Educator Resources

This is not meant to be an exhaustive list, but rather a list of common words educators might hear in school. The list has been compiled from various sources, including The Trevor Project and GLSEN.

Advocate – (Noun) A person who works to end intolerance, educate others, and support social equity for a marginalized group.

Ally – (Noun) A (typically straight- or cis-identified) person who supports, and respects for members of the LGBTQ+ community.

Asexual – (Adj.) A person who does not experience sexual attraction, but may experience other forms of attraction

Bisexual – (Adj.) A person who is emotionally and/or physically attracted to two genders

(Cis)gender – (Adj.; pronounced “siss-jendur”) A person whose gender identity and expression are aligned with the gender they were assigned at birth

Coming Out – The process by which one shares one’s sexuality or gender identity with others (to “Come Out” to friends, etc.).

Gender Fluid – (Adj.) Gender fluid is a gender identity best described as a dynamic mix of boy and girl.

Homophobia – (Noun) Term for a range of negative attitudes towards members of LGBTQ community.

Homosexual – (Adj.) A person who is emotionally and/or physically attracted to some members of the same gender. Many people prefer the terms “lesbian” or “gay,” instead.

Lesbian – (Noun/Adj.) A person who is female-identified and who is emotionally and/or physically attracted to some other females.

LGBTQ+ - Lesbian Gay Bisexual Transgender and Queer and/or Questioning (sometimes people add a + symbol at the end in an effort to be more inclusive).

Outing - (Verb) Involuntary or unwanted disclosure of another person’s sexual orientation, gender identity.

Pansexual – (Adj.) A person who is emotionally and/or physically attracted to some people, regardless of their gender identity.

Queer - (Adj.) An adjective used by some people, particularly younger people, whose sexual orientation is not exclusively heterosexual. Typically, for those who identify as queer, the terms lesbian, gay, and bisexual are perceived to be too limiting and/or fraught with cultural connotations they feel don’t apply to them. Some people may use queer, or more commonly genderqueer, to describe their gender identity and/or gender expression. Once considered a pejorative term, queer has been reclaimed by some LGBT people to describe themselves; however, it is not a universally accepted term even within the LGBT community.

Questioning – (Verb/Adj.) A person who is in the process of understanding and exploring what their sexual orientation and/or gender identity and gender expression might be.

Transgender – (Adj.) A person whose gender identity and/or expression are not aligned with the gender they were assigned at birth.

Transphobia – (Noun) The fear of, discrimination against, or hatred of trans people, the trans community, or gender ambiguity.

Know the Difference: Gender Identity vs. Sexual Orientation

Gender Identity – (Noun) An individual’s internal perception of gender, and how they label themselves, based on how much they align or don’t align with what they understand their options for gender to be. Common identity labels include man, woman, genderqueer, trans, and more.

Sexual Orientation – (Noun) The type of sexual, romantic, emotional/spiritual attraction one feels for others, often labeled based on the gender relationship between the person and the people they are attracted to (often mistakenly referred to as sexual preference).

These responses to commonly asked questions have been developed by students who are or have been members of the GSA, with the advice of Mr. Figueroa, GSA advisor.

What does the Q in LGBTQ stand for?

This is one of the most frequently asked questions and the answer is twofold. The Q stands for Questioning and/or Queer. More on this below.

What does it mean to identify as Questioning?

Sexuality and gender identity are complex aspects of the human experience. Most teenagers experience a phase of questioning as they transition through puberty and begin to experience (or witness others expressing) sexual and romantic impulses and markers of gender identity (through fashion, body language, special interests, etc.). For LGBTQ teens, it can be particularly challenging to understand and accept their sexual orientation and gender identity (especially within the context of a heteronormative society), and sometimes it is even more difficult to attach a label to them. People who haven’t quite decided where they fit within the wide spectrums of gender identity and sexual orientation identify as questioning.

Is “Queer” a derogatory term?

It all depends on the context. While, historically, this term has been used as an offensive epithet, the LGBTQ community has appropriated the word as an umbrella term to describe the full spectrum of individuals who don’t identify as *cis or straight, or have otherwise been marginalized because of their gender or sexuality. This term is particularly popular among youth, who often find the LGBTQ accornym to be inadequate or limiting.

However, while LGBTQ people often identify as Queer, calling another person “a queer” can still be a highly offensive way to refer to another person.

What should I do if a student comes out to me privately?

Students who come out to you privately are trusting you with sensitive information. However, what LGBTQ students need more than anything is to feel that they are welcome, just as they are. Don’t feel the need to respond in an elaborate way. At the end of the day, your job as a faculty member is to ensure that all of your students have an opportunity to gain a quality education. The best way to respond is to ensure the student that your classroom is a safe and welcoming environment, and that no form of bullying or name calling will be tolerated.

A note on privacy: In many cases, LGBTQ students are not out to their families, due to fear of rejection, excommunication, or abuse. It is best to refrain from discussing a student’s sexual orientation or gender identity with parents, as in most cases, this information is irrelevant in communications regarding grades and/or behavior. If there is an issue of bullying about which parents should be informed, please report this to an administrator, and allow him/her to address the situation according to school policy and state law.

What should I do if students share that they’re LGBTQ during my class?

Your LGBTQ students just want to be themselves, like everyone else. If a student comes out during your class, the best approach is not to make a big deal about it. You can acknowledge it in whatever way seems most appropriate within the context of the discussion, such as admiring their courage to be open, and continue your lesson. Of course, if other students respond with laughter and name calling, this is an excellent opportunity for you to remind your students that your classroom is a safe and welcoming environment, wherein bullying and name calling are not tolerated.

How should I respond if one of my students asks me to use a different name, or to use pronouns other than those associated with their assigned gender?

Do your very best to abide by the student’s wishes. Transgender students, and other gender-nonconforming students, routinely experience extreme discomfort and anxiety, stemming from the discord between their physical anatomy and their gender identity.

Calling these students by their preferred names (instead of their assigned legal names) helps to provide them with a sense of validation and acceptance.

What if I accidentally use the wrong name or pronoun?

Everyone makes mistakes. At the beginning of the year, for example, sometimes teachers mix up students’ names, but they try not to make it a habit. If you forget to use a student’s preferred name or pronoun, they will appreciate it if you correct yourself. You can make a note on your class roster, if it will help you. If you find yourself consistently using the incorrect pronoun (he/she) when calling on a student, try always calling the student by name, and avoid using pronouns altogether.

Are there special facilities for our Transgender students?

Currently, two gender-neutral bathrooms are available at Clifton High School, near the Upper Gym/Teen Center. Students who wish to access these facilities should see Ms. Turi (Supervisor of Physical Education), Ms. Gryszkin and/or the Nurse during periods 1-3 and the Teen Center throughout the rest of the day.

Feel free to share this information with students who have come out to you as transgender or gender nonconforming.

What resources are available to students who are struggling with their sexual orientation or gender identity?

Guidance counselors and school psychologists are the best and primary resource for these students. You can gently encourage struggling students to seek the help from these professionals. Students can also seek support from the Teen Center, where licensed psychologists are available, and from the GSA.

What should I do if students in my class use derogatory terms against LGBTQ students?

It is important to establish a climate of respect in every classroom. As you have learned from your training on Harassment, Intimidation, and Bullying laws, it is also imperative that all instances of bullying are addressed according to protocol. You should alert the administration through Special Action Reports when instances of name calling occur, and if the problem is ongoing, you should file a HIB report with the vice principal.

What should I do if the “lifestyles” of LGBTQ people contradict my personal or religious beliefs?

As an individual, you are not required to accept the views, identities or ways of existing and identifying of others. As a professional, however, it is important that all of your students feel safe, and that they are being treated fairly and with respect, and that they have an equal opportunity to succeed in your class.

According to GLSEN.org, “Supportive educators save students’ lives. Just one visibly supportive educator in a school can help LGBTQ students feel safer and more seen.”

If I think one of my students is LGBTQ, should I ask?

In short, no. We all make assumptions about people based upon their words and behavior; these assumptions, however, often lead us astray. LGBTQ students who wish to reveal their sexual orientations or gender identities will do so, IF and when they are ready.

How should I handle a parent concern when I teach LGBTQ+ inclusive content?

Melissa Toohey from Ozobot:

Many parents jump to the conclusion that these conversations are sexual in nature. Explain to parents that these conversations are about families—and how different types of people can have different types of families.

Call in admin to support you. Make a case that the administrator's role is to ensure all students have access to safe learning environments.

Open yourself to continuing to educate and inform. Don’t expect someone to change from one conversation.

Why Should I Do This?

According to the “GLSEN 2017 National School Climate Survey,” "Nearly three-quarters of students [surveyed] reported being verbally harassed at school because of their sexual orientation; more than half were verbally harassed because of their gender expression." Whether or not we’d like to believe it, our LGBTQ+ students face discrimination and harassment within our halls. Each year, in the intimate Gender & Sexuality Alliance (GSA) meetings I lead after school, LGBTQ+ students express that they worry about harassment when they're in our hallways and classrooms because they often feel uncertain about how their teachers will handle these situations, even though the district follows strict anti-harassment policies.

The same report from GLSEN also notes that "supportive teachers, principals, and other school staff serve as an important resource for LGBTQ students. Being able to speak with a caring adult in school may have a significant positive impact on the school experiences for students, particularly those who feel marginalized or experience harassment." Communicating that you are an affirming and inclusive staff member makes it easier for students who identify as LGBTQ+ to be open with you about how they identify, thereby reducing unnecessary anxiety. It also signals to EVERYONE (LGBTQ+ or not) that your classroom or office is a safe space.

So, what can you do? Consider these simple first steps:

• Share your pronouns when you introduce yourself to your students and include these pronouns in your email signature and syllabus. (For example, I am a cisgender male--which means I identify with the sex that I was assigned at birth--so my email signature includes he/him/his pronouns (see below). This normalizes the practice of sharing personal pronouns for everyone so that trans and gender-non-binary individuals are not singled out when they do so.

• Make a video introduction that is accessible to students all year round via Google Classroom or a frequently-visited classroom website. This video serves as a consistent reminder of the practice of sharing personal pronouns as a part of an introduction. For example, "I am Mr. Figueroa. I use he/him pronouns. I enjoy theater..."

• At the high school (and where otherwise appropriate), encourage all of your students to introduce themselves using their pronouns to reduce stigma and misgendering when trans and gender-non-binary students share their pronouns.

What are some pronouns my students might use?

• Often, individuals who don't identify within the gender binary (he/him; she/her) will use they/them/their pronouns. (e.g. "Axel needs help with their homework. Ashely, can you help them?). Though "they/them/their" pronouns have been traditionally thought of as plural, in the absence of a gender-neutral singular pronoun in the English language, the use of "they/them/their" has become common practice.

• Other, less common gender-nonspecific pronouns include ze, sie, hir, co, and ey (GLSEN).

What else can I do to be an inclusive ally to LGBTQ+ students?

• Listen & educate yourself: allow your students to educate you about their concerns and continually seek out resources aimed at helping educators develop inclusive classroom environments. Feel free to peruse the Educator Resources tab on the GSA website.

• Diversify: ensure that your lessons, curricular materials, and examples include authentic representations of LGBTQ+ people.

• If you’re an out LGBTQ+ individual, consider sharing anecdotes from your life with your students, as appropriate, serving as an authentic representation of a successful queer professional.

As you can see, ensuring that LGBTQ+ students (and by extension, all students) feel welcome and safe isn’t a difficult task, and it can begin with a gesture as simple as adding your pronouns with your email signature. When these students perceive that you’re making a genuine effort to make them feel welcome, they are more likely to succeed in your class.

For more information on pronouns, please review this guide from GLSEN.org. I’d also recommend reviewing their guide on creating an Inclusive Curriculum here.