Although considered LGBTQI friendly, discrimination is still prominent among Filipinos. Places that should serve as safe spaces are, unfortunately, some areas wherein queer individuals most frequently experience the most forms of microaggressions. In the Philippines, schools are often sources of this said discrimination, both from the administration and the peers of these students. Students are forced to tolerate these forms of microaggressions and discriminatory experiences due to the lack of protective measures and policies that will not only avoid these issues but eradicate them. With the lack of policies in place,  queer students continue to suffer daily, affecting their mental health and wellbeing and eroding their sense of safety and self. 

The Philippines is a predominantly Catholic country, and conservative values significantly influence public opinion and institutional behavior. Many schools, especially those run by religious institutions, strictly to heteronormative and binary gender norms. LGBTQIA++ students are often pressured to conform to traditional gender roles, from dress codes/school uniforms and haircuts to behavioral expectations. These regulations not only erase non-cisgender and non-heterosexual identities but also normalize discrimination under the guise of discipline.

Verbal abuse, physical bullying, and social exclusion are common experiences among LGBTQIA++ students. LGBTQIA++ students in Philippine schools frequently endure derogatory remarks from peers and even teachers. Slurs such as “bakla” (gay) or “tomboy” are used pejoratively, reinforcing shame and isolation. In many cases, school administrations fail to intervene, either due to a lack of awareness or institutional bias.

Persistent discrimination in schools leads to heightened levels of anxiety, depression, and low self-esteem among LGBTQIA++ youth. The lack of safe spaces and supportive counseling services exacerbates these issues. Students may skip classes or drop out entirely due to fear and discomfort. The academic potential of many LGBTQIA++ students is stifled not by lack of talent, but by hostile environments that hinder their ability to thrive.

Sexual orientation and gender identity are rarely discussed in Philippine school curricula, contributing to widespread ignorance and stigma. Without representation in textbooks or positive role models among faculty, LGBTQIA++ students are made to feel invisible. The absence of comprehensive sexuality education further limits understanding and respect for diverse identities among the student body.

Some schools and local governments have begun to implement gender-sensitive policies, such as allowing students to wear uniforms aligned with their gender identity or establishing LGBTQIA++ support groups. The Department of Education (DepEd) has also issued a Child Protection Policy that, in theory, protects LGBTQIA++ students from bullying. However, implementation remains inconsistent and heavily dependent on the values of individual administrators.

Discrimination against LGBTQIA+ students in Philippine secondary education is deeply rooted in cultural, religious, and institutional norms. While some progress has been made, there is still a long way to go in creating truly inclusive and safe learning environments. Educator training, inclusive curricula, the normalization of diverse identities, and especially comprehensive policy reform in school culture are essential to ensure that LGBTQIA++ students are respected, protected, and empowered to reach their full potential.

The need for policy reform in the Philippines has a bigger demand than before, and it continues to increase as current school systems continue to fail in protecting LGBTQIA++ students from everyday discrimination. Although some schools claim to be inclusive, many still uphold strict, binary rules that do not reflect or respect the diversity of gender identities and sexual orientations. These outdated rules, often influenced by conservative and religious beliefs, lead to harmful practices like forced dress codes, restricted expressions of identity, and tolerance of verbal or physical abuse.

Without clear, enforceable policies, LGBTQIA++ students are left vulnerable. They experience bullying and microaggressions not just from classmates but even from teachers and administrators. This lack of institutional support sends the message that their safety and well-being are not a priority. As a result, many students face mental health struggles, the feeling of isolation, and may even drop out of school.

Existing policies, such as the Child Protection Policy, are a step in the right direction, but are often just applied unevenly or ignored altogether. This shows that reform cannot just be about creating rules; it ensures that all schools are held accountable for how they treat LGBTQIA++ students. Reforms should include inclusive education, training for educators, and systems that support rather than silence LGBTQIA++ youth.

True change can only be achieved when schools stop treating inclusion as optional. Policy reform is necessary not only to protect students from harm but also to create a culture where all young people can learn, grow, and express themselves without fear. Without these reforms, schools will continue to be one of the most dangerous places for LGBTQIA++ youth in the Philippines.

Another major reason for reform is the lack of policies for queer visibility in schools. LGBTQIA++ students are often made more invisible in classrooms, textbooks, and school activities. When identities are erased or ignored, it creates a learning environment where diversity is neither seen nor valued. This invisibility contributes to stigma and misunderstanding, making it harder for students to express themselves openly or find role models that they can relate to. Without policies that normalize and affirm queer identities, silence becomes the standard and silence allows discrimmination to continue unchallenged. Opening up policies to include queer visibility means more than just allowing students to be “out” without fear. It also means integrating LGBTQIA++ topics into school curricula, celebrating pride events, supporting student-led LGBTQIA++ groups, and hiring or training staff who are knowledgeable and affirming. These actions send a clear message that LGBTQIA++ students are not only accepted but welcomed. When schools become spaces of visibility and affirmation, they help dismantle the shame, fear, and isolation that so many LGBTQIA++ students experience. True policy reform must recognize that visibility is not a risk but a right, and one that students deserve to claim.

Ideally, schools should be places where students feel safe, accepted, and free to be themselves. However, for LGBTQIA++ students in the Philippines, this is not the case.

Oftentimes, they would find themselves walking through school hallways where silence speaks louder than acceptance. For many, school is not just a place for learning but also a battleground where they have to hide their identity, avoid judgment, and survive prejudice. Safe spaces, environments where queer students can feel accepted, heard, and free from discrimination, are not just helpful; they are necessary. Building these spaces is closely tied to queer visibility, which means recognizing, respecting, and making room for diverse gender identities and sexualities within school systems.

Too often, the struggles of queer students are ignored because their experiences are not openly discussed or acknowledged. A lack of visibility reinforces harmful ideas that being LGBTQIA++ is something to be ashamed of or hidden. This silence can be deeply isolating, especially for students who are still figuring out their identities. When schools avoid talking about LGBTQIA++ topics in the classroom, exclude queer voices from student events, or fail to challenge discriminatory language, they send the message that these identities are not welcome. Queer visibility helps push back against this silence. It allows students to see that they are not alone, that their identities are valid, and that support exists.

Creating safe spaces goes beyond simply preventing bullying. It also involves building an atmosphere where students are celebrated for who they are. This includes allowing gender-affirming uniforms, recognizing students’ chosen names and pronouns, and making sure LGBTQIA++ topics are part of classroom conversations in a respectful and age-appropriate way. Teachers and staff should receive training that helps them understand how to support queer students effectively, not just tolerate them. Visibility must be built into the system, not treated as an optional or personal choice of individual educators.

Moreover, when students are exposed to diverse identities and experiences, it benefits everyone, not just those who identify as LGBTQIA++. It challenges stereotypes, encourages empathy, and builds a more respectful school culture. Visibility and inclusion help dismantle the idea that there is only one “normal” way to live or express oneself. This is especially important in a country like the Philippines, where traditional gender roles and religious expectations still shape many people’s views on identity and behavior. While cultural values are important, they should not be used to justify exclusion or silence.

The role of schools is not just to teach academic content, but to help students grow into thoughtful, respectful, and open-minded individuals. When queer students are visible and supported, they are more likely to succeed, not just in their studies, but in life. They are also more likely to give back to their communities and help others feel seen, too. Safe spaces are not just about comfort; they are about justice and equality. Every student, regardless of identity, deserves to feel safe, valued, and proud of who they are.

School dress standards in Philippine secondary schools, whether public or private, have traditionally reflected strong gender binaries, imposing narrow norms on expression, behavior, and identity. However, as society becomes more aware of gender diversity and inclusiveness, traditional norms are now being challenged, particularly by students whose lived experiences do not fit within binary expectations. The urgent need for reform is obvious in both institutional practices and student testimony, which demand school environments that respect their identities and enable equal access to education free of fear, stigma, and exclusion.

This is a human rights and education concern. School leaders and stakeholders should be reminded that the right to education includes the right to learn in an equitable environment. Referring to international frameworks such as the UN Sustainable Development Goals (SDG 5) can assist in placing gender-inclusive policies within a larger commitment to student welfare and equity. When students are free to express their gender identity, they are more likely to feel protected, respected, and capable of academic success.

Identified Gaps and Proposed Solutions

1. Adopt Gender-Neutral Uniform Options

Reference: Battye (2019), Tanaka (2022), Gender-Inclusive Schools (n.d.)

Identified gap/s:

• Current policies in both public and private schools enforce binary uniform codes (e.g., “girls wear skirts,” “boys wear pants”), which exclude non-binary and transgender students.

• There is a lack of inclusivity in the uniform options. While Senator Tulfo’s "Pants for Her Act" (SB No. 1896) seems progressive, it only allows girls to wear pants, not boys to wear skirts, or for non-binary students to choose freely. It still reinforces binary standards.

Proposed solution:

Design uniforms that do not enforce gender binaries, such as rectangle-cut for polos, and loose-cut slacks, skorts, or culottes.

• Offer students a standard set of options applicable to all genders.

• Garments should be made with lightweight, breathable fabrics (e.g., cotton, linen blends) to suit the tropical climate.

• Uniforms can reduce over-accessorization and layered designs that are uncomfortable in humid weather.

• Local tailoring options and simple silhouettes are cost-efficient for families and easier for schools to source in bulk.

2. Standardized uniform options

Reference: Nishida (2023)

Identified gap/s:

• Most schools require uniforms based on the sex assigned at birth.

Proposed solution:

Allow students of any gender to choose between skirts, slacks, or shorts without restrictions.

• Giving options helps students choose uniforms based on comfort during hot and rainy seasons (e.g., slacks during the wet season; skirts/shorts during the dry season).

• Empowers students to dress comfortably and practically based on need, not gender.

• Supports low-income families by allowing uniform reuse across siblings regardless of sex.

• Reduces pressure on parents to comply with rigid gendered standards when handing down uniforms among siblings or relatives.

3. Inclusion of LGBTQIA+ Stakeholders in Policy-Making

Reference: Gender-Inclusive Schools (n.d.), Tanaka (2022)

Identified gap/s:

• Most uniform policies are created without consultation with affected students, particularly LGBTQIA+ youth.

• Lack of LGBTQIA+ voices leads to policies that unintentionally marginalize certain groups or reinforce binary gender roles.

Proposed solution:

Involve LGBTQIA+ youth, organizations (e.g., Bahaghari, Metro Manila Pride, LoveYourself, Psychological Association of the Philippines), and guidance counselors in developing dress code guidelines.

• Promotes student empowerment and democratic values, as emphasized in DepEd's Child Protection Policy.

• Encourages school environments that reflect Filipino values such as respect (paggalang), dignity (karangalan), and inclusivity.

• To ensure that the discussions on the improvement of the policy and suggestions are aligned with the vision and advocacy of our LGBTQIA+ organizations.

4. Align Policies with International Human Rights and Development Goals

Reference: Tanaka (2022)

Identified gap/s: 

• Schools often see inclusivity as a “social issue” rather than an educational imperative tied to rights and development.

• Despite DepEd guidelines on gender sensitivity, many schools do not translate these into concrete dress code revisions.

Proposed solution:

Position inclusive dress codes as part of the school’s SDG commitment, especially Goal 4: “Quality Education” and Goal 5: “Gender Equality.”

• Public schools are increasingly encouraged to meet SDG indicators through DepEd initiatives and local government support.

• Aligns with DepEd’s push for safe, inclusive, and gender-responsive learning environments, as seen in the Gender and Development (GAD) framework and policies on child-friendly schools.

Enforcement of the suggested improvements

• All staff and faculty are expected to respect students’ uniform choices, names, and gender expressions.

• The school’s Gender and Development (GAD), together with the Guidance Office, shall be the point of contact for students who wish to express concerns or request accommodations.

• No student shall be penalized, ridiculed, or denied entry into class or events based on their gender expression or uniform choice.

During formal school events, including graduation ceremonies, students may:

• Be addressed by their lived names in programs, diplomas, and announcements, upon written request submitted through the Guidance Office.

• Wear the ceremonial version of the uniform or formal attire that reflects their SOGIESC, provided it is aligned with school standards for dignity and respect.

One aspect of schools and administrations that can also greatly address the persistent discrimination against LGBTQIA++ students is a comprehensive plan on staff training as a crucial intervention.

Although some universities and schools have been progressing through the years in their general attitude towards queer students, some are still insensitive with their words and actions, regardless if intentional or unintentional. This is why teachers, staff and school personnel must be equipped with the proper knowledge, sensitivity and skills that will foster an inclusive environment for all students, especially those discriminated queer population. This training will involve skills beyond the mere awareness of the community, mainly focusing on dismantling biases, unconscious and unintentional prejudice and overall, really understanding and grasping the diversity of the queer students, from the basics and concepts like gender identities, expressions and sexual orientations to actively recognizing microaggressions and “indirect” jokes and how they can effectively respond to these. By embedding a sense of humanity into future staff training and sensitivity programs, particularly mastering empathy, respect and sensibility, schools and universities will eventually become spaces where the queer students, or even staff, can feel safe, supported and included.

Specifics needed to be utilized for this staff training to be effective must include modules on inclusive language (GLSEN, 2021), trauma-informed teaching strategies (Chafouleas et al., 2016), and conflict resolution (Jones & Kmitta, 2000). These specific techniques will effectively help educators and teachers foster a safer and lighter environment for queer students and be more accurately responsive and supportive with the students. Staff, not only teachers, must also learn how to create actual inclusive and sensible rules on the campus’ establishments to address behaviors that threaten queer students, for instance, bullying. Encouragement for representation, although it would be realistically hard for a country like ours, must also be emphasized, further uplifting the voices of the minority in the LGBTQIA++ spectrum. Small, yet impactful, practices for school staff like respecting name and pronoun preferences, flexible uniform options and choices (as discussed in the preceding part), and access to gender-neutral facilities will be helpful to the community, too.

Lastly, these interventions must not just stop here. Adjustments should be made if deemed necessary to cater the queer community better. Also, these programs must involve regular check-ups and assessment measures. This is to audit that these policies and programs are strictly followed and no breaches of the rules are made, ensuring the success and effectiveness of the programs. These can be done through meetings with the people of authority, student feedback forms, and unbiased reporting mechanisms for incidents of discrimination. Through sustained staff training, spaces like schools will progress from being conservative and just “tolerant” to genuinely accepting students and promoting inclusivity, ultimately empowering the student-members of the LGBTQIA++ community academically, emotionally, and overall personal growth.

The conversation must be rooted in student welfare. School administrators are responsible for ensuring that all students feel safe, respected, and supported. LGBTQ+ students face significantly higher rates of bullying, mental health challenges, and academic disengagement when their identities are not acknowledged or protected. Presenting this data in meetings, reports, or proposals can demonstrate that queer visibility is about survival, equity, and student success.

We must emphasize how visibility policies align with the school’s mission and values. Most schools already embrace core principles like diversity, respect, and student-centered education. Advocates can make a strong case that queer-inclusive policies are a natural extension of these values. Positioning such policies as fulfilling the school’s mission may help reduce defensiveness.

Another key strategy is to present concrete, manageable policy recommendations. Administrators may be more accepting of policies if they are SMART (specific, measurable, achievable, relevant, time-bound). These steps can demonstrate early wins, build confidence, and lead to more sustained changes.

Including student voices is also essential. When administrators hear directly from LGBTQIA+ students about their experiences, it personalizes the issue. Authentic, respectful storytelling has a powerful emotional impact and reminds school leaders that policy decisions affect real lives every day. Students can also be involved in peer-led initiatives or advisory roles to show their investment in making the school better for everyone.

The persistent discrimination faced by LGBTQIA++ students in the Philippine secondary schools is not merely a matter of isolated incidents; it is a systemic issue rooted in outdated norms, institutional silence, and a lack of protective policies. Despite some progress, queer students continue to navigate environments that invalidate their identities, suppress their environment, and jeopardize their mental health and academic success. This reality calls for more than passive acceptance; it demands deliberate, structural change.

Policy reform is not just about updating rules; it is about rewriting the values that schools embody. When policies actively promote queer visibility through inclusive dress codes, affirming safe spaces, relevant curricula, and empowered student voices, they help shift school culture from tolerance to genuine inclusion. These reforms must be backed by meaningful implementation and accountability from school administrations, guided by the lived experiences of LGBTQIA++ students themselves.

The goal is not to create special treatment but to ensure equal opportunity to learn, grow, and thrive, regardless of gender identity or sexual orientation. Education should be a liberating experience for all, not one where authenticity becomes a liability. For schools to fulfill their mission of nurturing future generations, they must be brave enough to embrace diversity, challenge discriminatory norms, and uphold the dignity of every student. Real change begins when we stop asking LGBTQIA++ youth to hide and start making room for them to shine.