by Robert Marx, Director, Danny Castillo and Ellery Carlson, Program Managers, at the The Queer Hope Institute at San José State University.
HEDCO Institute article 21 - June 13, 2025
The Urgency of Inclusion
For over a century, schools have served as a primary site for the socialization and inclusion for our youth;1 therefore, they hold considerable promise for creating and fostering an environment that supports and affirms queer and trans youth. Unfortunately, the majority of queer and trans youth report experiencing bullying, harassment, and exclusion in schools,2 which may explain their high rates of depression, anxiety, and suicidal ideation.3
Importantly, research has consistently demonstrated that there are simple steps that educators and administrators can take to ensure their schools are supportive and inclusive of queer and trans students. These actions improve the quality of life for all students, regardless of their gender or sexuality. When students attend schools that value inclusion, empathy, and respect, they learn that diversity is a strength and that everyone has something to contribute. Moreover, when students attend schools that acknowledge the fluidity and complexity of all people’s gender identity, they are no longer trapped in boxes that limit the expression of their full humanity, allowing them to explore their own vulnerability, strength, and resilience.
When students attend schools that value inclusion, empathy, and respect, they learn that diversity is a strength and that everyone has something to contribute.
Core Principles of Inclusive Schooling
Two decades of research have demonstrated that educators and administrators have the power to shape the school environment and create an inclusive and affirming school culture for queer and trans youth and their peers.
- Foster Inclusive Curricula and Representation
Queer and trans people have existed as long as people have existed–from the hijra of South Asia and Two Spirit individuals in indigenous cultures to rulers in Africa, Europe, and South America to modern figures like Laverne Cox and US Representative Sarah McBride. They are and have been artists, writers, scientists, politicians, mathematicians, and history-makers, and so including queer and trans figures in the classroom is an accessible task. At the very least, biology classrooms should accurately teach about genetic and biological diversity in terms of sex; otherwise, they risk misinforming students who may then parrot incorrect assumptions about reproduction, sex, and gender. Students who are exposed to queer and trans inclusive curricula have reported higher levels of safety and lower levels of bullying, as well as greater school belonging and self-esteem.2-4 Unfortunately, almost three-quarters of students have reported that their classes did not include any LGBTQ+ content, and of those students who reported learning about LGBTQ+ content, almost half reported learning negative content about LGBTQ+ identities.2 Encourage Affirming Practices Among Educators and Administrators
One of the easiest ways to support and include queer and trans youth in schools is by using their correct names and pronouns to affirm their identity. Students who have teachers and administrators who use their correct names and pronouns are less likely to think about or attempt suicide.5Additionally, educators and administrators can visibly signal their support with “Safe Space” stickers and other signs in their classrooms and hallways–provided, of course, that these school members are genuinely committed to providing an affirming and supportive place for students. Students who can identify many supportive educators are less likely to feel unsafe in school or to miss school, and students who report seeing a “Safe Space” sticker at their school are more likely to report a high number of supportive educators.2
Promote Gender and Sexuality Alliances
Gender and Sexuality Alliances–extracurricular, student-organized clubs that provide support and advocacy for queer and trans youth and their allies–are associated with less risk of bullying6 and better mental health.7 GSAs are now in almost half of all schools in the US8 and serve as important sites of political advocacy, education, and community action.9 GLSEN, GSA Network, and other organizations provide guides for starting and maintaining GSAs on your campus.GLSEN: Starting a GSA at Your School
GSA Network: 10 Steps for Starting a GSA
- Implement, Enforce, and Monitor Comprehensive Anti-Bullying Policies
Studies have shown that punitive discipline systems within schools disproportionately harm Black students and students of color10 as well as queer and trans students.11 Therefore, we urge the use of non-punitive approaches–such as restorative justice–that explicitly name gender and sexuality as identities that are protected from bullying and harassment to ensure that students feel safe and supported within schools. Further, these enumerated policies must be enforced and monitored; queer and trans students must feel confident that bullying and harassment is not tolerated in their schools and must be supported throughout the process of repairing any harms. For a guide on supportive policies, please see Santa Clara County Office of Education’s LGBTQ+ Policy Guide.
Collective Responsibility
Creating inclusive and affirming schools for queer and trans students–and, indeed, for all students–is the collective responsibility of educators, administrators, parents, and concerned residents. When students attend schools that value and respect their identities, they flourish as learners and are able to live full, authentic, beautiful lives. Education as a liberating force relies on the affirmation of queer and trans youth in schools.
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References
1. Brint, S. (2017). Schools and societies. Stanford University Press.
2. 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.
3. The Trevor Project. (2023). 2023 U.S. National Survey on the Mental Health of LGBTQ Young People. https://www.thetrevorproject.org/survey-2023/
4. Snapp, S. D., McGuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015). LGBTQ-inclusive curricula: Why supportive curricula matter. Sex Education, 15(6), 580-596.
5. Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503-505.
6. Marx, R. A., & Kettrey, H. H. (2016). Gay-straight alliances are associated with lower levels of school-based victimization of LGBTQ+ youth: A systematic review and meta-analysis. Journal of Youth and Adolescence, 45, 1269-1282.
7. Poteat, V. P., Calzo, J. P., Yoshikawa, H., Lipkin, A., Ceccolini, C. J., Rosenbach, S. B., ... & Burson, E. (2020). Greater engagement in gender‐sexuality alliances (GSAs) and GSA characteristics predict youth empowerment and reduced mental health concerns. Child Development, 91(5), 1509-1528.
8. Smith-Grant, J. C., Brener, N. D., Rico, A., Underwood, J. M., & Queen, B. (2022). School Health Profiles 2020: Characteristics of Health Programs among Secondary Schools. Centers for Disease Control and Prevention.
9. Poteat, V. P., Calzo, J. P., & Yoshikawa, H. (2018). Gay-Straight Alliance involvement and youths' participation in civic engagement, advocacy, and awareness-raising. Journal of Applied Developmental Psychology, 56, 13-20.
10. Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021). Disproportionality reduction in exclusionary school discipline: A best-evidence synthesis. Review of Educational Research, 91(3), 397-431.
11. Snapp, S. D., Day, J. K., & Russell, S. T. (2022). School pushout: The role of supportive strategies versus punitive practices for LGBT youth of color. Journal of Research on Adolescence, 32(4), 1470-1483.