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February 10, 2012

“As a student whose life was saved by GLSEN's work, I thank you from the bottom of my heart for standing with us.”

Numbers are often so important in our work. Numbers from our research, at the heart of everything we do at GLSEN, document the collective experience of LGBT youth, inform our programs and demonstrate how our work is making a real difference in thousands of school districts every day. Numbers also help us track our progress towards our yearly goals, and give us a sense of how engaged people are in our work.

So I of course was overjoyed when I saw that 5,000 people signed our thank you message to Grazie Media last week, when Grazie Media did not bow to anti-LGBT pressure to pull our "Think B4 You Speak" PSAs from its JumboTron outside the Super Bowl, and made sure the message of respect was heard at the epicenter of America’s largest annual media event.

I’m thrilled that more than 70,000 people heard that message on-site at the Super Bowl, and millions more were part of the online dialogue sparked by Grazie Media’s decision – all of them hearing a message that could have a lasting impact in the lives of LGBT youth.

In return, we spoke as one in huge numbers to show an ally that they would find overwhelming support in doing the right thing.

But there’s a deeper story behind all those numbers, and it came through from the 166th person to sign our thank you message.

“As a student whose life was saved by GLSEN's work, I thank you from the bottom of my heart for standing with us.”

I am fortunate to be able to travel the country in my job and hear from youth and educators whose lives are in a better place because of something as simple as seeing a GLSEN Safe Space Sticker or joining a Gay-Straight Alliance or having a coach suggest their team take GLSEN’s Team Respect Challenge.

Knowing that they are not alone, that others stand with them and are willing to act to end the violence and discrimination they face, can literally change and save students’ lives. Research tells us that fact. Individual stories bring that reality home.

I can’t tell you how much it means to me, our staff, our chapters, our volunteer Board of Directors and all of the people connected to GLSEN’s work to hear from you about the impact of our work. And how much it means to us when we hear that you are ready to mobilize, to support our allies and to let every student in this country know that they are not alone!

Please always feel free to reach out to us on TwitterFacebook or at and let us know how we’re doing and how we can help.

February 09, 2012

News broke this week that anti-LGBT group Parents and Friends of Ex-Gays (PFOX) sent home fliers to students in Montgomery County schools advertising potentially harmful ideas about so-called conversion therapy.

Montgomery County has a long-standing tradition of allowing groups to send fliers home. After a court decision in 2006, the county's new policy is to allow any registered non-profit group to send home fliers at four times during the school year. As MyFox DC points out, these fliers are normally from the PTA or a Girl Scout troop. This is not the first time PFOX sent their flier home with students, and its not the first time they have drawn the ire of parents, students and educators alike.

Thankfully, Montgomery County, though forced to distribute the flier, has not taken a neutral position.  Superintendent Joshua Starr said the fliers are "reprehensible and deplorable," according to NBC 4 in Washington.

In case you were wondering, so-called conversion therapy has been thoroughly debunked and discredited by a coalition of 13 national medical and mental health organizations. Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel is an amazing resource that serves as a guide for school employees who confront sensitive issues involving lesbian, gay, and bisexual students. It is intended to help school administrators foster safe and health school environments, in which all students can achieve to the best of their abilities.

I grew up in Montgomery County, Maryland and attended Montgomery County Public Schools for kindergarten through 12th grade and while my school wasn't perfect, it was safe. Montgomery County has an enumerated anti-bullying policy. Schools are full of thriving Gay-Straight Alliances. Our county's non-discrimination laws include protections for transgender people. There were multiple openly gay teachers at my school. Openly gay students are everywhere: from the varsity track team to the school's theater productions.

While the message of PFOX is troubling and problematic, the good thing is that Montgomery County has a foundation for respect. The same thing is not true in all school districts. Growing up is hard enough, schools should be places of safety and support. That's why I work at GLSEN and that's why GLSEN's work is so important. Research like the National School Climate Survey and Playgrounds and Prejudice, give us a clear understanding of what school is really like. And resources such as the Jump Start Guide for Gay-Straight Alliances and Ready, Set, Respect! give students and educators specific tools to foster a climate of respect.

I look forward to the day when there simply isn't any group who would want to send home such a flier. Until then, we must all work to ensure that schools are safe for every student, regardless of sexual orientation or gender identity/expression.

If you'd like to do something concrete to help make schools safe, here are two suggestions:

  1. Sign-up for updates from GLSEN. We'll keep you updating on a variety of ways you can get involved from emailing your senator to signing a petition.
  2. Send a Safe Space Kit to your school. I made sure that my middle school and high school each have a kit. You can designate a school of your choice to receive a kit. The kit contains resources for educators and "Safe Space" stickers and posters that teachers can display to indicate they are a safe place for LGBT students.
January 31, 2012

A sign with black on white paper which reads "No Sticks. No Stones. No Dissing. No Name-Calling Week. January 23-27 2012"At Bettendorf Middle School in Iowa, students had a “Walk In Another's Shoes Day” to demonstrate every child’s different personalities.

At Greenwood Elementary in Wakefield, Massachusetts, two students made a Monday morning announcement over the school public address system:

“Good morning! Remember we are all different and unique. Let’s celebrate our differences. Sticks and stones may break your bones, but mean words can tear holes in your spirit.”

And at Hammond Elementary School in Columbia, Maryland, guidance counselor Patty Smith led students in an “activity of the day” to affirm the goal of mutual respect for one another:

  • on Wednesday, each student was asked to say one positive thing to someone they don’t know;
  • on Thursday, they wrote “Kindness grams” to deliver to peers they don’t usually hang around with;
  • and on Friday, all students and staff dressed in blue and gold — the school colors — as a show of unity against name-calling and other forms of bullying.

These are just a few of the creative and impactful ways that students and teachers across our country observed No Name-Calling Week 2012.

Help GLSEN build on the powerful success of events like No Name-Calling Week by making a donation today.

No Name-Calling Week was a tremendously positive way to deliver GLSEN’s message of respect for difference and diversity. And it’s an event made possible largely by your generous contributions.

A glass display case featuring two books and a colorful collection of No Name-Calling Week theme artwork, created by studentsSadly, however, it wasn’t this week’s only story about the critical issue of bullying.

In Tennessee, state legislators advanced a bill to actually protect bullies by shielding them from disciplinary action or other intervention if their name-calling and torment is based on “religious freedom.”

It’s a sad day in our country when “religious freedom” is defined as the right to make a vulnerable young student’s life miserable and unsafe.

This is precisely why events like No Name-Calling Week, and GLSEN’s National Day of Silence in April, are so very important. We must continue to beat the drum that bullying and name calling are wrong in every circumstance, in every school, and when directed at any student.

Affirm your commitment to eliminate bullying and name calling in America’s schools. Support GLSEN today.

January 19, 2012

Dear Friend,

Three weeks after my oldest child started kindergarten, she threw a tantrum because I said "no" about something or other, and yelled, "Mama, you are a SISSY!" She clearly had little sense of the word's meaning, but had learned in her brief elementary school career that this was one of the worst epithets she could hurl in anger.

Today, GLSEN is proud to embark on an exciting new phase of our work in K-12 schools. We have released a groundbreaking new study that looks at school climate in the elementary grades. Further, we have created a critical new resource for teachers in grades K-5 - in partnership with our friends at the National Association of Elementary School Principals (NAESP) and the National Association for the Education of Young Children (NAEYC).

Playgrounds & PrejudiceIn our new report, Playgrounds and Prejudice: Elementary School Climate in the United States, we learn that the kind of language my daughter learned in only three weeks is far too common in our elementary schools. Name-calling and bullying in elementary schools reinforce gender stereotypes and negative attitudes toward people based on their gender expression, sexual orientation, disability, race, religion or family composition. Students and teachers report frequent use of disparaging remarks like "retard" and "that's so gay," and half of the teachers surveyed report bullying as a "serious problem" among their students. Students who do not conform to traditional gender norms are at higher risk for bullying, and are less likely than their peers to feel safe at school.

Previous GLSEN research has already demonstrated the high cost of such bias as students get older -- consider the fact that nearly 40% of LGBT students in middle school report having been physically assaulted at school. It is absolutely critical that respect for others be part of the curriculum from day one if we are to end bullying, harassment and violence among youth. This report shows how far we still have to go.

There is, however, some good news.

Elementary school teachers are alert to the problems that students face. A large majority report that their schools are taking action in some way to try to address bullying and harassment. Students report that they have at least heard some of the right messages about mutual respect and the equality of boys and girls. However limited their impact may be, these steps represent a foundation for the additional action urgently needed .

Ready, Set, Respect!To support elementary school teachers, principals and school staff ready to build on that foundation, GLSEN is releasing a major new resource: Ready, Set, Respect! GLSEN's Elementary School Toolkit. Developed in partnership with NAESP and NAEYC - leaders in the field of elementary school education - Ready, Set, Respect! is part professional development and part curricular resource with lesson plans for addressing bullying and bias-based remarks, gender and inclusion of LGBT people in family diversity.

Awareness of the unacceptable price of prejudice is growing, as is the will to clear the path for a healthy and happy life for every child. I will do everything in my power to ensure that my daughters are free to thrive and follow that path. I hope you will join me and all of my GLSEN colleagues in the ongoing effort to ensure that every child is free to be their happiest, healthiest and best self.

Dr. Eliza Byard Executive Director

January 13, 2012

As we head into this weekend in honor of Dr. Martin Luther King, Jr., the  family of Robert Champion, Jr. is mourning his death and suing those they hold responsible for their wrongful loss. Champion was a drum major for Florida A&M’s Marching 100, who died in the wake of a hazing ritual on a band bus on November 19, 2011. Friends and family say Champion was gay, and GLSEN’s great partner the National Black Justice Coalition (NBJC) is calling for a U.S. Justice Department investigation into whether his death was a hate crime. The emergence of this story into national prominence on the eve of Dr. King’s holiday seems tragically inevitable – although troublingly overdue.

Dr. King's very last sermon, delivered in 1968, was a meditation on "the Drum Major Instinct": a desire to lead, to be first, to be praised, and to make a mark on the world. (You can find the full text of this sermon here, along with the audio file, if you really want to give yourself goose bumps.) Dr. King argued that we all have this instinct, which can rightfully be condemned when it leads to destructive, selfish behavior. But it is a natural instinct, Dr. King went on, present in everyone, that can be the source of great change and true greatness when it is harnessed through service and love. Contemplating his own legacy in the sermon's conclusion (eerily close to the hour of his own assassination), Dr. King said "If you want to say that I was a drum major, say that I was a drum major for justice. Say that I was a drum major for peace. I was a drum major for righteousness."

Robert Champion, Jr. was an actual drum major in one of the most celebrated marching bands of the HBCUs (Historically Black Colleges and Universities). Friends and family say that he was a crusader against the hazing that is such a central and dangerous part of the marching band experience at HBCUs. His own success as a leader within the band was a testament to the possibility that one could rise through the ranks without submitting to the degrading rituals invented by band leaders to test emerging candidates. Champion was, apparently, in line to become head drum major for the Marching 100. And he was gay. Today a painful set of inquiries seek to determine what role each of these factors played in the intense beating that led to his death.

Champion sought to be a leader, and to lead the way to a more just system within the band by resisting violent and artificial rituals. A drum major for justice. A central purpose of our work at GLSEN from the beginning – and a pillar of our current strategic plan – is to support emerging student leaders and to ensure that leadership opportunities throughout the K-12 school years are open to all students, whether they are straight, gay, lesbian, bisexual and/or transgender. And we seek to break the cycle of learned hatred and violence directed at LGBT people that some of Champion’s fellow students may have channeled into the beating that led to his death. Each year, we meet and support a new group of emerging Drum Majors for Justice who decide to channel their instinct into GSA leadership or other acts of brave service, some as simple as staying silent on the Day of Silence or speaking out during Ally Week or expressing their aspirations for a better future through artistic expression during No Name-Calling Week.

We at GLSEN hope you will take a moment to sign NBJC’s petition (at ) so that the facts regarding Robert Champion, Jr.’s death will come to light. And take a moment to reflect on the work and leadership of the remarkable student leaders like Robert whose efforts we support, and whose work is going to change the world. Thank you as a GLSEN supporter for all that you do to make our work possible, and to ensure that the arc of the moral universe does indeed bend toward justice.

Warmest regards, and many thanks.

December 21, 2011
2009 National School Climate Survey
GLSEN would like to highlight an important addition to research on LGBT youth, the new article “High School Gay-Straight Alliances (GSAs) and Young Adult Well-Being”in the November Applied Developmental Science, which examines the long-term, positive impact of GSAs. 
The study titled, "High School Gay-Straight-Alliances (GSAs) and Young Adult Well-Being," was co-authored by Russell Toomey and Stephen T. Russel and based on data by the Family Acceptance Project. It confirms what GLSEN research has found about the positive effects of GSAs for current students, and sheds light on the ways GSAs may affect LGBT youth into adulthood.
Over a decade ago, GLSEN conducted the first national survey of LGBT students because not much other research documented the lives of LGBT youth. Although the volume of research on LGBT youth has increased since then, studies have more often examined negativefactors and risks rather than the impact of supportive resources.  
To fill this void,our biennial National School Climate Survey has continually examined the effects of school resources and supports, such as Gay-Straight Alliances (GSAs).
In our research brief Gay-Straight Alliances: Creating Safer Schools for LGBT Students and their Allies,we reported that GSAs can impact school experiences for LGBT youth in many ways. We found that LGBT students at schools with GSAs were less likely than students without a GSA to hear homophobic remarks, feel unsafe at school, miss school, and experience physical violence.They were also more likely to have supportive school staff and feel connected to their school communities.
GSAs seem to make a positive difference in the lives of LGBTyouth, but does that impact continue as they grow into adulthood? 
The new study, authored by Dr. Russell Toomey and colleagues, asked LGBT young adults in northern California to look back on their high school experiences, and found that:
LGBT young adults who went to a high school with a GSA were…
  • Less likely to have dropped out of high school
  • Less likely to experience depression
  • More likely to have attended college

Those who participated in their school’s GSA were…

  • Less likely to have abused drugs or alcohol
  • More protected against the negative mental health effects of bullying

All studies have limitations, so it is important to note that this research was limited to a relatively small number of participants from a fairly small geographic area. The research relied on participants’ memories of their high school experiences, instead of following LGBT youth as they aged. 

Still, our colleagues’ study is an exciting step forward in learning about the lasting potential benefits of supportive school resources for LGBT youth.  In the future, we hope to see national and longitudinal research on positive LGBT youth development.
December 16, 2011

A message from GLSEN Executive Director Eliza Byard. Last week I had the remarkable privilege of attending the first-ever United Nations (UN) consultation on anti-LGBT bias and violence in schools worldwide. Organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the convening was held in Rio de Janeiro, Brazil from December 5-9, 2011. The historic gathering brought together LGBT advocates, education ministry officials and UN agency representatives from all seven continents. It was astounding to see the incredible work being done, sometimes in extremely difficult and hostile climates. You can find a complete list of participants here. I was proud to note the number of advocates overseas who were using and adapting GLSEN resources, or who had come to GLSEN for advice while designing their own strategies and programs. I was moved to have the opportunity to support the efforts of brave individuals in countries like Cameroon, China, Peru, Namibia, Jamaica, Samoa and Vietnam. I was also struck by how work on LGBT issues in education abroad employs such a fundamentally different authorizing framework than the legal, constitutional and philosophical underpinnings of safe schools work here in the United States. In the US, we recognize that anti-LGBT behavior and bias directed at youth can sometimes rise to the level of a civil rights violation, and can lead to criminal acts of violence.  In other parts of the world, however, this behavior is framed as a violation of internationally accepted human rights standards.

Photo credit: UNESCO

I was honored join my colleagues at the UN convening in issuing the “Rio Statement on Homophobic Bullying and Education for All,” which articulates this international framework. In the spirit of this statement, and on behalf of GLSEN and our colleagues in the Safe Schools Movement in the United States and around the world, I call upon the President and Congress to act now and address current violations in the United States in this context. Secretary of State Hillary Clinton acknowledged the need for action in her historic speech on human rights in Geneva last week, making specific reference to anti-LGBT bullying and violence in the United States:

I speak …knowing that my own country's record on human rights for gay people is far from perfect. Many LGBT Americans have endured violence and harassment in their own lives, and for some, including many young people, bullying and exclusion are daily experiences.

Secretary Clinton’s speech (you can read the full transcript here) had a galvanizing effect on the UN convening and on me personally. The bullying and exclusion Clinton cites are violations of international human rights standards not only because of the violence and pain they inflict, but also because they undercut fundamental rights of access to the benefits of an education. The Universal Declaration of Human Rights, ratified by the United States, states that:

Everyone has the right to education …. and higher education shall be equally accessible to all on the basis of merit. Further, the declaration sets a standard for the quality and nature of the education received: Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups…

Schools where students go in fear of violence and ostracism cannot fulfill this mandate. Communities where students cannot walk to school without fear of being shot cannot fulfill this mandate. Schools where the only response to bullying and harassment is to segregate the target or jail the perpetrator cannot fulfill this mandate. And schools where the very existence of LGBT people is strenuously ignored or actively denigrated cannot fulfill this mandate. We know that LGBT students attending school in the United States are at risk of bullying, harassment and discrimination. GLSEN has been documenting these experiences for years. As a critical initial step towards fulfilling the governmental responsibility to provide universal access to high-quality education, Congress must pass and the President must sign into law the Safe Schools Improvement Act (SSIA) and the Student Non-Discrimination Act (SNDA) to establish baseline standards for school safety and non-discrimination in schools throughout the United States. We know the work here to create safe learning environments that promote respect is a long-term process that sometimes carries obstacles along the way. But as shown at this historic meeting in Rio, GLSEN is not alone in this work. We're a part of a global movement to ensure the wellbeing of every student in school regardless of their actual or perceived sexual orientation and gender identity. And with our partners here and abroad, we will affect change throughout the world.

December 01, 2011

Today, December 1, marks Worlds AIDS Day. At GLSEN and in my personal life, I am taking a moment to remember the impact HIV/AIDS has on millions of people around the world. We are thankful for the tireless of activists, educators, medical health professionals, policymakers, parents, children and friends.

HIV/AIDS affects people of all ages. UNAIDS report on the global AIDS epidemic found that every hour, 30 children die as a result of AIDS.

Students in schools in the USA live with HIV/AIDS and have family affected by HIV/AIDS. It's my hope that these students will be able to live safe, healthy, full lives. I am thankful for every person working to eradicate new HIV infections and to ensure that those living with HIV have happy and healthy lives.

David Barr was a young man when the first cases of AIDS were diagnosed. While many people he knew were getting sick and dying, Barr began working in the community to fight the epidemic. The work of Barr and his colleagues changed the response to AIDS in the U.S. and galvanized the lesbian, gay, bisexual and transgender (LGBT) community.

David's story is featured in Unheard Voice, a project by GLSEN, the Anti-Defamation League, and StoryCorps. You can listen to his story or read a transcript by visiting

Brian Gerald Murphy is the online strategies manager for GLSEN.

November 20, 2011

Student Media Ambassador Chase S. talks about Transgender Day of Remembrance (TDOR)

To me, TDOR means a lot of things. First and foremost, it puts the spotlight on a community that is often neglected. As a person who identifies as gender non-conforming/genderqueer, I find that oftentimes transgender and gender non conforming people are marginalized by the media and ocasionally even the LGB community. It also serves as a tribute to all those who were victimized simply because of their identities. TDOR is a solemn day, for me, but also an important one, because it serves as a reminder that the fight for equality is far from over.

November 18, 2011

The 13th annual Transgender Day of Remembrance is tomorrow, November 20, and is a day to memorialize those whose lives were lost due to anti-transgender fear, bigotry and hatred. Around the world communities plan vigils to remember those who have died in the previous year. As TDOR approaches, two of our Student Media Ambassadors reflect about how to make schools safe for students right now so that all students are safe from violence and bullying, regardless of gender identity/expression or sexual orientation.

Chase S. identifies as gender nonconforming and shares,

Supportive teachers have had an huge impact on helping me to feel safe in school. I frequently hear teachers speak out against homophobic language, and many school faculty/staff are starting to actively avoid the genderism that can negatively affect transgender/gender non-conforming students. Many teachers have openly supported the work of my GSA and have expressed positive interest in GLSEN and the work that we do. The affirming and supportive atmosphere created by my teachers has really helped me in feeling safe to express myself and my identity at school.

Loan T. also identifies as gender nonconforming and writes,

When I co-founded my school’s first gay-straight alliance with a close friend of mine, I felt a tremendous amount of relief weeks before we even had our first meeting. I had finally found a space that would take me as I am, regardless of who I am. A huge part of my social transition and taking control of my gender expression has been marked by the style of my hair. Though my hair in the past has elicited hurtful and harmful remarks from strangers and peers, never once have my GSA advisors and teacher allies discourage me or condone the intolerance of others. I know that a lot of that has been made possible by the countless efforts of my fellow GSA members and adult allies to circulate LGBT educational resources around every department in our school: raising awareness and calling for action one classroom at a time. Starting my sophomore year, our GSA began circulating two copies of GLSEN’s Safe Space Kit around the school; since then, more teachers have offered their alliance to our club, more students have attended our meetings, and our administration has become more willing to discuss the unique experiences that LGBT students face in school. While there are still the occasional rough patches for me, being able to witness the changes in my school and in my school’s dialogue around bullying, I feel much safer and much freer to express myself just knowing that issue of anti-LGBT bullying is being taken seriously.

To learn more about Transgender Day of Remembrance and how to be a part of it, visit our resource page which has information about this year's TDOR and also important information for making your school safe for trans* and gender nonconforming students.