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November 15, 2016

GLSEN's National Student Council member Alex PhillipsPhoto by Wunmi Onibudo

Young people are often denied the opportunity to explore gender for themselves and instead are told about gender by the adults around them. Especially for non-binary students like me (students who don’t identify as either male or female), having the ability to explore our gender – and then having our gender affirmed by the adults in our lives – is so important to our wellbeing and success in school.

Especially in the wake of last week’s election, and given that the progress we’ve made to protect transgender students is at risk, here are four of the toxic messages I learned about gender plus some alternative messages that adults, especially educators, should share instead.

1. Someone else – not you – determines how you should express your gender.

Our first “gift” when we enter this world is a label – our sex assigned at birth – and with that label comes a gender role.

From kindergarten to third grade, I attended a Catholic school with a strict uniform policy: white dress shirt and navy blue pants for the boys, and white dress shirt, black tights, Mary Janes and a navy blue jumper-skirt-monstrosity for the girls. I hated it and was so uncomfortable. I was always ripping my tights, which resulted in a condescending lecture about how “young ladies should always look neat.” But I didn’t have a choice, even though I knew what was most comfortable for me was different than what the dress code dictated all girls must wear.

Instead: YOU are the expert on your own gender. There are so many different ways to present your gender – masculine, feminine or something else entirely – and how you present yourself is up to you.

2. Your hobbies have a gender.

At school, I loved playing sports, and I always came home with a new bruise (and a story to go with it). I especially liked playing football with the boys in my class, much to my teachers’ dismay. But I never saw it as playing “with the boys.” I just thought of it as playing. Meanwhile, the girls would turn their noses up at me and call me a “tomboy” before going back to playing house and hand games. I felt alienated, simply because something I liked didn’t align with expectations for my gender.

Instead: Your gender doesn’t define your interests, and vice versa. People should be able to explore whatever interests them.

3. You can talk to us about gender when you’re an adult.

I can recall an instance where child-me considered that maybe I wasn’t entirely a girl. It was a minute-long conversation during snack time. My friends and I were playing house, and I volunteered to be the older brother. My friends and one of my teachers laughed. When I asked what was so funny, my teacher answered, “You can’t be the brother! Brothers are boys!” I replied, “Maybe I wanna be a boy!” And everyone within a ten-foot radius laughed at me.

A lot of people have a sense of their gender at a young age but just don’t have the language or freedom to express it. I didn’t have the words to explain my gender. I accepted the term “tomboy” for myself because I didn’t have better words to use. If I knew what non-binary was back then, I definitely would’ve used that word instead.

Instead: Everyone can and should talk about gender and gender roles. Young people know more than you think and sometimes just need to find the words. They might even be able to teach you a few things!

4. Okay, fine. You’re not a girly girl. But then you must be a manly man!

With years and years of “you have to be either this or that” ingrained in me, I felt that the only way to do the things I wanted to do was to finally cave in and reject femininity. I feigned a strong hatred for skirts and dresses. I rejected dance, Barbies, princesses and the color pink.

By high school, I was attached to masculinity, but I still enjoyed femininity. I felt like I was back in that childhood conundrum. Am I a boy or a girl? I finally found my answer when I came across the term “non-binary,” an umbrella term for any gender identity that is not exclusively male or female. When I read that definition, I could literally hear angels singing! It was like I found all the answers! Never have I ever had a moment that has provided me with such clarity. As a non-binary person, I’ve realized that my masculinity and femininity can coexist.

Instead: Gender is not black and white. Alternatively, gender is fluid.

These messages have a real impact on young people, especially those who experience gender outside the binary. This Trans Awareness Week, I hope you consider sharing my alternative messages, and teachers can check out GLSEN’s educator webinar on supporting transgender and gender non-conforming students for even more ways to make schools safe and affirming for all.

Alex Phillips is a member of GLSEN’s National Student Council.

November 12, 2016

Earlier this week, educators returned to classrooms following an election that has left many students feeling afraid. But educators across the country confronted this fear with displays of compassion and inclusion that should be celebrated and shared.

Regardless of political affiliations, we hope everyone can agree that all students deserve safe and affirming schools. We are incredibly thankful for these supportive teachers.

Here's how some educators have responded to student concerns at school after such a controversial campaign season and election results.

A teacher covered her door with statements of her classroom's values.

A teacher gave this reminder to all her students.

The principal of an elementary school sent this letter to his school community.

Good morning, Bates Community.

Yesterday our country and the Commonwealth voiced their collective opinion in the democratic process as they selected our future leaders and made decisions on important ballot measures.

The Phineas Bates Elementary School has 7 racial demographics, 15 home languages, and 31 national origins. We have gender non-conforming students and students whose interests align with our society’s gender norms. We have students who open gifts on Christmas, who read from the Torah, and who proudly wear headscarves daily as part of their Muslim faith. We also have students who practice another religion that we celebrate with them or no religion at all. One quarter of our students have disabilities and are educated in the same classrooms as their peers. Some of our students are descendants of the Pilgrims and some moved to the United States within the last year. Our students come from families with different political beliefs and may have different feelings around the outcomes of this Election.

Our school is a snapshot of this country in a building of 300 students. We are faced with the task of creating an inclusive environment that celebrates and honors all of these differences, and we strive to get better at that every single day.

We know that students will have different reactions to the outcome of yesterday’s Election. We honor our democratic values and traditions and we will carry on with our mission to educate, support and prepare our students for success. I am writing to assure you that the Bates remains a safe and supportive environment for all of them. If you have concerns about your child and how he/she/they may be processing the Election and would like some extra support at school, please let us know. You can also read this message from Superintendent Chang to learn more about resources to support students.

As always, I am so deeply humbled and honored to work with children every day. They consistently remind me of my own values and give me the strength it takes to build a school where they all feel loved. And I assure you—they are all loved.

Yours in the Culture of We,


Teachers gave students the chance to act.

Schools gave students the space to reflect.

How are you or your educators supporting students and creating inclusive schools after this election? Share your pictures and stories on social media using #InclusiveSchools. Tag @GLSEN if you'd like for us to include your examples on this blog.

Above all, right now it is important to reinforce to students that they are safe. "What Do We Tell the Children?" and "I'm Going to Reassure Them That They Are Safe: Talking to Students After the Election" provide examples of that language for educators. It’s important for students to know that the adults in their immediate lives are all here to protect them and stand up for them, especially if they have marginalized identities or multiple marginalized identities.

For the days and months ahead, educators may also find these resources helpful:

November 09, 2016

Dear GLSEN family,

I won’t try to sugarcoat this: what happened yesterday is not ok. LGBTQ youth face losing the federal civil rights protections provided by the Obama administration, like the Title IX guidance. Any hope of passing federal LGBTQ-inclusive legislation in the next few years is gone. And our Supreme Court may well be packed with justices who will challenge our work to create LGBTQ-inclusive schools for decades to come.

While we can’t go back and change the outcome of this election, we will not sit silently by and watch the progress we’ve made on LGBTQ issues be destroyed.

We have seen tremendous progress in recent years, such as California’s passage of legislation requiring LGBTQ-inclusive curriculum and Michigan’s guidelines for transgender-inclusive accommodations in all schools. We have seen district and school leaders in Tennessee and Kentucky stand up for all students, even in a hostile political climate. And we have raised the profile of LGBTQ issues in education.

We have certainly hit a roadblock, but our momentum will not be stopped. And the momentum we’ve seen is because of you. It’s because of local communities, school districts, and state coalitions coming together to demand change. We must renew our support for local organizing, advocacy, and progress, even in the face of stronger political opposition and the loss of civil rights champions at the federal level.

Today, LGBTQ students across the country return to classes with a bully elected President, and educators will resume the difficult task of supporting them and ensuring future generations don’t make these same mistakes. As we face newly empowered opposition, your partnership has never been more important.

Thank you for continuing to work with GLSEN as allies in our mission to create a world in which diversity is valued and celebrated. Together, we are part of a national movement to support and affirm every person in every K-12 school. We must come together, support one another, show up for one another, and speak out for one another.

William Sloan Coffin said it best: "The world is too dangerous for anything but truth and too small for anything but love." We will fight for the truth together. We will love one another to share our strength. And an army of lovers shall not fail.

In solidarity,

Eliza Byard's signature

Eliza Byard
Executive Director

November 04, 2016

This is a historic political moment, with a high-stakes election only days away. And it's a moment for all of us to renew our commitment to LGBTQ youth and pledge to support them. It's a time to make history.

Last month was LGBT History Month, and we asked folks to add their names to the history books by pledging to support LGBTQ students. Hundreds took the pledge, and we've compiled their names in GLSEN's LGBT History eBook, published below to acknowledge all those who chose to be recognized publicly for their support.

It's not too late to add your name.

Join those who have taken the pledge, and make sure to check the box to receive policy updates from GLSEN. You'll receive opportunities to take action and truly make history for LGBTQ students!

November 03, 2016

GLSEN's National Student Council wearing Levi's trucker jacketsPhoto by Wunmi Onibudo

This summer, Levi's gifted GLSEN's National Student Council, our student leadership team, with custom trucker jackets, and the gift sparked an idea: What if everyone had their own Respect-wear apparel or accessories?

Last month, folks all over the country created their own clothing that they thought embodied respect, and they shared their designs using #GLSENinLevis on Instagram. Five lucky Respect-wear designers created clothes that just glistened -- and so they're each winning their own custom Levi's trucker jacket!

It's not too late to create your own Respect-wear! You can purchase GLSEN Respect and Golden E patches, or a limited-edition Levi's trucker jacket, sold at an elevated price point with all proceeds benefitting GLSEN's work to create safe and affirming schools!

Here are the top 5 designs.



Little fun art project for @glsenofficial #glseninlevis

A photo posted by @l.uiis on Oct 31, 2016 at 9:21am PDT


ur local gay librarian glad to be at cincy GLSEN's summit and pull a makeshift #glseninlevis

A photo posted by olive short (@ratmom1990) on Oct 29, 2016 at 5:36pm PDT


October 28, 2016

Some Good News and Not-So-Good News About the Last Decade of Bias-Based Bullying

This month was the 10th annual National Bullying Prevention Month, which provides an opportunity for the school community to come together to raise awareness of bullying and harassment.

The bad news? According to our new report, From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers, an astounding 92 percent of students reported that their peers are bullied, called names or harassed at school based on their personal characteristics. Most commonly, students noted that other students are often harassed due to their appearance, sexual orientation, race/ethnicity, academic ability and how they express their gender – a trend that has persisted over the last decade. And although students’ reports of some types of bullying have decreased, in 2015 students were more likely to report that their peers are bullied due to their race/ethnicity, academic ability and religion than they were in 2005.

Students’ own reports of their experiences of bullying in school are also concerning. Almost three-quarters (74 percent) of middle and high school students reported being bullied or harassed themselves during the past school year. For example, 51 percent of students reported being verbally harassed due to their appearance and 29 percent reported being sexually harassed.

Experiences of Bias-Based Victimization at School

Unfortunately, we continue to see disparities in bullying and harassment and in the educational outcomes they are likely to affect. LGBTQ students experienced more victimization based on sexual orientation, gender expression, gender, appearance and disability, and gender nonconforming students experienced greater frequency of all types of victimization. Not surprisingly, female students faced higher rates of sexual harassment, and students of color faced higher rates of victimization based on their race or ethnicity. These higher levels of bullying were related to poorer educational outcomes, including lower educational aspirations, more school discipline and greater absenteeism.

The good news? The portion of students reporting that their peers are bullied due to their appearance or actual or perceived sexual orientation has decreased over the last ten years (although these types of bullying are still extremely prevalent). It’s also good news that both GSAs and inclusive policies have been on the rise over the last ten years, and most teachers already receive training on bullying (although less than half of students attend schools with GSAs or inclusive policies, and most educators do not receive effective training that incorporates LGBTQ issues).

Luckily, there are effective strategies to reduce bias-based bullying and harassment in schools:

  • Enacting and implementing inclusive anti-bullying policies that clearly include race/ethnicity, sexual orientation and gender identity/expression, among others, as protected categories (check out GLSEN’s model policies);
  • Providing educators with effective professional development that incorporates meaningful content on bias-based bullying and the tools to teach in LGBT-inclusive ways;
  • Supporting the development of student clubs, such as GSAs, which often help to mobilize students against multiple types of bias and make LGBTQ students feel safer and more welcome at school;
  • Regularly assessing school climate and the pervasiveness of bullying and bias, such as through GLSEN’s Local School Climate Survey, an online tool to develop and administer customized surveys to your local school community.

Due in part to campaigns like National Bullying Prevention Month, what was once seen as a rite of passage for students is now understood as a widespread problem with lasting consequences. However, it is time we turn this understanding into action and offer the school community the supports essential to creating safe and affirming educational experiences. And by doing so, we’ll ensure that all students have access to an education that allows them to learn in the most supportive environment possible – and that is the best news of all.

Christian Villenas, PhD, is the Senior Research Associate at GLSEN.

October 28, 2016

LGBT History Month

In 1994, a history teacher, Rodney Wilson, with support from GLSEN and others, started LGBT History Month to honor the achievements of LGBTQ people and to bring these important figures into the classroom. In 2016, LGBT History Month continues to highlight a population that remains all too invisible, particularly in our nation’s schools.

In our recently released research, From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers, only 21 percent of students report learning about LGBT-related topics in their classes.

When students do learn about LGBT-related topics, it’s most commonly in their history/social studies classes and English classes. Unfortunately, while history/social studies and English teachers are the most likely teachers to incorporate LGBT topics into their curriculum, only around a quarter report doing so (26 percent of history/social studies teachers and 23 percent of English teachers). These teachers are also more likely to engage in other LGBTQ-supportive practices, such as displaying signs of support such as Safe Space stickers, advocating for inclusive policies or advising a GSA.

LGBT-inclusive curriculum can send a message to all students that LGBTQ people are respected and valued in our society, and our research shows that it may be particularly beneficial for LGBTQ students. LGBTQ students in schools with an LGBT-inclusive curriculum reported that they experienced less LGBT-related peer victimization. We also know from our National School Climate Survey that LGBTQ students in schools with an inclusive curriculum feel safer and more connected to their school community.

For LGBT History Month and beyond, GLSEN has a host of resources for including LGBTQ history in the curriculum. And while history teachers might have the most obvious opportunities to incorporate LGBTQ history into their lesson plans, there are ways for teachers of all subject areas to teach in LGBT-inclusive ways. For example, math and science teachers could discuss Alan Turing who, today, is considered the father of the modern-day computer, but was arrested and punished for his sexual orientation in the 1950s. Physical education teachers could note the relevance of Michael Sam, the first openly gay football player drafted into the NFL, showcasing the support of other athletes as a model of true teamwork. There are many other LGBTQ icons that could be acknowledged in the classrooms of any teacher, including Reinaldo Arenas, an openly gay Cuban poet; Jeanne Cordova, an American pioneering lesbian and gay rights activist; and Leslie Feinberg, an American transgender activist and author.

But remember, it’s not enough just to celebrate renowned LGBTQ people or commemorate key historical events. Teachers should be visibly supportive of LGBTQ students, use LGBTQ-inclusive language, and integrate LGBTQ people and issues into their teaching throughout the year. GLSEN’s LGBT-inclusive lesson plans are a great place to look.

Noreen Giga is the Research Associate at GLSEN.

October 26, 2016

6 LGBTQ History Makers I Wish Were in My History Textbook

Happy LGBT History Month! There are so many LGBTQ folks who have made their mark on history. Unfortunately, many of them have gone without credit. Few are mentioned in mainstream history books, and when they are, their sexuality and gender identity are often excluded.

In 2012, California became the first state to require schools to have an LGBT-inclusive social studies curriculum, which is a huge step. GLSEN research shows that for LGBTQ students, being taught LGBT-related topics is related to lower levels of LGBT-related victimization.

While we recognize this triumph for California, the other 49 states and Washington, D.C., still need to follow suit. In the meanwhile, here are six LGBTQ history makers I wish were in my history books. You can incorporate them in your school curriculum or next GSA meeting! GLSEN also has a host of other resources to include LGBTQ history in the classroom.

1. Bayard Rustin (1912-1987)

Bayard Rustin

Photo Source: Wikimedia Commons

Bayard Rustin was a civil-rights activist and an openly gay man. In 1944, he refused to register for the draft for World War II and was jailed for 26 months. Later, he became an advisor to Dr. Martin Luther King Jr. He also organized the 1963 March on Washington for Jobs and Freedom. Even after the Civil Rights Movement of the ‘60s, he continued his activism for LGBTQ people. Unfortunately, though, his presence in history is often erased.

2. Alan Turing (1912-1954)

Alan Turing

Photo Source: Wikimedia Commons

Alan Turing was a British mathematical genius who laid the groundwork for artificial intelligence. He studied math and cryptology, and in World War II, he was a major player in breaking codes used by the Germans. He was also gay, which was illegal in England at the time, and he was charged with gross indecency when the police found out. When he died, it was ruled suicide by cyanide poisoning, but now some historians think it might have been accidental. In 2009, the British government formally apologized to Alan Turing for how they treated him.

3. Marsha P. Johnson (1945-1992)

Marsha P. Johnson

Photo Source: Wikipedia

Marsha “Pay It No Mind” Johnson was a transgender woman and an activist who regularly went to Stonewall Inn, a gay bar in New York that was often raided by police in the 60s. During a police raid on June 28, 1969, the people in the bar fought back, with Marsha at the helm, which many say sparked the modern LGBTQ rights movement. In 1970, she co-founded STAR, Street Transvestite Action Revolutionaries, a trans rights group and a shelter for homeless trans teens. Marsha died in 1992 under mysterious circumstances, and the case is still unsolved.

4. Harvey Milk (1930-1978)

Harvey Milk

Photo Source: Wikimedia Commons

Harvey Milk was elected to the San Francisco Board of Supervisors in 1977 and was one of the first openly gay men to be elected to political office. As a young man, he served in the Navy and later got involved in the LGBTQ rights movement. One of the board members resigned from the board and then shot both Harvey Milk and the mayor. Milk’s legacy lives on, though, and in 2016, the Navy announced that a tanker ship would be named in his honor, the USNS Harvey Milk.

5. Sally Ride (1951-2012)

Sally Ride

Photo Source: Wikimedia Commons

Sally Ride was an astronaut and astrophysicist and in 1983 was the first American woman in space with NASA. She taught at University of California-San Diego and started a company called Sally Ride Science to inspire girls to pursue science and math. She died of pancreatic cancer in 2012, and after she died, it became public that she was lesbian and had been in a long-term relationship with another woman. She has inspired many others to follow in her footsteps.

6. YOU!

Yes, you have the power to make history as an advocate for LGBTQ students, and I hope one day to be reading in my history book about your work to make schools safe and affirming for all students.

But right now, in this historic political moment, you can add your name to the history books by pledging to support LGBTQ students with GLSEN. When you add your name, be sure to check the box to indicate that you’d like to receive policy updates, which will give you opportunities to truly make history for LGBTQ students across the country. Then, at the end of the month, GLSEN will recognize you in a special LGBT History eBook!

Drew Adams is a member of GLSEN’s National Student Council.

Add your name to the history books!


October 14, 2016

6 LGBTQ Latinx Heroes for Every Classroom

As Latinx Heritage Month comes to a close, we asked GLSEN’s National Student Council, our national leadership team of LGBTQ student activists, about the LGBTQ Latinx people who they think should be in every LGBT-inclusive curriculum. Below are the students’ own words about these heroes, who are deeply connected to their communities and who have worked within movements to make change.

1. Jennicet Gutierez

Jennicet Gutierez

Photo Source: Twitter

“Jennicet Gutierez is the transgender activist who interrupted President Obama at a White House event for LGBT Pride Month this year to demand an end to the deportation of LGBTQ immigrants. She has been a huge inspiration for me. She and the rest of Familia: TQLM are incredible activists, and I truly look up to them.” –Emme

2. Denice Froham

Denice Froham

Photo Source:

“Denice Frohman is a queer spoken-word artist. She writes about her struggles as a queer minority and is a part of many LGBTQ Latinx organizations. She won Women of the World Slam Poetry in 2013, the same year she won Creative Artist of the Year at the Hispanic Choice Awards.” –Miguel

3. Frida Kahlo

Frida Kahlo

Photo Source: Wikimedia Commons

“A bisexual Mexican artist, Frida Kahlo is literally me, but way more of a badass. She has inspired me to love myself as a hairy brown Mexican and bisexual woman. Her art pushes me to keep trying with my own, and the way she broke traditional gender roles has me feel more comfortable with the way that I am. Keeps me going every day.” –Ellie

4. Julio Salgado

Julio Salgado

Photo Source:

“Julio Salgado is so so so so so so incredible. He has transformed a highly marginalized intersectional identity into a platform for empathy and activism. He is queer and undocumented, and as a filmmaker, he uses his art to shine light on important issues related to undocumented LGBTQ life. His works enable people to realize they are not alone while also influencing political and cultural thought.” –Matt

5. Juan Gabriel

Juan Gabriel

Photo Source: Wikimedia Commons

“Singer and songwriter Juan Gabriel, who recently passed away, was unapologetically flamboyant and Mexican. He had so much pride in his culture and never gave in to the macho-man ideals of traditional Mexican society. He got called some of the nastiest names ever during his lifetime because of the way that he chose to express himself. But he was passionate about the music that he made. He never stopped performing. He made me comfortable with myself and inspired me to exist as loudly as possible. He had a heart of gold, and honestly he will never stop being my hero for that.” –Ellie

For Latinx Heritage Month, GLSEN also has resources for you to use in your school curriculum or next GSA meeting. How will you continue to incorporate Latinx heritage into your classroom?

Celebrate Latinx Heritage Month!

September 28, 2016

From Teasing to Torment: School Climate Revisited
Today, GLSEN released From Teasing to Torment: School Climate Revisited, a survey of secondary school students and teachers about the current landscape of bias and peer victimization in school.

Unfortunately, according to the report, almost three-quarters (74 percent) of middle and high school students experienced some type of peer victimization in the past school year, and over half (51 percent) of teachers believe that bullying is a significant problem at school.

The report goes into depth about student experiences with many types of bias, including based on race/ethnicity, sexual orientation, body size, gender, religion, ability, economic status, and gender expression. The report also examines how teachers intervene in incidents of bias and what training teachers receive, with a close look at LGBTQ issues in particular.

Read the executive summary and download the report and register for GLSEN’s free webinar on the report’s findings, to be held 3-4:30 p.m. ET October 4. In the coming weeks, GLSEN researchers will share more about the report’s specific findings on this blog.

Here are 4 findings from the report.

From Teasing to Torment: School Climate Revisited


From Teasing to Torment: School Climate Revisited


From Teasing to Torment: School Climate Revisited


From Teasing to Torment: School Climate Revisited