In order to document the experiences of LGBT students, GLSEN conducts the National School Climate Survey every two years. From the survey we have learned that anti-LGBT language fills classrooms, hallways, school buses, gyms, and cafeterias. For example findings from GLSEN's National School Climate Surveys consistently show that nine out of ten LGBT students repeatedly hear the word "gay" used in a negative way and three-fourths of students regularly hear homophobic remarks such as "faggot" or "dyke," in school. Even more seriously, LGBT students are routinely called names, harassed and bullied in school and will often skip classes or even full days of school because they feel unsafe. The prevalence of anti-LGBT name-calling, harassment and bullying takes a heavy toll on LGBT students, and can have negative effects on their school performance. The reported grade point average of students who are more frequently harassed because of their sexual orientation or gender expression is almost half a grade lower than that of students who were less often harassed.
In addition to the damage it can do to LGBT students, anti-LGBT bias also affects other members of the school community. Anti-LGBT behavior creates a hostile environment and an uncomfortable and unsafe space for everyone. Homophobia and transphobia can be used to stigmatize, silence and, on occasion, target people who are perceived as LGBT, but are not. If certain actions and behaviors are deemed "gay," students may avoid them for fear of being targets of anti-LGBT behavior. For example, a male student may avoid drama class, or a female student may decide not to join the automotive club, just to avoid anti-LGBT bias.
In order to protect all students and allow them the freedom to reach their full potential, we must put an end to anti-LGBT bias and behavior in schools. Research shows that having supportive school staff has a positive effect on a student's educational experience. For example, LGBT students with supportive educators were less likely to miss school because of safety concerns and had higher grade point averages than LGBT student with no supportive educators. When school staff effectively intervene in harassment, LGBT students feel safer and are less likely to miss school.
Allies help LGBT students feel safer and more included in school, resulting in a more positive and successful school experience. In addition to supporting individual LGBT students, allies challenge anti-LGBT behavior and work proactively to ensure safer, more inclusive schools for all students.
"I have learned that harassment in schools is a norm. Kids would scream the term "faggot" as they saw me in the halls. None of the teachers said a word, and that is what scared me...I don't feel safe at my school because I'm gay." -11th Grade Student, North Carolina
SNAPSHOT
Hector was an 11-year-old, straight-identified middle school student who just wanted to be himself. His classmates thought he was feminine for a boy and began teasing him and calling him names like "faggot" and asking him why he was gay. Hector told his mother about the bullying at school and she immediately went to the principal's office to have something done. Unfortunately, the school refused to take any action, stating "it's just boys being boys." The other students knew his mother had spoken to the principal, which only increased the amount of bullying. Halfway through the school year, Hector told the school social worker that he couldn't endure the constant bullying and harassment anymore, and that he was thinking about ending his life.
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