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October Scott

…and 10 ways to help create one

Creating safe, welcoming classrooms for all students is crucial for providing equitable access to education — including for students who are lesbian, gay, bisexual, transgender, queer, intersex, asexual, or Two-Spirit (LGBTQIA+). While schools aim to offer learning environments that allow their students to thrive equally, there is growing concern about whether all schools are providing safe educational settings for LGBTQIA+ students. With instances of LGBTQIA+ discrimination, bullying, and identity erasure on the rise, educators have an increasingly complex landscape of varying policies and school cultures to navigate.

The data: Inclusion benefits everyone

Numerous studies demonstrate that students thrive in supportive school settings that allow them to feel secure and included. But according to the latest survey by the Gay, Lesbian & Straight Education Network (GLSEN), a respected national education organization, alarming rates of LGBTQIA+ students report feeling unsafe or experiencing harassment at school. Four out of five LBTGQIA+ students reported feeling unsafe, over three-fourths were verbally harassed, and over 30% were physically harassed.

LGBTQIA+ student rates of feelings of unsafety and of harassment, 2021

Figure shows LGBTQIA+ student rates of feelings of unsafety and of harassment, 2021 Showing the vast majority feel unsafe and are verbally harrassed.

Source: The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in our nation’s schools, GLSEN (most recent available)

The most recent data from The Trevor Project reveals the sobering effects of this stigma and mistreatment: 41% of LGBTQIA+ people ages 13–24 reported considering suicide and 14% attempted. Over half experienced depression, while 67% experienced anxiety.

Rates of negative mental health outcomes of LGBTQIA+ people ages 13-14, 2023

Figure showing that more than half of people in the LGBTQIA+ community have experienced depression and anxiety, with 41% having contemplated suicide.

Source: 2023 U.S. National Survey on the Mental Health of LGBTQ Young People, The Trevor Project

As a queer, transgender person myself, it’s definitely no surprise to me that LGBTQIA+ youth experience more bullying and violence than their non-LGBTQIA+ peers. Or that because of it, LGBTQIA+ youth are more likely to experience depression and other mental health challenges, which deeply impact learning.

What did surprise me was discovering that creating inclusive environments for LGBTQIA+ students benefit not only them, but all students.

Recent analysis by the U.S. Centers for Disease Control and Prevention (CDC) show that when schools enact policies and practices that provide support for LGBTQIA+ students, all students experience reduced levels of emotional distress, decreased violence and harassment incidents, and fewer suicidal thoughts and behaviors. Schools that embrace these approaches have also seen benefits like reduced absenteeism and higher achievement.

This finding underscores how safe, welcoming classrooms have a holistic positive effect on the entire student body’s wellbeing and ability to learn.

In short, an inclusive and respectful school culture is a rising tide that lifts all students.

Regardless of any given school’s policies and culture surrounding these topics, there are ways that all educators can help create safety and belonging in their classrooms to improve student mental health and learning outcomes. Here are 10 ways to get started.

10 ways to help create a safe, welcoming learning environment

  1. For fostering an overall culture of respect and inclusivity, check out activities like this one, where students reflect on how they think about others and examine their willingness to listen to people with different views.
  2. Know your rights as an educator and the rights of your students.
  3. Brush up on your LGBTQIA+ knowledge and terminology to better understand students using a resource like this searchable glossary.
  4. Use inclusive gender-neutral language in the classroom (“students” or “kids” instead of “boys and girls”; singular “they” instead of “he or she” when the subject’s gender is unknown; “parents” or “adults” instead of “moms and dads,” etc.).
  5. Don’t group students by gender for activities — generate groups by some neutral characteristic like dividing students by which side of the room they’re sitting in.
  6. Be aware that students with multiple marginalized identities experience overlapping struggles. For example, data show LGBTQIA+ youth of color reported higher rates of suicide attempts over the past year compared to their white LGBTQIA+ peers. Explore resources on supporting LGBTQIA+ students of color and LGBTQIA+ students with disabilities, who can be at higher risk for negative mental health outcomes due to compounding factors.
  7. Know where to point LGBTQIA+ students who are in crisis. Get familiar with your school’s crisis policies and procedures. (An additional resource is the Trevor Project, an organization promoting safety for LGBTQIA+ youth, which offers text, phone, and chat hotline options.)
  8. Address disrespectful comments in the classroom — even casual joking like “no homo.”
  9. Facilitate opportunities for students to create supportive communities of peers and educators, such as Gender and Sexuality Alliances (sometimes called Gay-Straight Alliances). One might already exist at your school that you can support, or you may be able to help support students who want to create one. (Public schools are legally obligated under the federal Equal Access Act to treat all non-curricular clubs equally, meaning that if a school permits any non-curricular student club, it must also permit a GSA.)
  10. Documenting any concerning situations, or effects of certain policies on students, can offer a window into students’ experiences and provide data to help improve school culture. If a concerning situation takes place, record a detailed description, including the date(s), who was involved, where it happened, the date you reported it, and who you reported it to.

Supporting all students’ safety and learning

All educators share a responsibility to support every student’s safety and learning. No student should have to face discrimination, harassment, or disrespect from their peers or teachers for any reason. Supportive teachers are a lifeline for LGBTQIA+ students — The Trevor Project reports those who say their teachers care about them are 37% less likely to consider suicide and 43% less likely to experience depression than those who don’t. With proactive efforts like these, educators can help cultivate safe, welcoming classrooms where all learners can thrive.

Sources

Álvarez, B. (2022, August 18). Know Your Rights: A Back-to-School Guide. NEA Today. https://www.nea.org/nea-today/all-news-articles/know-your-rights-back-school-guide

Benz, D. (2023, Spring). A Refuge for LGBTQ+ Young People. Learning for Justice, (4), 29-33. https://www.learningforjustice.org/sites/default/files/2023-05/Learning-for-Justice-Magazine-4-Spring-2023-05122023.pdf

Blose, A. (2023, June 7). Five Ways to Support Your LGBTQ+ Students. NEA Today. https://www.nea.org/nea-today/all-news-articles/five-ways-support-your-lgbtq-students

Centers for Disease Control and Prevention. (2022, June 27). Inclusive Practices Help All Students Thrive. https://www.cdc.gov/healthyyouth/safe-supportive-environments/LGBTQ-policies-practices.htm

Centers for Disease Control and Prevention. (2023, March 14). What Works In Schools. https://www.cdc.gov/healthyyouth/whatworks/index.htm

Daily, S. M., Smith, M. L., Lilly, C. L., Davidov, D. M., Mann, M. J., & Kristjansson, A. L. (2020). Using School Climate to Improve Attendance and Grades: Understanding the Importance of School Satisfaction Among Middle and High School Students. The Journal of school health, 90(9), 683–693. https://doi.org/10.1111/josh.12929

Denial of equal access prohibited, 20 U.S. Code § 4071 et seq. (1984). https://www.law.cornell.edu/uscode/text/20/4071

Elias, M. J. (2024, April 26). A Tool to Encourage Students to Respect the Dignity of Their Classmates. Edutopia. https://www.edutopia.org/article/helping-students-respectfully-disagree/

GLSEN. (2015). Get the facts: Improve School Climate to Increase LGBT Students’ Well-Being. https://www.glsen.org/sites/default/files/GLSEN%20Get%20the%20Facts.pdf

GLSEN. (n.d.). GSA Resources. Retrieved April 29, 2024, from https://www.glsen.org/support-student-gsas

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GLSEN. (n.d.). Supporting LGBTQ+ Students of Color. Retrieved April 29, 2024, from https://www.glsen.org/activity/supporting-lgbtq-students-color

Hawkins, B. (2023, May 24). Scared of School: Even in States With Protective Laws, LGBTQ Students Are Reporting Attacks from Other Kids – and Teachers. The 74 Media, Inc. https://www.the74million.org/article/scared-of-school-even-in-states-with-protective-laws-lgbtq-students-are-reporting-attacks-from-other-kids-and-teachers

Kosciw, J. G., Clark, C. M., & Menard, L. (2022). The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in our nation’s schools. New York: GLSEN. https://www.glsen.org/sites/default/files/2022-10/NSCS-2021-Full-Report.pdf

Kosciw, J. G., Palmer, N. A., Kull, R. M., & Greytak, E. A. (2013). The effect of negative school climate on academic outcomes for LGBT youth and the role of in-school supports. Journal of School Violence, 12(1), 45–63. https://doi.org/10.1080/15388220.2012.732546

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