Creating Safer Schools

1.) Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe School Policy and Safe Space Program Prepared for Father Ragans Social Welfare Policy and Services 516 class The purpose of this analysis is to gain a better knowledge and understanding of the background of this policy and program at hand and how to become a stronger advocate for GLBT youth. COPYRIGHT May 2, 2005 Nikki Walles

Creating Safer Schools 2.) Executive Summary In order to look at how one goes about creating safer environments in the school systems, in this case for gay, lesbian, bisexual, and transgender (GLBT) youth, one must first look at the

background and history of safe school policies and safe space programs. From that point on, the individual can begin to see how safe space programs are included into the schools as well as including sexual orientation, gender identity and expression in school nondiscrimination policies and procedures. Personally, one finds that is extremely important to include sexual orientation, gender identity and expression into school clauses and policies because more GLBT youth are coming out and accepting their sexual orientation and/or gender identity and expression. The other purpose of writing this policy report is that I want to advocate for GLBT youth in high school as I am gay as well as transsexual and I experienced anti-gay harassment and threats in a local Knoxville high school. Not only does one need to look at the history of the program and policy but one should focus on the current issues surrounding these two issues. What do people think of forming safe space programs in high schools around the nation? How does society view safe school policies that add sexual orientation, gender identity and expression into school clauses? Overall, how does public opinion influence school boards and individuals who work within the system? From these public opinions one can then take a look at the reality of politics and what those individuals holding political office, as well as those political organizations, deem as important and necessary to better the lives of GLBT youth. Not only should those who support GLBT youth but those who oppose adding programs and policies to the school institutions be mentioned as well. Many other items will be looked at throughout the body of this research. In

Creating Safer Schools order to create safer school environments for todays GLBT youth one recommends that school boards and individuals working in the system become aware that there are GLBT youth in all

schools, those who are out as well as those who remain closeted because of varying reasons. By accepting this fact, schools should begin to blend education, research and available support systems ranging from counselors, peer groups and materials that GLBT youth can have when they need them the most.

Creating Safer Schools Creating Safer Schools for Gay, Lesbian, Bisexual, and Transgender Youth: the Safe School Policy and Safe Space Program 2.) Problem Statement Gay, lesbian, bisexual, and transgender youth in high schools around the nation for the most part are not protected against harassment, and violence in high school nondiscrimination clauses. Gay, lesbian, bisexual, and transgender (GLBT) youth feel frightened and some youth pretend to fit into the norm, instead of deviating from the norm. Safe school initiatives and safe space programs are intended to create safer school environments for GLBT youth. The lack of acceptance and understanding from school personnel, as well as insufficient training on GLBT issues for school faculty and staff tend to create an unsafe environment for GLBT youth. Other issues that cause unsafe high schools are the lack of library materials on GLBT issues as well as the lack of incorporating GLBT related themes in the school curriculum. One should take into consideration education policy, non-discrimination and anti-harassment policies, and safe schools initiatives when dealing with GLBT students. Throughout much of the research I studied, the authors referred to adolescents as GLB, leaving out the T in the acronym which leaves out those students who are transgender- those who feel strongly that they were born the opposite gender. I mention this only because transgender youth face discrimination, harassment and threats as do gay, lesbian and bisexual youth. Breaking the silence around transgender issues and including positive representations of transgender individuals in the classroom are both important steps toward creating a more hospitable environment for all gender-nonconforming youth (Cianciotto et al., 2003). In GLSENs State of the States 2004, a major finding dictated that There are

Creating Safer Schools approximately 47.7million elementary and secondary students in the United States. Of those only 12.1 million have statewide legal protections from harassment and/or discrimination in school based on their sexual orientation and only 8.4 million have statewide legal protection based on their gender identity/expression. A staggering 75% of students in the United States have no state laws to protect them from harassment and discrimination in school based on their sexual orientation and 82% of students have no state laws protecting them from harassment and discrimination based on their gender identity/expression. There are at least 5.1 million students who have local policy protections in states that do not have a statewide law. When added to the 12.1 million students that have statewide protections based on sexual orientation, there are at least 17.1 million students in the United States that have some form of explicit protection. However, that still leaves two-thirds of all elementary and secondary students with no explicit protections from harassment and discrimination in school based on their sexual orientation and gender identity/expression (2003).

In GLSENs State of the States 2004, each state is graded on an A-F grading system. For purposes of the study, I find it necessary to include Tennessee by looking at the policy analysis of this state. The following information will give the reader an idea of what is taking place in Tennessee thus showing that there needs to be a great amount of improvement in the state as well as locally: Population: 5,797,289 Education Revenue: $5,100,000,000 State Funding: $2,404,133,000 State Safe Schools Law: No Hate Crimes: Yes S.O. Inclusive: Ye s Gender Identity Inclusive: No DP Benefits: No Grade: F Governor: Phil Bredeson Federal Funding: $445,545,000 Local Funding: $1,883,947,000 Non-Discrimination: Yes Sexual Orientation Inclusive: No Gender Identity Inclusive: No DP Registry: No

Creating Safer Schools State Safe Schools: (30): 0 Sexuality Education: (15): 15 Student activity: Number of groups: 5 GLSEN (2004) State Non-discrimination Law: (20): 0 Local Safe School Policies: (15): 6 Day of Silence: Yes - schools participated: 9

Individuals who are and/or perceived to be GLBT are: almost three times more likely to try to kill themselves than their heterosexual peers (Cahill, S et al., 2002). Research in the Family Policy manual discovered the following: 1) Three times more likely than their heterosexual peers to have been assaulted or involved in at least one physical fight in school. 2) Three times more likely to have been threatened or injured with a weapon at school. 3) Four times as likely as their heterosexual peers to skip school because they felt unsafe (Cahill et al., 2002). According to NGLTFs Education policy: issues affecting lesbian, gay, bisexual, and transgender youth: 1) Regardless of their sexual orientation/gender identity, many youth experience violence & harassment because they do not conform to gender-stereotypical behavior in their attire, interests, or mannerisms. 2) violence and harassment makes school an unsettling & unsafe place for LGBT studentsThis has a lasting, negative impact on LGBT youth, inhibiting their development and their successful transitions to adulthood (Cianciotto, J et al., 2003). Another issue that Cianciotto discussed is the fact that: Many LGBT youth are also thriving in their school environment and are proud of who they are and what they are accomplishing. They have remarkable strengths, talents, and skills at their disposal, are able to develop positive and productive coping strategies, and can tap into existing support networks or

Creating Safer Schools even create their own many LGBT students are one anothers role models and sources of support, learning from each others experiences (2003). On the opposite side of this issue is that: Whether they identify as LGBT or simply do not conform to what American society deems appropriate for male or female behavior, LGBT youth are publicly demeaned and demoralized, with many teachers and administrators turning a blind eye, or even tacitly approving because of their conservative moral or religious beliefs, or just out of ignorance (Cianciotto et al., 2003). 3.) History and Current Status of Policy The following efforts to include sexual orientation and gender identity/expression are as follows: Title IX, the Equal Access Act, the First Amendment, and the Fourteenth Amendment (Perrotti, J. et al., 2001). Under Title IX, the federal law that guarantees equal education opportunities, regardless of sex: No personshall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance. The U.S. Department of Educations Office of Civil Rights clarified that harassment against gay and lesbian students is prohibited under Title IX when the harassment is of a sexual nature In January 2001, the Office of Civil

Rights further clarified that harassment directed at a student because the student is perceived not to conform to stereotyped notions of masculinity and femininity is also prohibited by Title IX if the harassment is sufficiently severe and pervasive (Perrotti J. et al., 2001). To further the information on Title IX regarding sexual orientation, the revised document states the following: sexual harassment directed at gay or lesbian students that sufficiently serious to limit or deny a students ability to participate in or benefit from the schools program

Creating Safer Schools constitutes sexual harassment prohibited by Title IX under the circumstances described in this guidance (U.S. Department of Educations Office of Civil Rights, 2001). The document gives the following scenario: For example, if a male student or group of male students target a gay student for physical sexual advances, serious enough to deny or limit the victims ability to participate in or benefit from the schools program, the school would need to respond promptly and effectively, as described in this guidance, just as it would if the victim were heterosexual (2001). Perrotti (2001) continued by stating that: the federal Equal Access Act has been used to support the formation of gay/straight alliances in schools. Passed by Congress in 1984 This law has been a mainstay in supporting the right of gay/straight alliances to meet in schools Under this law, public schools cant treat one student extracurricular group differently from another based on opinion about the value or content of the clubs activities. Under the First Amendment, Equal Protection and Due Process Clauses A transgender students right to dress in accordance with his or her gender identity may be protected under the First Amendment and the Equal Protection and Due Process Clauses of the U.S. Constitution

In addition, a transgender student also has a right under the Equal Protection Clause to be treated similarly to other students of the same gender identity (i.e. if it imposes a dress code on a maleto-female transsexual that is different than the dress code that is applied to biological females), then the school is applying rules in a sex discriminatory way (i.e. it is applying the code differently based on the students biological sex) (GLSEN, 2003). By looking at the Equal Protection Clause of the Fourteenth Amendment, one discovered that schools have duty to protect lesbian, gay, bisexual, and transgender (LGBT) students

Creating Safer Schools from harassment on an equal basis with all other students. If school officials fail to take action against anti-LGBT harassment because they believe that LGBT students should expect to be harassed, or because they believe that LGBT students bring the harassment upon themselves simply by being openly LBGT, or because the school is uneducated about LGBT issues and uncomfortable addressing the situation, then the school has failed to provide equal protection to the student (GLSEN, 2003). Another important policy to look at, as had already been mentioned, is school

nondiscrimination policies. Including sexual orientation is often the first step that people take to raise the subject of homosexuality in schools. By including sexual orientation in antiharassment policies, schools are recognizing that gay and lesbian students are discriminated against and need protection (Perrotti, J. et al., 2001). I have to address an issue that bothers me to this day, as a transgender male, reading through many resource materials and knowing what occurs on campuses even locally prime example is the University of Tennessee, Knoxville. First item to address is the fact that gender identity is often left out of research materials, which in my view discards transgender from the GLB acronym and creates a thought that only sexual orientation should be included in policies, etc. Since I am using UT, Knoxville as an example, an individual can clearly see that sexual orientation and gender identity/expression are not included in the nondiscrimination policy. However, sexual orientation was recently added into the faculty senate handbook, while at the same time the faculty senate did not think to add gender identity/expression to the nondiscrimination policy. The Lambda Student Union at UT, Knoxville, along with the now defunct Equality for UT organization a group of students and individuals who branched off

Creating Safer Schools

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from the Lambda Student Union, were able to increase awareness about the hopes of having an inclusive nondiscrimination policy(for both sexual orientation and gender identity/expression) and led the student government association and the graduate student senate to vote in favor of adding the clause into the body of the UT policy. After that point the bill failed to make it to the president and more importantly to the board of trustees. Other appropriate focal points in regards to the history and continuation of safe school initiatives include Project 10 and the Harvey Milk High School. Project 10 was started in 1984 by Dr. Virginia Uribe in order to provide support for GLBT youth. Not only was it founded for students, but for heterosexual allies and children with LGBT family members. Its focus is dropout and suicide prevention, substance abuse education, student empowerment, reduction of verbal and physical abuse, and accurate HIV/AIDS information. The support groups are led by trained facilitators on the high school level, and provide a safe zone for discussions of issues surrounding the subject of sexual orientation (www.project10.org, 2002). While searching for information on Project 10, I discovered something that is essential and important for every GLBT student to know and have available. What I refer to in the following lines come from Project 10s website based on a bill of rights for lesbian, gay, bisexual, and transgender students: 1. The right to attend schools free of verbal and physical harassment; where education, not survival, is the priority. 2. The right to attend schools where respect and dignity for all is a standard set by the boards of education and enforced by every school administrator. 3. The right to have access to accurate information about themselves, free of negative

Creating Safer Schools judgment and delivered by adults who not only inform them, but affirm them. 4. The right to positive role models, both in person and in the curriculum.

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5. The right to be included in all support programs that exist to help teenagers deal with the difficulties of adolescence. 6. The right to legislators who guarantee and fight for their constitutional freedoms, rather than ones who reinforce hate and prejudice. 7. The right to a heritage free of crippling self-hate and unchallenged discrimination. (Friends of Project 10, 2002). Project 10 is made up of seven elements: A district resource center and program adviser; Workshops to train administrators, counselors, teachers, and other staff members on the issues of institutional prejudice and the special needs of LGBT youth; Development of onsite student support groups led by trained facilitators; Assistance to school librarians in developing fiction and nonfiction materials on LGBT subjects; Assist schools to be in compliance with nondiscrimination policies, Title IX sexual harassment provisions, and the Equal Access Act regarding the formation of GayStraight Alliances; Advocacy for LGBT student rights through task forces, parent groups, and community outreach programs; and Networking with community agencies, parents, educational organizations, and teacher unions.

Creating Safer Schools (Friends of Project 10, 2002). The Harvey Milk High School, a four year fully-accredited high school program, was

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created in 1985 as a collaboration between the New York City Department of Educations Career Education Center and the Hetrick-Martin Institute to offer an alternative education program for youth that often find it difficult or impossible to attend their home schools due to continuous threats and experiences of physical violence and verbal harassment (Hetrick-Martin Institute, 2002). 4.) Public Perception In regards to how the public perceive the issue at hand, that being creating safer school environments for GLBT students, one must look at stakeholders stances, as well as press and government officials. There are a variety of stances from individuals beliefs and perceptions on what is best for youth. Some agree that there should be safe spaces and safer environments for GLBT students while others might assume that if schools give aid to those who are GLBT then those students are seen as being given extra attention, when in fact that is not the case at all. When looking at adding sexual orientation and gender identity/expression to nondiscrimination clauses, one should clearly be able to see that this is only to help those who might need the protection against verbal harassment and physical violence due to their sexual orientation and gender identity/expression. Without adding these components students will continue to face discrimination and most likely nothing will be done about the matter when their cry for help is needed. Stakeholders include teachers, parents, counselors, friends, religious communities, neighborhoods, and youth serving agencies (Morrison, J. J., et al., 2001), as well as other school officials, and finally local government as well as national government officials. Teachers and

Creating Safer Schools other school officials can either be supportive or can turn a blind eye to the needs of GLBT students. Some schools do support safe school initiatives and safe space programs, such as the Harvey Milk High School, where as other schools are against adding safe space programs and

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sexual orientation and gender identity/expression to their nondiscrimination policies. This goes for counselors, parents, religious communities, neighborhoods, and government officials. There are those individuals who will strongly support implementing these policies and programs into schools whereas there are those who strong oppose these policies. In the case of the Harvey Milk High School, an article featured in New York metro.com, written by John Colapinto, he discussed the heated argument from conservatives that the High School has no right to exist (2004). In August 2003, Democratic state senator Ruben Diaz Sr., a Pentecostal minister from the Bronx, sued the city over the Harvey Milk High School. Diaz s stated reason was the injustice of the citys devoting millions of dollars to a school servicing just 100 studentswith all kinds of high-technology equipment, air conditioning, the best teacherswhen so many other city schools, like those in his district, were in deep crisis... You are leaving some kids behind (2004). There are other government officials such as Representative Beverly Marando, a Tennessee representative who supports the GLBT community full force, and I feel that if school based initiatives such as safe space programs and inclusive nondiscrimination policies came up in hearings in Nashville she would be in favor of passing them through. Other groups that support these policies and programs, locally would be Knoxvilles PFLAG, Equality Knoxville, MCCK (Metropolitan Community Church, Knoxville), Spectrum Diversi-Tea and Coffee House at the Knoxville Tennessee Unitarian Universalist church, the

Creating Safer Schools GLBT student organization - the Lambda Student Union and the Womens Coordinating Council at the University of Tennessee Knoxville, as well as Spectrum, the GLBT student

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organization at the University of Tennessee, Chattanooga. National PFLAG (Parents, Families and Friends of Lesbians and Gays) chapters, GLSEN (Gay, Lesbian Straight Education Network), Gender PAC (Public Advocacy Coalition), HRC (Human Rights Campaign), Lambda Legal Defense and Education Fund, NGLTF (National Gay and Lesbian Task Force, !OutProud! the National Coalition for Gay, Lesbian, Bisexual, and Transgender Youth, NYAC (National Youth Advocacy Coalition, the Center for Anti-Oppressive Education, ACLU (American Civil Liberties Union) Lesbian and Gay Rights Project, Advocates for Youth, the Federation of Statewide Lesbian, Gay, Bisexual, and Transgender Advocacy Organizations, and NTAC (the National Transgender Advocacy Coalition). These are only a few of many organizations that are in favor of advocating for GLBT students; there are numerous other organizations and church groups that advocate for GLBT youth in K-12th grade as well as university and college students. In regards to NASW and their position on the issue at hand: NASW has supported the health and mental health needs of lesbian, gay, and bisexual youths through ongoing advocacy for access to medical, mental health, and community support services (NASW 2002). The Healthy Lesbian, Gay, Bisexual Students Project (HLGBSP) brought together by National Association of Social Workers (NASW) and the American Psychological Association (APA) to assist schools in meeting the needs and improving the health outcomes of lesbian, gay, bisexual (LGB), and questioning youths (Q) through the Healthy Lesbian, Gay, Bisexual Students Project (HGLBSP). The program goals include helping school personnel develop the tools to better assist students with health and mental health concerns, address harassment, and positively affect

Creating Safer Schools the school climate (NASW 2002). 6.) Political Realities

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As mentioned in the previous section most of the political organizations and individuals who are likely to take positions on creating and maintaining safer schools for GLBT students are GLBT-related organizations and GLBT-friendly supporters such as the following: National PFLAG (Parents, Families and Friends of Lesbians and Gays) chapters, GLSEN (Gay, Lesbian Straight Education Network), Gender PAC (Public Advocacy Coalition), HRC (Human Rights Campaign), Lambda Legal Defense and Education Fund, NGLTF (National Gay and Lesbian Task Force, !OutProud! the National Coalition for Gay, Lesbian, Bisexual, and Transgender Youth, NYAC (National Youth Advocacy Coalition, the Center for Anti-Oppressive Education, ACLU (American Civil Liberties Union) Lesbian and Gay Rights Project, Advocates for Youth, the Federation of Statewide Lesbian, Gay, Bisexual, and Transgender Advocacy Organizations, and NTAC (the National Transgender Advocacy Coalition). . .7.) Delivery System Within the delivery system for GLBT students, one should be aware of the needs of those students and take into consideration the services and programs these students might need. The following services and programs such as the safe space program and gay/straight alliances (GSAs) are recommended to provide quality support to GLBT students and to help faculty and staff increase their own awareness that there are GLBT students who may or may not be open about their sexual orientation and/or gender identity/expression. These services include: Increase Awareness and Sensitivity. Display LGBT information throughout the school campus (stickers, posters, books, etc.).

Creating Safer Schools Show no tolerance for anti-LGBT harassment. Include sexual orientation in school non-discrimination policy. Celebrate diversity via assemblies, speakers, etc. Support LGBT teachers so they can be viable role models and mentors. Professional Training for Educators and School Personnel. Include training on LGBT issues in education and counseling college curriculum. Require sensitivity training for all school personnel, including administrators, teachers and aides, guidance counselors, nurses and health educators, coaches, librarians, etc. Services. Offer confidential, sensitive counseling. Make sure health services and information address concerns of LGBT youth. Curriculum Development. Expand sex-ed curriculum to include LGBT issues (beyond discussion of HIV/AIDS). Include LGBT topics in class (i.e., history of LGBT civil rights movement in history class or LGBT authors in English class, etc.) (Lee, C., 2002). Pass laws banning discrimination and harassment on the basis of sexual orientation and gender identity in schools in their state or municipality. Promote respect for all students through Safe School Initiatives. Promote research to identify the particular experiences of youth who are harassed and

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physically assaulted for their perceived sexuality and gender identity, and the particular needs of GLBT and questioning youth and the children of gay parents (Cahill, S. et al., 2002).

Creating Safer Schools One weakness cam from a study that dictated that: Virtually no professionals in the country receive any kind of special training on homosexuality, let alone the issues

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surrounding adolescence homosexuality Manyprofessionals are reluctant to refer gay and lesbian kids to social support groups. On one level they believe that by doing so, they might entrench the persons homosexual identity. They are worried about parents reactions or what their supervisors might think (Owens, 1998). Owens went on the state that: the unstated curriculum in high school is a heterosexual one. To a large extent, the curriculum reflects the heterosexist notion that everyone is essentially heterosexual and that only a contaminated environment, such as a curriculum that includes homosexuality, can disrupt the norm (Owens, 1998). One should notice that there are countless ways of incorporating GLBT issues in school curriculum such as through history classes, literature classes and even art and music classes as possible ways of including GLBT issues and individuals. Again I would like to state that although homosexuality is referred to throughout most of the references I found, I find it extremely important to include bisexuality and transgender issues and individuals into school based curriculum. Leaving these two groups out of the spectrum may cause students who are bisexual or transgender to feel even more ostracized and left out of their oppressed group of peers. The strengths of GSAs are that they can play a major role in the daily lives of LGBT youth by creating a safe arena within which students can develop positive relationships with their peers and build relationships with understanding adult mentors Gay/straight groups are important not only in offering support to LGBT students, but also in providing education for straight students Not only is there a need to support gay and lesbian students, but also to

Creating Safer Schools support children of gay and lesbian parents, and straight students who have gay and lesbian family members (Lee, C., 2002). 8.) Alternative Solutions Alternative solutions to creating safer environments in schools were listed above in the delivery system. There are already ongoing safe space programs that are available in schools throughout the country. My suggestion is to help implement and improve the conditions in

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Tennessee, specifically locally here in Knoxville, Tennessee. From State of the States 2004, the grading scale was based on an A-F grading score and not to my surprise Tennessee received an F: 31/100. It can be broken down into the following chart: Safe Schools Law: No State Safe Schools Law: (30): 0 Sexual Orientation Inclusive: (24): 0 Gender Identity Inclusive: (6): 0 State Non-Discrimination Law: (20): 0 Sexual Orientation Inclusive: (16): 0 Gender Identity Inclusive: (4): 0 Local Safe School Policies: (15): 6 Sexual Orientation Inclusive: (12): 6 Gender Identity Inclusive: (3): 0 (Gay, Lesbian, Straight Education Network, 2004). Changes that could be made are to implement class discussion to include LGBT issues and individuals, work towards advocating stronger for GLBT students by going to city county hearings or school board meetings and even talk with the boards of education and let them know that sexual orientation and gender identity/expression should be made aware of in the curriculum General Education: (20): 10 Student/Teacher ratio: (5): 2 Teacher Salary: (5): 2 Pre-pupil Expenditure: (5): 2 Graduation Rate: (5): 4 Sexuality Education: (15): 15 Statewide requirement to teach HIV/STD prevention: (5): 5 Statewide requirement to teach sexuality education: (10): 10 Schools Laws that stigmatize LGBT people: (10): 0

as well as adding GSAs to extracurricular activities. Let the officials know the issues that face Creating Safer Schools 19 GLBT students and make sure one knows the statistics for example a good idea would be to have the statistics available to hand out to those officials as well as school board members and principles, faculty and staff. Reason being that it is vital to create safe places and safe school initiatives for GLBT youth because these youth are at a higher rate of suicide attempts and/ or thoughts, alcohol and substance abuse, etc. Once GLBT youth can feel safe in their school environment they will be less likely to drop out of school and feel less threatened by their heterosexual peers and teachers who might at times not care to notice what is happening, such as with verbal harassment and physical violence. 9.) Cost Effectiveness and Outcomes Determining the best of the alternative solutions, I decided to go about doing so by Forecasting how one would create change in schools around the nation, and in particular in Tennessee. The method of forecasting I used was extrapolation, because safe space programs and safe school initiatives have already occurred in many states, while others have not. Predicting when Tennessee may begin to include sexual orientation and gender identity/expression for those issues already mentioned is honestly beyond me. I personally think that we desperately need adult advocates as well as youth advocates who continue to stand up and advocate for their GLBT peers. With this in mind below you will find the logic model table to help sort through the current issue. Inputs students staff faculty Activities Advocacy Curriculum Outputs # students Amount of books, etc. # of counselors # successful Initial outcome Less scared New books available New groups added The start of a Med. Outcome More open Faculty acceptance Developing peer groups Members Long Term Peers accept Curriculum in all areas Counselors trained/support GSAs stay in

Support groups Parents/family Starting

GSAs 10.) Proposed Solution

GSAs

GSA

increase schools Creating Safer Schools

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The policy solution concerning GLBT youth and safer school environments is the best solution because with the implementation of safe school initiatives and safe space programs, GLBT youth will feel safer and possibly more open about their sexual orientation and gender identity/expression. There will be less of a chance for school drop out and a better chance for graduation rates to increase. When someone who is GLBT sees a safe space sticker on a faculty members door or bulletin board, more than likely the student/s will be comfortable talking with that particular person, knowing that what is said in the room stays strictly confidential. Also, when the school systems begin to address the needs of GLBT students, one of the items that needs to be addressed is the issue pertaining to nondiscrimination and including sexual orientation and gender identity/expression to the policy. 11.) Potential Effects Unintended consequences might be that straight peers would be unwilling to support their GLBT peers and/or there could be an increase in anti-gay violence through verbal harassment or physical assault. To avoid these situations counselors, faculty and staff need to be aware of what is taking place in their schools. They should educate students that respect should be given to each individual and show that homophobia damages each individual regardless of sexual orientation and/or gender identity/expression. 12.) Summary In order to look at how one goes about creating safer school environments in school systems, in this case for gay, lesbian, bisexual, and transgender (GLBT) youth, one must first look at the background history of safe school policies and safe space programs. In order to

Creating Safer Schools create safer school environments for todays GLBT youth one recommends that school boards and individuals working in the system become aware that there are GLBT youth in all schools,

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those who are out as well as those who remain closeted because of varying reasons. Safe school initiatives and safe space programs are intended to create safer environments for GLBT youth. One should take into consideration education policy, nondiscrimination and anti-harassment policies, and safe school initiatives when dealing with GLBT student. The following efforts to include sexual orientation and gender identity/expression are as follows: Title IX, the Equal Access Act, the First Amendment, and the Fourteenth Amendment (Perrotti, J. et al., 2001). By including sexual orientation in anti-harassment policies, schools are recognizing that gay and lesbian students are discriminated against and need protection (Perrotti, J. et al., 2001). When looking at adding sexual orientation and gender identity/expression to nondiscrimination clauses, one should clearly be able to see that this is only to help those who might need the protection against verbal harassment and physical violence de to their sexual orientation and gender identity/expression. Without adding these components students will continue to face discrimination and most likely nothing will be done about the matter when their cry for help is needed. As mentioned in one of the above sections, most of the political organizations and individuals who are likely to take positions on creating and maintaining safer schools are GLBT-related organizations and GLBT-friendly supporters. The strengths of GSAs are that they can play a major role in the daily lives of LGBT youth by creating a safe arena within which students can develop positive relationships with their peers and build relationships with understanding adult mentors Gay/straight groups are important not only in offering support to LGBT students, but also in providing education for

Creating Safer Schools straight students. There are already ongoing safe space programs that are available in schools throughout the country. Changes that could be made are to implement class discussion to

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include LGBT issues and individuals, work towards advocating stronger for GLBT students by going to city county hearings or school board meetings and even talk with the boards of education, and let them know that sexual orientation and gender identity/expression should be made aware of in the curriculum as well as adding GSAs to extracurricular activities. I personally think that we desperately need adult advocates as well as youth advocates who continue to stand up and advocate for their GLBT peers, specifically in Tennessee since the state received an F on an A-F grading technique. The policy solution concerning GLBT youth and safer school environments is the best solution because, with the implementation of safe school initiatives and safe space programs, GLBT youth will feel safer and possibly more open about their sexual orientation and gender identity/expression. Lastly, faculty and staff need to be aware of what is taking place in their schools. They should educate students that respect should be given to each individual and show that homophobia damages each individual regardless of sexual orientation and/ gender identity/expression.

Creating Safer Schools 13.) References Cahill, S., Ellen, M., and Tobias, S. (2002). Family Policy: Issues Affecting Gay, Lesbian, Bisexual and Transgender Families. New York: The National Gay and Lesbian Task Force Policy Institute. Cianciotto, J., & Cahill, S. (2003). Education Policy: Issues affecting lesbian, gay,

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bisexual, and transgender youth. New York: The National Gay and Lesbian Task Force Policy Institute. Colapinto, J. (2004). The Harvey Milk School Has No Right To Exist. Discuss: The gay-high-school experiment is under fire from a conservative lawsuit. But even some progressives say its segregation by any other name. New York metro.com. Retrieved April 27, 2005, from http://www.newyorkmetro.com/nymetro/news/features/10970 Friends of Project 10, Inc. (2002). A Bill of Rights for Lesbian, Gay, Bisexual, and Transgender Students. Retrieved April 27, 2005, from http://www.project10.org/Laws%20And%20Policies/billofrights.html Friends of Project 10, Inc. (2002). Project 10 at a Glance. Retrieved April 27, 2005, from http://www.project10.org/About/ataglance.html GLSEN (2003, January 23). Laws and Policies Impacting LGBT Youth in Schools. Retrieved April 27, 2005, from http://www.glsen.org/cgi-bin/iowa/all/library/record/1289.html Gay, Lesbian and Straight Education Network (2004). State of the States 2004: A Policy Analysis of Lesbian, Gay, Bisexual, and Transgender (LGBT) Safer Schools Issues. New York: GLSEN

Creating Safer Schools The Hetrick-Martin Institute (2002). FAQs. Retrieved April 27, 2005, from http://www.hmi.org/Youth/FAQs/default.aspx Kosciw, J.G. (2004). The 2003 National School Climate Survey: The school-related

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