Lgbtq Visibility In Schools

If schools are to function as protective and secure learning environments for sexual minorities, the onus will be on the adults to step up and create an infrastructure that safeguards all students at the community level (Varjas, 2008). The author writes that “it is imperative that counselors, psychologists, policy makers and educators fight to improve the physical and mental health for sexual minority youth by combating the persistent rejection and victimization they endure in schools” (Varjas, 2008, p. 80). To do so will require active monitoring of bullying and a willingness to step in and intervene. If teachers are going to be that proactive, they need to know that their school district will protect their views rather than persecute them

Of course, hiring decisions can make a significant impact, but that is a simpler fix. Another idea – this one bringing a fair amount of controversy with it – is to adopt an inclusive curriculum that is culturally aware and sensitive of the numerous historical struggles of the queer community. Schools are allowed to decide their curriculum and could include such discussions, but there remains an irrational fear in many places that students could become gay if homosexuality is taught in the classroom. This is a claim that research strongly refutes (Macgillivray, 2000). Since sexuality is already such a taboo subject within the confines of the educational space, discussions on inclusion of homosexuality within the curriculum are certain to be divisive and passionate. The important thing to remember, Macgillivray (2000) says, is that this must be designed to be a fair curriculum “to all people––students, teachers, and parents” (p. 317). He argues that it is in the spirit of fairness that LGBTQ persons are represented in lessons, not silenced further out of fear of

Some strategies are organic, built by students themselves in the face of an administration that may or may not be supportive. The biggest grassroots programs are GSAs (gay-straight alliances). These groups are often student-run, giving peers a forum to discuss issues of sexuality and develop developmental support for suffering youth (Macgillivray, 2000). In his research on sexual minorities in school settings, Walls (2010) focuses on gay-straight alliances and their impact on impressionable high school students. His early findings suggest that these groups have positive influences on the community, discouraging dropouts due to sexual orientation. Going forward, Walls (2010) writes that he encourages further exploration of the grassroots effort: “Although GSAs alone will not eradicate the hostile environment that is prevalent in so many schools, they are one mechanism available for professionals to support a more positive school experience for sexual minority youth” (p. 328). Even in these student-led efforts, institutional support will be necessary to bring this open-minded approach to more insular communities. Without a supported structure, these student groups can easily be squeezed out of existence by an unsupportive