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In order to further understand the experiences of lesbian, gay, bisexual, transgender, queer-plus (LGBTQ+) youth, they must be identified in surveys and data at the federal, state, and local level. Being able to identify LGBTQ+ youth in data, particularly in surveys and research about school climate and negative school experiences, including bullying, harassment, discrimination, and punitive discipline, is critical to improving school experiences and creating school environments that are safe for everyone. When these questions are not included, educators, policymakers, and researchers are unable to address the needs of LGBTQ+ youth. Although there is no one standard item for measuring sexual orientation or gender identity that is best for all situations and contexts involving youth, there are important considerations when designing surveys that can guide schools, local education agencies, state education agencies, and others toward measures of sexual orientation and gender identity that best meet their needs. This brief first discusses these considerations regarding sexual orientation and gender identity data collection in survey-based data collection. The authors discuss survey items that ask individuals to report their own sexual orientation and gender identity. For those interested in administrative data collection in schools and in other educational contexts, see GLSEN Policy's brief on inclusive data collection. In the second part of this brief, they provide specific example items for assessing sexual orientation and gender identity among youth. [For the brief, "LGBTQ+ Data Inclusion: Advancing Intersectional Equity in K-12 Education Systems. Issue Brief," see ED623159.]

The full GLSEN 2021 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, and explores LGBTQ students' experiences with GSAs. In addition, this installment of GLSEN's National School Climate Survey also includes an exploration of how school climate has changed over time. Because this data is from the 2020-2021 academic year, when schools had to respond to the COVID pandemic, we also discuss key differences between the experiences of LGBTQ+ students in online only, in-person only, and hybrid learning environments. [For the executive summary, see ED625381. For "The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. A Report from GLSEN," see ED608534.]

Given that teachers are critical to creating safe and supportive learning environments, it is essential to better understand how K-12 educators are being prepared in their teacher education programs to address LGBTQ issues and topics in curriculum and instruction, and the needs of LGBTQ students. Thus, the current study examines the state of teacher education programs in regard to LGBTQ-inclusive practices and preparation. As there is a lack of national research examining LGBTQ-inclusive teaching in teacher education programs, we undertook the "Educating Educators: Knowledge, Beliefs, and Practice of Teacher Educators on LGBTQ Issues" report to examine teacher educators' (or those who teach courses in colleges and universities that prepare pre-service educators) perspectives and experiences regarding their LGBTQ-related work. "Educating Educators: Knowledge, Beliefs, and Practices of Teacher Educators on LGBTQ Issues" examines: (1) Teacher educators' attitudes and beliefs about the inclusion of LGBTQ issues in their teacher education courses; (2) How teacher educators were prepared in their training to include LGBTQ people and issues in their work as teacher educators; (3) The LGBTQ-inclusive practices teacher educators engage in in their teaching; (4) The barriers faced in engaging in LGBTQ-inclusive teaching practices; and (5) Factors that lead to more inclusion of LGBTQ-related content in teacher educators' teaching practice.

GSAs, originally known as Gay-Straight Alliances and now commonly known as Gender and Sexuality Alliances, were first started over 30 years ago in the United States. These school clubs focus on providing LGBTQ students a safe and affirming space within a school environment that they may otherwise experience as hostile. In that GSAs are an important and growing resource for LGBTQ students at school, the purpose of the current study is to provide a better understanding of LGBTQ students' and advisors' experiences with GSAs at their school. Using original and secondary data sources, it specifically examines: (1) The demographic composition of GSAs, including race/ethnicity, sexual orientation, and gender; (2) How often students participate in GSAs, benefits of GSA participation, and other non-GSA school-sponsored extracurricular activities that GSA students participate in; (3) Activities that GSAs engage in, and the impact that these different activities have on LGBTQ students' experiences with school climate and their psychological well-being; (4) Resources that GSA students and advisors use and find helpful, as well as resources that they need; (5) Challenges that students and advisors face in their GSA, and how they resolve challenges; (6) Experiences and perspectives of GSA leaders, including student leaders and advisors; and and (7) Advisors' professional development and feelings of competence working with LGBTQ students, including LGBTQ students of color.

Sports participation has positive effects on youth development, improving physical health, social skills and psychological well-being. Additionally, research has found that sports participation is related to greater feelings of school belonging and pro-school behaviors. Despite these benefits, some research has found negative effects of sports participation among LGBTQ students, including social exclusion and feeling unsafe, associated with increased mental health challenges. Sports environments have been shown to reflect high levels of anti-LGBTQ harassment on playing fields and in locker rooms. Previous research from GLSEN and other scholars has found that LGBTQ youth regularly experience hostile school climates, which can inhibit their participation in school activities in general, and sports in particular. Enhancing the climate of sports in schools is necessary to allow LGBTQ students full access to school life and to improve the well-being of LGBTQ students who choose to participate in sports. Therefore, we are interested in the conditions that predict sports participation, benefits of sports participation for LGBTQ youth and how those benefits may differ across groups. The purpose of this Research Brief is to illustrate the sports-related experiences of LGBTQ students in K-12 schools. This brief will 1) examine conditions that may predict sports participation 2) describe LGBTQ students' experiences of discrimination within sports, and 3) examine benefits to sports participation for LGBTQ students. Further, we discuss whether there are differences in both access to and benefits of sports participation for transgender and nonbinary students.

The Gay, Lesbian and Straight Education Network (GLSEN) National School Climate Survey is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN 2019 National School Climate Survey report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, and explores LGBTQ students' experiences with GSAs. In addition, this installment of GLSEN's National School Climate Survey also includes an extensive exploration of how school climate has changed since we began conducting this survey, including insights into how racist remarks and harassment, feelings of safety regarding citizenship, gender-based discrimination, and LGBTQ student identities have all changed over time. [For the 2019 executive summary, see ED608535. For "The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools", see ED590243.]

Existing research has illustrated that Hispanic and Latino/Latina/Latinx youth (in this report, inclusively referred to as Latinx) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. In addition to anti-immigrant rhetoric that is often directed at people of Latin American descent, many Latinx youth face racial/ethnic discrimination and harassment at school from both peers and school personnel. These experiences may have a detrimental impact on students' psychological well-being and educational outcomes, including particularly low rates of high school completion. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to in-school resources that may improve school climate. Although there has been a growing body of research on the experiences of Latinx youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Latinx LGBTQ students. This report examines the experiences of Latinx LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Latinx LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Latinx LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Hispanic Federation. It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Black (ED603847), and Native and Indigenous (ED603850) LGBTQ youth.]

Existing research has illustrated that Native American, American Indian, and Alaska Native youth (referred to, henceforth, as Native and Indigenous youth in this report) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. A long history of violence and cultural erasure targeting indigenous communities has contributed to Native and Indigenous youths' experiences of discrimination and harassment at school from both peers and school personnel. These experiences may contribute to disparities in high school completion as well as troubling rates of substance use and suicide among Native and Indigenous youth. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to inschool resources that may improve school climate. Although there has been a growing body of research on the experiences of Native and Indigenous youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Native and Indigenous LGBTQ students. This report examines the experiences of Native and Indigenous LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Native and Indigenous LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Native and Indigenous LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Center for Native American Youth (CNAY). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Black (ED603847), and Latinx (ED603848) LGBTQ youth.]

Existing research has illustrated that both Black as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. For example, previous studies indicate that Black youth experience harassment and discrimination at school related to their race, resulting in negative educational outcomes, such as more school discipline, lower academic achievement, lower graduation rates, and lower rates of admission into higher education. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often reported experiencing victimization and discrimination, resulting in poorer educational outcomes and decreased psychological well-being. Further, they have limited or no access to in-school resources that may improve school climate and students' experiences. Although there has a been a robust body of research on the experiences of Black youth and a burgeoning body of research on LGBTQ youth in schools, there has been little research examining the intersections of these identities -- the experiences of Black LGBTQ students. This report examines the experiences of Black LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Black LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Black LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the National Black Justice Coalition (NBJC). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Latinx (ED603848), and Native and Indigenous (ED603850) LGBTQ youth.]

Existing research has illustrated that both Asian American and Pacific Islander (AAPI) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique issues in school related to their marginalized identities. For instance, AAPI youth are also challenged with the model minority stereotype that all AAPI students are hardworking and excel academically, which can deny, downplay, or erase racism and discrimination that AAPI students experience. Yet prior studies have shown that the incidence of racism from peers against elementary and secondary AAPI students is common. This may, in part, be why AAPI youth are often missing from policy discussions on bullying in schools. With regard to LGBTQ youth, they often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often reported experiencing victimization and discrimination, resulting in poorer educational outcomes and decreased psychological well-being. Further, they have limited or no access to in-school resources that may improve school climate and students' experiences. Although there here has been a growing body of research on the experiences of AAPI youth and LGBTQ youth in schools, there has been little research examining the intersections of these identities -- the experiences of AAPI LGBTQ students. This report examines the experiences of AAPI LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether AAPI LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which AAPI LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the National Queer Asian Pacific Islander Alliance (NQAPIA). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Black (ED603847), Latinx (ED603848), and Native and Indigenous (ED603850) LGBTQ youth.]

"A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender, & Queer (LGBTQ) Students in Latin America" explores the school experiences of LGBTQ students in seven countries across Latin America: Argentina, Brazil, Chile, Colombia, Mexico, Peru, Uruguay. This report was created in partnership with Todo Mejora, a Chilean-based non-governmental organization (NGO) dedicated to the well-being of children and adolescents who experience bullying or suicidal behavior due to discrimination based on their sexual orientation, gender identity, or gender expression. In 2016, GLSEN and Todo Mejora worked with eleven other NGOs in Latin America to conduct national research on the experiences of LGBTQ secondary school students in seven countries across the region: Argentina, Brazil, Chile, Colombia, Mexico, Peru, and Uruguay. A Global School Climate Crisis draws from these seven studies to compare school climate for LGBTQ youth across Latin America. This report explores: (1) Hearing biased language from both students and educators; (2) Experiences of harassment and assault; (3) Effects of hostile school experiences on educational outcomes and psychological well-being; (4) The availability and utility of supportive school resources; and (5) Similarities and differences in student experiences across countries. This report also considers differences in culture, language, social norms, and national legislation that may influence LGBTQ student experiences. [This report was written in partnership with Todo Mejora.]

Given the critical role school mental health professionals play in the academic and emotional well-being of our nation's students and the relative lack of national research examining the efforts of counselors, psychologists, and social workers to support lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and create safer school environments, the authors undertook the Supporting Safe and Healthy Schools study to provide a detailed examination of school mental health providers' perspectives and experiences regarding their support of LGBTQ students. The report examines: (1) Perspectives on school climate, including school safety and the frequency of bullying and harassment facing LGBTQ students; (2) Graduate education and training on general issues regarding school safety, and their specific exposure to LGBTQ-related competency training; (3) Ongoing continuing education experiences regarding the safety and well-being of LGBTQ students; (4) Attitudes and beliefs related to LGBTQ issues in schools; (5) Self-efficacy regarding LGBTQ-related practices, i.e., their confidence in their abilities to engage in important tasks to support LGBTQ students; and (6) Specific efforts to support LGBTQ students, both direct, individual interventions, and school-level efforts to improve school climate and safety. [Also in partnership with the American Council for School Social Work (ACSSW) and School Social Work Association of America (SSWAA).]

The [Gay, Lesbian and Straight Education Network] GLSEN National School Climate Survey is our flagship report on the school experiences of [lesbian, gay, bisexual, transgender, and queer] LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN "2017 National School Climate Survey" report includes information on LGBTQ middle and high school students' experiences, including: (1) hearing biased language, from both students and educators; (2) experiences of harassment and assault; (3) anti-LGBTQ discrimination; (4) effects of a hostile school climate on educational outcomes and psychological well-being; and (5) the availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's "National School Climate Survey" also includes insights on LGBTQ-inclusive sex education, student activism, parent advocacy, experiences of LGBTQ students with disabilities, and experiences of LGBTQ immigrant students. [For the executive summary, see ED590244. For "The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools," see ED574780.]

The Gay, Lesbian and Straight Education Network (GLSEN) "National School Climate Survey" is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBT-inclusive curriculum, comprehensive anti-bullying policies, and supportive student clubs, such as Gay-Straight Alliances (GSAs). The full GLSEN 2015 "National School Climate Survey" report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's "National School Climate Survey" also includes insights on bisexual student experiences, school policies that specifically affect transgender students, and anti-bullying student education and asks students about discriminatory policies and practices around extracurricular activities and school events. [For the full report, "The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools," see ED574780.]

For over 25 years, the Gay, Lesbian and Straight Education Network (GLSEN) has worked to promote safe and affirming schools for all students, regardless of their sexual orientation, gender identity, or gender expression. A significant part of this work has been to document the experiences of students, as well as to examine teacher beliefs and practices that can influence school climate. In 2005, GLSEN released "From Teasing to Torment: School Climate in America, A Survey of Students and Teachers." Findings from "From Teasing to Torment" reinforced awareness that bullying and harassment, especially those incidents which are based on bias and personal characteristics, are major challenges confronting all schools. Yet 10 years later, it is believed that bias-based bullying and harassment remain a significant concern of students, families, and schools all across the country. Furthermore, despite legal and cultural changes, it is seen that Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students continue to face hostile school climates, although there have been small, gradual improvements. However, there has been limited research that assesses how the school climate may have changed over the past decade for the general population of students in regards to bias, bullying, and LGBTQ issues. Furthermore, there is little information about the general population of teachers' beliefs and practices as related to bias, bullying, or LGBTQ issues, and no information about how these beliefs and practices may have shifted over time. For these reasons, the authors felt it was important to reexamine the issues they explored in the 2005 "From Teasing to Torment" report by conducting a similar survey in 2015, exactly a decade after the initial report. This report gives the authors the opportunity to document the current state of safety, bias, and bullying in schools and assess potential disparities based not only on LGBTQ status, but also on race/ethnicity, sex, gender expression, and socioeconomic status. As school climate is determined not only by the existence or absence of victimization, the authors also explore students' experiences with school disciplinary actions and extracurricular activities, seeking to develop a more complete picture of the student experience. In addition, they again document students' access to resources that may improve school climate, such as student clubs that address LGBTQ student issues, inclusive curriculum, and anti-bullying/harassment policies. Moreover, in this report, secondary school teachers offer their perceptions on bias, bullying, and LGBTQ students' safety, and provide valuable information about the preparation they may have received to address these issues. The authors also document teachers' practices in regards to combating bias and supporting LGBTQ students specifically, including the potential barriers to doing so. Lastly, they offer recommendations for both further research and specific programmatic and policy strategies that may help schools reduce the risk of peer victimization, counter the damaging effects of bias, and provide safe and supportive learning environments for all LGBTQ and non-LGBTQ students alike. (A list of notes and references is included.) [For the executive summary to this report, "From Teasing to Torment: School Climate Revisited. A Survey of U.S. Secondary School Students and Teachers. Executive Summary," see ED574777. For "From Teasing to Torment: School Climate in America, A Survey of Students and Teachers," see ED486343.]

"From Statehouse to Schoolhouse: Anti-Bullying Policy Efforts in U.S. States and School Districts," examines the anti-bullying policies of all 13,181 school districts across the country. It provides the prevalence of anti-bullying policies in all U.S. school districts and whether state laws and guidance are being implemented at the district level. In addition, the report explores whether district policies: (1) protect students specifically on the basis of personal characteristics, such as sexual orientation, gender identity/expression, race and religion; (2) require professional development for educators on bullying and district accountability for incident reporting; and (3) have an impact on school climate for lesbian, gay, bisexual and transgender students. An appendix contains supplementary tables. A list of notes and references is included.

"The 2013 National School Climate Survey" is GLSEN's 8th biennial report on the school experiences of LGBT youth in schools, including the in-school resources that support LGBT students' well-being, the extent of the challenges that they face at school, and insights into many other aspects of LGBT students' experiences. The survey has consistently indicated that a safer school climate directly relates to the availability of LGBT school-based resources and support, including Gay-Straight Alliances, inclusive curriculum, supportive school staff, and comprehensive anti-bullying policies. The full 2013 "National School Climate Survey" report includes information LGBT middle and high school students' experiences with: (1) hearing biased language; (2) experiences of harassment and assault; (3) anti-LGBT discrimination at school; and (4) the availability and impact of supportive school resources. The authors also examine: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. [For the 2011 survey, see ED535177.]

The GLSEN (Gay, Lesbian and Straight Education Network) Research Department conducted an evaluation of the New York City Department of Education's (NYC DOE) "Respect for All" training program for secondary school educators. The two-day training program, which was one component of the NYC DOE's "Respect for All" initiative, was implemented so that every secondary school in the district had at least one staff member who could support lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and combat all forms of bias-based bullying and harassment, particularly bias based on sexual orientation, gender identity, and gender expression. In order to evaluate Year One of the training program, GLSEN surveyed 813 educators who participated in the training at three times--before the training, six weeks after, and six months after. Training participants were also compared to educators who had not yet completed the training. Compared to before the training, after the training educators demonstrated increased: (1) Knowledge of appropriate terms; (2) Access to LGBTQ-related resources; (3) Awareness of how their own practices might have been harmful to LGBTQ students; (4) Empathy for LGBTQ students; (5) Belief in the importance of intervening in anti-LGBTQ remarks; (6) Communication with students and staff about LGBTQ issues; (7) Engagement in activities to create safer schools for LGBTQ students (i.e., supporting Gay-Straight Alliances, including LGBTQ content in curriculum); and (8) Frequency of intervention in anti-LGBTQ name-calling, bullying, and harassment. In addition, compared to educators who had not yet participated in the training, those who had participated in the training indicated higher levels of: (1) Knowledge of appropriate terms; (2) Access to LGBTQ-related resources; (3) Empathy for LGBTQ students; (4) Communication with students and staff about LGBTQ issues; and (5) Engagement in activities to create safer schools for LGBTQ students. Findings from the Year One evaluation demonstrate that this training program is an effective means for developing the competency of educators to address bias-based bullying and harassment, and to create safer school environments for LGBTQ students. The findings suggest that providing such training to all school staff, including administrators, would result in an even stronger effect on the school environment. Furthermore, ensuring sufficient opportunities for developing educators' skills in intervening in anti-LGBTQ behaviors could enhance the effectiveness of trainings. To maintain the benefits of training, staff should receive continued and advanced professional development opportunities related to supporting LGBTQ students and combating bias-based bullying and harassment. (Contains 1 figure, 5 tables and 8 footnotes.)

Lesbian, gay, bisexual, and transgender (LGBT) youth may face particularly hostile school climates, as they often report experiencing harassment, discrimination, and other negative experiences in school. LGBT youth, regardless of their gender identity, often face victimization and stigmatization based on both sexual orientation and gender expression. The authors examine transgender students' experiences with regard to indicators of negative school climate, such as biased language, experiences of harassment and assault, and the impact of victimization on educational outcomes. The authors also investigate transgender students' engagement in their school community and access to institutional resources. Data used in this report come from the Gay, Lesbian and Straight Education Network's (GLSEN) fifth National School Climate Survey, which was conducted during the 2006-2007 school year. Two methods were used in order to locate participants in an effort to obtain a representative sample of LGBT youth: outreach through community-based groups serving LGBT youth and outreach via the Internet, including targeted advertising on the social networking site MySpace. This report examines the specific experiences of the 295 students in the survey who identified as transgender. These transgender students were between 13 and 20 years of age, and the majority of the sample was White, and identified as gay or lesbian. Findings demonstrate that transgender students frequently face extremely hostile school environments. Similar to non-transgender lesbian, gay, and bisexual students, most transgender students hear biased language, feel unsafe in school, are regularly harassed, and lack LGBT-related resources and supports. Compared to their non-transgender peers, transgender students consistently reported higher levels of harassment and assault, were less likely to feel like a part of their school community, and had poorer educational outcomes. Transgender students were also more likely to be involved with LGBT-related issues in their schools, perhaps because they are faced with unique challenges in school, such as accessing gender-segregated facilities and being addressed by their preferred names and pronouns. Educators, policymakers, and safe school advocates must continue to seek to understand the specific experiences of transgender students, and implement measures to ensure that schools are safe and inclusive environments for all LGBT youth. (Contains 50 notes, 32 figures, and 4 tables.)

Current estimates indicate that there are more than 7 million lesbian, gay, bisexual and transgender (LGBT) parents with school-age children in the United States, yet little is known about the experiences of this growing number of LGBT-headed families in schools across the country. In order to fill this crucial gap in our knowledge of LGBT issues in schools, the Gay, Lesbian and Straight Education Network (GLSEN) undertook this study to examine and highlight the school experiences of LGBT-headed families in partnership with COLAGE (Children Of Lesbians And Gays Everywhere) and the Family Equality Council. This report reveals a complex picture of experiences for both students and parents. The LGBT parents surveyed are more likely than other parents to be actively engaged in the life of their child's school--more likely to volunteer, to attend parent-teacher conferences or back-to-school nights and to contact the school about their child's academic performance or school experience. Such findings suggest that LGBT parents are, as a group, potential assets for any school community, engaged and concerned about the quality of their children's education and the school of which they are part.Yet many LGBT parents report feeling neglected, excluded or even mistreated by other members of their school communities, especially other parents. Results from this study also provide insights into solutions to make schools safer and more welcoming for all members of the school community. LGBT parents must, and often times do, work harder than other parents to ensure safe and effective learning environments for their children. This study reveals that LGBT parents are highly engaged in their children's school experiences, qualities which can be of great benefit to teachers, school administrators and parent-teacher associations in America's schools. (Contains 128 footnotes, 55 figures, and 25 tables.) [This report was produced in partnership with COLAGE and the Family Equality Council.]

The experiences of lesbian, gay, bisexual and transgender (LGBT) students in schools have been under-documented. For this reason, a third national survey was conducted by the Gay, Lesbian and Straight Education Network (GLSEN). As in previous surveys, LGBT youth were asked about biased language in their schools, feelings of comfort and safety in school, and experiences of verbal, physical and sexual harassment based on sexual orientation, gender, gender expression, race/ethnicity, disability and religion. Students who reported incidents of harassment or assault were also asked whether they had reported these events to school personnel or to family members, and whether family members ever intervened with the school. Other questions posed included the usefulness of school-based resources and support groups (i.e., gay-straight alliances), and the effect of school climate and resources on academic achievement and educational goals. A total of 887 lesbian, gay, bisexual or transgender youth between the ages of 13 and 20 from 48 states and the District of Columbia completed the survey. The results from this 2003 National School Climate Survey echo the findings from prior surveys--for many of our nation's LGBT youth, school can be an unsafe and even dangerous place. The majority of the LGBT youth in our study heard homophobic remarks frequently, felt unsafe in school because of their sexual orientation and reported being verbally harassed because of their sexual orientation or their gender expression. A large number of youth also reported experiencing incidents of physical harassment, physical assault, sexual harassment and deliberate damage to personal property. The findings from this survey also demonstrate that transgender students feel particularly vulnerable because of their gender expression. (Includes 33 footnotes, 2 tables and 90 figures.)