Opinion: Teachers Can Be the Accepting Adults LGBTQ Students Need in Schools

Queer students deserve to have every adult at school advocating for them. Having at least one trusting adult in the life of an LGBTQ young person reduces the likelihood of suicide . With more than half of these students experiencing rejection of some sort from a parent, many come out to a teacher because they feel unsafe at home.

However, more than 80% of LGBTQ students feel unsafe at school , and nearly 58% have experienced discrimination. These numbers show that many LGBTQ students are not safe at the two places they spend most of their time. This lack of safety has a significant impact on students’ mental health, school performance, relationships and future plans. LGBTQ students are not getting the support they need, and it is resulting in systematic harm.

Teachers are in a perfect position to be the accepting adult LGBTQ students need and to advocate for them in their schools. Students spend thousands of hours in school over the course of their K-12 careers. In that time, they form trusting relationships with teachers, especially those who serve as coaches, club advisers and activity leaders. School is where many explore the names, pronouns and identities that feel right to them. How teachers react to this exploration directly impacts how students feel about themselves and their safety. Teachers also have the ability to push for improvements to policies to make schools safer for students when students can’t advocate for themselves.

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Without this support, queer students are more likely to skip school, avoid activities and deal with mental illness and suicidal ideation .

Advocacy for queer students can take a variety of forms, depending on the school and district, as well as state laws and policies that might limit what educators can do.

Teachers can establish themselves as a safe person in a variety of ways, like including items in the classroom such as flags, posters and GLSEN’s safe-space stickers . This can also be done through clothing and accessory choices including rainbow earrings, lanyards, buttons, bracelets and other jewelry can help students know they are safe.

Teachers can also set up a GSA (Gay-Straight Alliance or Gender and Sexuality Alliance). These groups have a variety of names (Rainbow Club, Come As You Are Club) and create a space for LGBTQ students to gather. There are huge benefits when a school has a GSA, even if students don’t attend. These include feelings of safety and better psychological well-being and reduced likelihood of hearing homophobic remarks or negative comments about gender expression or transgender individuals. GSAs are covered by the Equal Access Act , meaning that if a school has any extracurricular clubs, it has to allow GSAs. Information about starting one can be found here .

It is important to know school and district policies about bullying and discrimination. Teachers should learn how students can report this type of behavior and what should happen after they make that report. They should understand the power structure in the school and district so they understand the chain of command. They should also find out who the Title IX coordinator is — every school is required to have one — and learn how that system works. This will help them assist students in reporting instances of harassment and provide ground to stand on when they talk to administrators about policies that aren’t followed or students who aren’t being protected.

Teachers can advocate for specific policies like creating gender-neutral bathrooms and locker rooms, improving anti-bullying policies and harassment reporting,and addressing dress codes that target LGBTQ students. They should go into these meetings prepared with research and statistics about the needs and experiences of queer students, school and/or district policies, state and/or federal laws, students’ personal observations or specific concerns. It’s also helpful to come prepared with possible solutions as a starting point for discussion, and to follow up to ensure that things change.

Advocating for LGBTQ students is, unfortunately, a long process in most schools — it takes work and it takes courage. Educators may feel alone at their schools, but they aren’t. Lots of teachers are advocating for students in schools across the country, and there are support systems in place. GLSEN’s Educator Network is one place to start. Teachers need to keep fighting the good fight and helping the kids who need it.