Supporting Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

Today’s schools are faced with many responsibilities that are above and beyond, yet related to, academics; they also must address students’ social, emotional, and behavioral development. School professionals are expected to support all of these aspects of students’ development, whether in the classroom, cafeteria, or counselor’s offi ce. Few topics in the school system elicit as strong a response from individuals in the school community as discussions related to sex, sexuality, and gender nonconformity. Feelings about these topics draw on people’s family background and upbringing, personal experiences, religious beliefs, political orientation, and myriad other factors that shape one’s morals and values. Some may think that these conversations have no place in the schools, but students who identify as or are identifi ed by others as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at a signifi cantly increased risk for academic, social, and emotional problems related to experiences of bullying, harassment, and discrimination at school. Similarly, parents who identify as lesbian, gay, bisexual, or transgender (LGBT) and their children report high levels of harassment and discrimination in the school system. Engaging in conversations about the topics of sex, sexuality, and gender nonconformity may cause discomfort and disagreement for some members of the school community, but these discussions are necessary fi rst steps in making schools safe places where all students can learn, grow, develop, and maximize their potential.