their GSAs in their upcoming school year. Here's what @rostampon (they/them) from Rocky River shared: "#gsagoals: the best way to have a successful GSA is to get people to your meetings !! Start planning now, in fact, never stop planning ! People are more likely to come to GSA meetings/events if they know they can rely on a snack and an inclusive place to unwind. The best way to let people know who you are is to advertise and have frequent events. Advertisements go beyond flyers and social media posts! Current GSA members are living, breathing advertisements for inclusivity and warmth. If people see YOU being inclusive, they are more likely to join the GSA that you’re a part of." . . How are you starting off your student-led #LGBTQ club this year? Make sure to visit the link in bio to find all the resources you need to head #backtoschool! #InclusiveSchools #SafeSchools #gaystraightalliance #gendersexualityalliance #spectrumclub #rainbowclub #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 21, 2018 at 9:55am PDT

 

2. Clay (flexible pronouns)

 

3. JP (he/him)

 

4. Juno (they/them)

 

5. Darid (they/them)

 
 
 
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We are welcoming GLSEN's 2018-2019 National Student Council by asking them their tips for GSA's heading #BackToSchool. Here's the advice @Justrid1 (17, They/Them) shared for clubs trying to accomplish all of their #GSAgoals this year: "GSAs are about valuing all people regardless of whether they're gay, straight, bisexual, transgender, or questioning. So make sure to form a Community Agreement and set guidelines to build a safe space and develop a sense of community for LGBTQ+ youth to thrive and excel as individuals. Also don’t be afraid to get involved and have fun!" #LetYouthLead#gaystraightalliance #queerstraightalliance#QSA #rainbowcoalition #spectrum#LGBTQ #lesbian #gay #bi #trans #queer#nonbinary

A post shared by GLSEN (@glsen) on Aug 23, 2018 at 4:00pm PDT

 

6. El (they/them)

 
 
 
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2018-2019 GLSEN National Student Council member @a_queer_person (16, they/them) shared their thoughts on the best ways to reach your #GSAgoals this year: "I honestly believe that the key to a successful GSA is inclusivity. Look around you, are there groups that aren’t represented within your alliance? Why might some students hesitate to join? Be intersectional in your mindset as you perform outreach. Speaking of outreach, make sure the student body knows you exist! Send out email reminders, polls, and bring in snacks to personalize your GSA to the needs of your members. As important as it is to stay active and educational, it’s also important to take the time to bond with those around you." How do you create an inclusive student-led #LGBTQ club at your school? #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA#rainbowcoalition #spectrum#LGBTQ#lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 24, 2018 at 10:37am PDT

 

7. Victorea (she/her, they/them)

 
 
 
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As students are heading #BackToSchool and back to their GSAs, GLSEN's new National Student Council is sharing tips for GSAs hoping to achieve all of their #GSAgoals this year! Victorea Camille (16, she/her, they/them) stresses the importance of communication: "Communication with all members so super important!! Making sure that everyone is getting what they need from the club be it safety, validation, or community. If your club is working together like a well oiled machine, then y’all will be able to spread that joy and sense of unity to the entire school!" How are you keeping your #GSA connected this year? #GSAgoals #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA #rainbowcoalition #spectrum #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 25, 2018 at 3:30pm PDT

 

8. Brianna (she/her)

 
 
 
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Need help getting your #GSA started as you head #BackToSchool? 2018-2019 GLSEN National Student Council member Brianna (14, she/her) and president of her school's GSA has some tips: "Advertising is KEY! Spread the word and let people know what your GSA is all about. Anytime you can further publicize the GSA at your school, do it! At events such as club night, maybe make a poster with some information and pictures of the events held by your GSA in the past years, to let people get a feel of what it consists of. Let people get to know what the atmosphere of your GSA is." Find more resources for your GSA at the link in bio! #GSAgoals #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA #rainbowcoalition #spectrum #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 26, 2018 at 4:30pm PDT

 

9. Anaïs (any pronouns)

 

10. Sameer (he/him or they/them)

 
 
 
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2018-2019 GLSEN National Student Council member @sameerhjha (16, he/him or they/them) wants to share info that will get your #GSA rolling as you head #BackToSchool: "Always bring food! People will be much more willing to venture into your GSA if they know you have delicious treats. They'll come for the food and stay for the gay! Also, try to partner with other organizations on campus that can provide an intersectional perspective, or bring in guest speakers with voices that are usually underrepresented or silenced. This can help bring in more members, but more importantly it will keep your GSA a place of inclusivity." A meeting with snacks? #GSAgoals for real! #GSAgoals #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA #rainbowcoalition #spectrum #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 28, 2018 at 11:30am PDT

 

11. Thomas/Selena (he/him, she/hers)

 

12. Liam (he/him)

 

13. Jessica (she/her)

 
 
 
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New GLSEN National Student Council member @jessicachiriboga17 (16, she/her) shares her wisdom about creating a successful #GSA as you head back to school: "The first step is definitely raising awareness about your club! Whether that comes through videos, club week, posters, social media, or so on, the goal should be to establish that there is a safe space for ALL people at your high school. Meetings should be engaging exciting, and that comes through utilizing icebreakers and presentations to further educate your GSA. Try to attend a couple events (or organize your own community events) as a GSA to grow even more as a family. And, as always, emphasize that your GSA is a safe space for the LGBTQ+ community and their allies!!" How are you setting up your GSA as a safe space this year? #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA #rainbowcoalition #spectrum #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Aug 29, 2018 at 4:30pm PDT

 

14. DaShay (they/them)

 

15. Sayer (she/her)

 

16. Sarah (she/her)

 

17. Cruz (they/them, he/him)

 
 
 
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2018-2019 GLSEN National Student Council member @cruzilious has a simple but effective tip for creating an inclusive #GSA when you head #BackToSchool: "ask! gsas are supposed to be safe spaces for all members, but it can only be one if everyone is asked about their needs and wants for the year. every members needs can be different so without asking gsa’s can struggle in trying different perspectives for members and could soon crumble. Know that without intersectional teaching, the gsa will possibly not know a fuller understanding of how it impacts everyone's needs. gsa’s aren’t there to cover just one persons needs, they aren’t to cover just a single orientation or gender identity, they aren’t to cover one single topic, they are to cover needs of all members. so ask for needs, don’t assume!!" How will you make sure your #GSA is inclusive this year? #GSAgoals #LetYouthLead #gaystraightalliance #queerstraightalliance #QSA #rainbowcoalition #spectrum #LGBTQ #lesbian #gay #bi #trans #queer #nonbinary

A post shared by GLSEN (@glsen) on Sep 1, 2018 at 5:05pm PDT

 

18. Kian (they/them or he/him)

Don't forget to register your GSA to join the largest network student-led LGBTQ clubs in the country! 

August 24, 2018

Students with their hands up in a classroom

In 2012, the Netherlands mandated the inclusion of sexual diversity in the Dutch curriculum. This past January, I visited fourteen schools and interviewed over thirty Dutch educators and advocates to synthesize best practices from the last six years of implementation. After moving back to the US I wanted to share my findings and their implications for teachers here in the US. I’m glad to connect with GLSEN’s to share my findings:

  1. Policies matter. Although the underpinnings of Dutch policy can be traced back to the Calvinist roots of the country, it was clear that the national call for inclusion made an impact. Teachers believed that speaking about LGBTQ topics was completely normal and part of their duty as Dutch teachers. What can US Educators do?  If your school does not have policies in place to protect LGBTQ students check out this resource https://www.glsen.org/article/modelpolicies

  2. We’re all in this together. New to the classroom? Nervous about backlash from parents? Lean on your community. Only 43% of educators in the Netherlands were employed full time, as a result, every school had multiple teachers for each content area. LGBTQ topics were frequently included in the sex education curriculum, and biology teachers had a community within their school to exchange lesson plans, stories, and troubleshoot instructional issues. Teachers shared that when they encountered a challenge, they just asked other educators! What can US Educators do? Tap into a network of teachers working towards the same goal by joining GLSEN’s Educator Network.

  3. Meeting at the intersection. There is a common misconception that the Dutch are a homogenous population. With large numbers of both western and non-western immigrants, there is no single image of “looking Dutch”. There were remarkable examples of culturally responsive teaching, including a teacher who called up the mosque prior to starting the sex education unit. What can US Educators do? Consider how being LGBTQ can intersect with other identities.  

  4. Empower youth. At a school outside of Amsterdam, I had the opportunity to witness student officers of the Gender Sexuality Alliance (GSA) facilitate a workshop with their peers during biology class covering the myriad of LGBTQ identities and answering questions. The school was intentional about making a place for inclusion during the day, and that students led the charge. As educators, we must make put the structures in place so that youth can organize and lead. What can US Educators do? Find resources for GSA support at www.glsen.org/gsa.

  5. Change is possible. In 2010, the Netherlands’ main LGBTQ advocacy organization initiated a campaign in schools to recognize Purple Friday— a day that raises awareness about LGBTQ people and fights homophobia. Purple Friday now reaches over 90% of schools and almost every teacher and student proudly shared their Purple Friday story. What can US Educators do? Keep the momentum going. Bring Ally Week, Day of Silence, and No-Name Calling Week to your school this year.

Despite political and cultural idiosyncrasies, the Netherlands provides a vision of what is possible in the United States— a future with policies that require inclusive curriculum, and teachers working together to empower students and craft schools that value all identities.

Amber Moore

Amber Moore is an educator and social justice researcher. You can read more about her work at: www.themooreyoulearn.com

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