Supporting LGB Students Inside and Outside of Classrooms

Written by Autumn McClung

"The Trevor Project estimates that at least one LGB youth between the ages of 13–24 attempts suicide every 45 seconds in the U.S." (Writers, 2021). LBG students are faced with discrimination and shame every time they walk out of their door. More often than not, they even face that same criticism in their own home. Many LGB students struggle with their identity and being accepted by those around them, especially at school. Making the effort to make LGB students feel welcomed and supported at their school is extremely important for their development, mental health, and self-esteem. Across the nation, LGB students are being harassed, teased, and assaulted for being queer. As future educators, we should strive to educate ourselves on LGB issues and be able to make our LGB students feel safe in our classroom.

Three learning targets:

Identify challenges that LGB students face disproportionally compared to their heterosexual peers
Explain the impact of having a positive school environment for LGB students
Identify different ways that teachers can create a safe environment for their LGB students

“What issues do LGB students disproportionally suffer from in comparison to their heterosexual peers?”

A journal published by the University of Illinois reports that 83% of gay and lesbian youth have experienced various types of harassment due to their sexual identity. Of this 83%, 81% experienced verbal abuse, 38% were threatened with physical assault, 15% were victims of physical assault, and 16% were victims of sexual assault (Espelage et al., 2019, #). Due to these levels of bullying and violence against them, LGB students commonly experience loneliness and isolation from their family and classmates. As a result, LGB students are more likely to suffer from severe depression and suicidal thoughts than their heterosexual peers. A recent study that collected data from the Youth Risk Behavior Survey (YRBS) from 2009 to 2017 showed that although suicide rates among LGB students have decreased over the years, they are still three times more likely to attempt suicide than their heterosexual classmates (Johns et al., 2020, #).

Additionally, the Centers for Disease Control's (CDC) YRBS from 2017 revealed that 16% of LGB high school students experienced relationship violence. Meanwhile, only 6% of heterosexual students have experienced sexual or physical abuse from their partners. The difference in the severity of harassment LGB students endured is also heavily impacted by their race, ethnicity, and gender. Non-white LGB students are 1 to 4 times more likely to be victims of sexual or physical violence from their partners than white LGB students (Johns et al., 2020, #).

“How can having a positive school environment be beneficial to LGB students?”

In the 2018 School Health Profiles, an average of 78.5% of schools in the U.S. states claimed that they have created safe spaces for LGB and those students questioning their sexuality. Yet, in 45 states and the District of Colombia, less than half of high schools have a gay-straight alliance club (GSA). GSA is a student-led club that aims to provide a safe environment for LGB and questioning students. GSA clubs celebrate pride, have monthly meetings, introduce LGBTQ+ media, start fundraisers, form lasting bonds, raise awareness for LGB issues, and offer support for LGB students who may be struggling in the classroom and at home. GSA is an excellent tool that can be highly beneficial to the students who join it (Swanson & Gettinger, 2016, #). Even if LGB students do not join GSA, they often benefit from knowing that their identities are supported and protected in their school’s environment. One study found reduced substance abuse, suicide attempts, and unsafe sexual behaviors among students in schools with GSAs (Parris & Stratford, 2019). Schools may claim that they have safe spaces for their LGB students, but if they do not have an established GSA it may be difficult for students to identify allies and fellow LGB students.

Additionally, 96.1% of schools prohibited harassment based on a student’s sexual orientation or gender identity (Johns et al., 2020, #). Anti-harassment policies and staff creating a safe environment for young LGB students have been shown to help decrease the harassment these students experience and improve their mental well-being. In a recent study, 101 LGB high school students were surveyed about their school environment. They were asked about their experiences with excluding LGB people, harassment for being a part of LGB, and their relationships with their teachers. They were also asked about the support they received from their friends and family. They found that LGB students having a positive school environment had a more significant impact on their GPA and mental well-being than receiving support from their family (Murdock & Bolch, 2005, #). Because of this, teachers must make an effort to build good connections with their students and stop any harassment they see against them.

“Why is it important for teachers to implement inclusion techniques for LGB students?”

Teachers agree that LGB students should know that they are accepted in their classroom. Despite this, many of them are unsuccessful at reminding their students that LGB individuals are supported and loved. Many teachers and students are unaware of LGB issues and terminology (Larabee & Morehead, 2010, #). Teachers who are uneducated about the problems are unsuccessful at creating an environment where their LGB students feel safe. While 83% of teachers in the U.S. feel it is essential to create a safe space for LGB students, many of them expressed that they are more uncomfortable with intervening in bullying due to sexual orientation than bullying based on race or religion (Minero, 2018). A significant number of LGB students face harassment by their peers and family daily. Teachers who recognize and witness these students getting bullied should step in and stop the instigator. By doing this, students will realize that teachers will support them when they suffer from any type of victimization, such as teasing or verbal threats. Educators standing up against harassment and advocating for their students has been shown to impact them positively (Espelage et al., 2019, #).

There are various ways that teachers can show LGB students that their classroom is a safe space without directly stating it or crossing boundaries. Putting up posters and stickers that advertise that their classroom is a “safe zone” will let LGB students know that others will not judge them for their sexual orientation or gender identity. Teachers opening up their classroom for GSA to hold meetings, becoming a sponsor for their school’s GSA, or promoting the club to their students are all very significant ways to show their support (Barile, 2019). A teacher can also effectively show that they support their LGB students by always using the student’s preferred name and/or pronouns. By educating themselves on LGB issues and terminology, teachers demonstrate their commitment to their students and prepare themselves to be actively involved as advocates and allies with their students.

Reflection & Conclusion

Throughout their academic years, LGB students can face constant harassment from their families, peers, and society. Compared to their heterosexual peers, LGB students experience more verbal abuse, bullying, relationship violence, suicidal tendencies, physical and sexual assault (Espelage et al., 2019, #). As LGB issues have increased over the years, LGB resources in the classroom have decreased (Larabee & Morehead, 2010, #). Many teachers and students are oblivious of LGB issues and fail to intervene when they witness bullying due to a student’s sexual orientation or gender identity. As research shows, a positive school environment has a significant impact on LGB students’ self-esteem, grades, and mental health (Murdock & Bolch, 2005, #). Due to this, teachers have a critical role in creating a safe space for their LGB students.

As future educators, we must make the effort to make our LGB students feel comfortable and supported in and out of our classrooms. Changing your morning introduction from “Welcome ladies and gentlemen,” to a gender-neutral term such as “Welcome everyone,” can have a huge impact. It may seem like a small, insignificant detail, but by doing this, all LGB students can feel included in their class. Instead of feeling like an outsider, using gender-neutral terms and not assuming pronouns or sexualities can have a big influence on a student’s self-worth. Continuing these behaviors, labeling your classroom as a “safe space”, and standing up for LGB students who are being bullied are all ways that teachers can show their support. All teachers should strive to create a classroom where all students feel supported and welcomed.

Multiple Choice Questions

Why is gay-striaght alliance (GSA) beneficial for LGB students?

A. GSA allows LGB students to meet fellow LGB students and allies

B. GSA introduces LGB students to LGBTQ+ media

C. GSA reassures students that their indenties are protected and supported in their school

D. All of the above

As a teacher, if you saw an LGB student being harrassed, what should you NOT do to show your support for that student?

A. Confront the situation immediately and discipline the harassers

B. Pull the student aside and show your sympathy for them

C. Remind the student that your classroom is a safe space and that they can come to you anytime they need

D. Speak directly to that student's guardian about the situation before discussing the issue with the student first

Answers: D, D

References

Barile, N. (2019). 5 Things You Can Do to Support Your LGBTQ Students. Hey Teach. https://www.wgu.edu/heyteach/article/5-things-you-can-do-support-your-lgbtq-students1809.html

Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2019). Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have? School Psychology Review, 37(2), 202-216.

Johns, M. M., Lowry, R., Haderxhanaj, L. T., Rasberry, C. N., Robin, L., Scales, L., Stone, D., & Suarez, N. A. (2020). Trends in Violence Victimization and Suicide Risk by Sexual Identity Among High School Students — Youth Risk Behavior Survey, United States, 2015–2019. MMWR Supplements, 69(1), 19-27. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7440203/

Minero, E. (2018, April 19). Schools Struggle to Support LGBTQ Students. Edutopia. https://www.edutopia.org/article/schools-struggle-support-lgbtq-students

Murdock, B. T., & Bolch, M. B. (2005). Risk and protective factors for poor school adjustment in lesbian, gay, and bisexual (LGB) high school youth: Variable and person-centered analyses. Psychology in the Schools, 42(2), 159-172.

Parris, D., & Stratford, B. (2019, November 5). Only 3 states have a gay-straight alliance in more than half of their high schools. Child Trends. https://www.childtrends.org/blog/only-3-states-have-a-gay-straight-alliance-in-more-than-half-of-their-high-schools

Swanson, K., & Gettinger, M. (2016). Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training. Journal of LGBT Youth, 13(4), 326-351.

Writers, A. (2021, April 21). Teachers as LGBTQ Allies. Accredited Schools Online. https://www.accreditedschoolsonline.org/education-teaching-degree/lgbtq-youth/

Writers, S. (2021, May 11). Estimate of How Often LGBTQ Youth Attempt Suicide in the U.S. The Trevor Project. https://www.thetrevorproject.org/research-briefs/estimate-of-how-often-lgbtq-youth-attempt-suicide-in-the-u-s/

Image References

Attie, A. (2020, January 7). Queering the Curriculum. South Side Weekly. https://southsideweekly.com/queering-the-curriculum-lgbtq-history-classroom/

Brown, S. (2020, April 24). Covid-19 Sent LGBTQ Students Back to Unsupportive Homes. That Raises the Risk They Won’t Return. The Chronicle of Higher Education. https://www.chronicle.com/article/covid-19-sent-lgbtq-students-back-to-unsupportive-homes-that-raises-the-risk-they-wont-return/

Sadowski, M. (2016, October 13). For LGBT Students, Are ‘Safe Schools’ Enough? Education Week. https://www.edweek.org/leadership/opinion-for-lgbt-students-are-safe-schools-enough/2016/10

Seiler, M. (2019, October 23). This Tiny Group Makes Oregon Schools Safer for LGBTQ Students. Monthly Portland. https://www.pdxmonthly.com/news-and-city-life/2019/10/this-tiny-group-makes-oregon-schools-safer-for-lgbtq-students

Writers, L. (2020, June 22). LGBTQ people have faced loneliness, job loss and hostility in the COVID-19 lockdown and for some communities it’s been a life or death situation. Loughborough University. https://www.lboro.ac.uk/news-events/news/2020/june/how-covid-impacts-lgbtq-communities/

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