SAFE SPACE

CREATING SAFE AND INCLUSIVE EDUCATION

BEING AN LGBTQ ALLY

Why do we need school counselors to be LGBTQ allies?

OBJECTIVES
1. LGBTQ Terminology Matching Game
2. Highlight research on school climate issues for LGBTQ
youth
1. Discuss the importance of Gay-Straight Alliances (GSAs) in
K-12 schools
2. Discuss why PSCs should be GSA advisors or co-advisors
3. Practical application
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PAIR SHARE

LGBTQ Matching Game

PAIR SHARE
Identify barriers you experience to creating a safe,
welcoming, and inclusive educational environment
for LGBTQ youth in your school.
What LGBTQ resources are available for students in
your school?
How supportive are parents in your school regarding
LGBTQ issues?
How supportive are administrators in your school
regarding LGBTQ issues?
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BARRIERS TO AN AFFIRMING
SCHOOL ENVIRONMENT

Professional Literature

PARENTAL CONCERNS
Child safety.
Fear of social stigma is a major concern for parents trying to
accept their childs sexuality or gender identity.

Many parents blame themselves or the other parent for their

childs homosexuality.

Due to a lack of understanding about gay culture, many parents

do not discuss homosexuality with their children and feel isolated
from their children as a result. The parents fear losing their child.
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WHAT PARENTS EXPERIENCE

Feelings of anger, guilt, resentment, shame,
embarrassment, and/or disappointment about their
childs sexual orientation.
Mourning the child they thought they had.
Differentiating between accepting and liking the
childs sexual orientation.
Sadness about significant personal losses such as
expectations and dreams for their children, grandchildren,
and of social stigma due to homosexuality.
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SYSTEMIC BARRIERS

Lack of Support
Global Societal Obstacles
Apathy
Heterosexism
Harassment
Dealing with Hostility and Opposition
Lack of Youth-Adult Partnerships

2011 GLSEN REPORT SCHOOL

CLIMATE
Exposure to biased language
LGBT students often hear homophobic or sexist remarks at
school.
8 in 10 students heard the word Thats gay
Students heard homophobic remarks from school personnel.
School personnel rarely intervened when hearing
homophobic remarks or negative remarks about gender
expression.
4 out of 10 students heard their peers at school make racist
remarks often or frequently at school.
Remarks about students not acting masculine enough
were more common than remarks about students not acting
feminine enough.
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2011 GLSEN REPORT SCHOOL

CLIMATE
School Safety
Feeling unsafe due to harassment
Skipping school due to feeling unsafe
Avoiding unsafe spaces: bathrooms and locker
rooms

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2011 GLSEN REPORT - SCHOOL CLIMATE

Experiences of Harassment and Assault at School
Verbal harassment
Physical harassment
Physical assaults

Relational aggression
LGBT cyberbullying
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THREE LEVELS OF LGBTQ HARASSMENT

Interpersonal Harassment
o One or two perpetrators

Group Harassment
o More than two Perpetrators
o Social-psychological effects of mob mentality
o Escalation of aggression

Sociocultural Harassment
o Continuous overt and covert negative and harmful messages
o About LGBTQ persons
Henning-Stout, James & Macintosh (2000)

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2011 GLSEN REPORT SCHOOL

CLIMATE
Reporting of School-based harassment and assault
Lack of Reporting: The majority of LGBT students who were
harassed or assaulted in school did not report the incident(s)
to either school staff or a family member.
Students doubt staff: Among students who did not report
being harassed or assaulted to school staff, the most
common reasons given for not reporting were doubts that
staff would effectively address the situation or fears that
reporting would make the situation worse in some way.

Staff were silent: Only a third of students who reported

incidents of victimization to school personnel said that staff
effectively addressed the problem.
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2011 GLSEN REPORT SCHOOL

CLIMATE
Effects of a hostile school climate
LGBT students who experienced high levels of in-school
victimization based on their sexual orientation or gender
expression:
Lower GPAs;
Less likely to pursue any post-secondary education;
Three times as likely to have missed school in the past month;
Less likely to feel a sense of belonging to their school community;
Lower levels of self-esteem and higher levels of depression.

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2011 GLSEN REPORT SCHOOL

CLIMATE
School based resources and supports

Lack of GSAs in schools

Lack of access information about LGBT-related topics in their school library,
through the Internet on school computers, or in their textbooks or other
assigned readings.
Lacked positive representations of LGBT people, history, or events in their
classes.
Could only identify one school staff member whom they believed was
supportive of LGBT students.
Lacked administrative support
Lacked a comprehensive anti-bullying/harassment policy that specifically
included protections based on sexual orientation and/or gender
identity/expression.
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2011 GLSEN REPORT SCHOOL

CLIMATE
Utility of School Resources and Supports
LGBT students experienced a safer, more positive school
environment when the following were present:
Gay-Straight Alliance (GSA) or similar student club;
Taught positive representations of LGBT people in curriculum;
Supportive school staff who frequently intervened in biased
remarks and effectively responded to reports of harassment
and assault;
Comprehensive anti-bullying/harassment policy existed;
Their school was in a state with a comprehensive antibullying/harassment law that specifically included protections
based on sexual orientation and gender identity/expression.
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PAIR SHARE ACTIVITY

Does your school have a GSA?

If so, what is its function? If not, why not?

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GAY-STRAIGHT ALLIANCES (GSA)

GSA Professional Literature

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GAY-STRAIGHT ALLIANCES (GSA)

Gay-Straight Alliances (GSAs)
School-based clubs made up of straight, lesbian, gay, bisexual and transgender students with the purposes of
promoting sexual justice, supporting lesbian, gay, bisexual,
and transgender (LGBT) students and their allies, and
promoting positive change in the school climates.
The First GSA
Formed in 1988 by a heterosexual student who wanted to
bring awareness to and educate her peers on anti-LGBT
bullying and harassment.
Who Can Start A GSA?
Under the 1984 Federal Equal Access Act any student is
allowed to form a GSA if a school allows one non-curricular
club.
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WHAT DO GSAS DO?

GSAs work to increase visibility of LGBT people and issues in
their schools and improve school climate for all students
regardless of their sexual orientation or gender/identity
expression.
Educational and activism

Typically participate in GLSEN s Days of Action

Focus attention on sexual justice by working to change the gender
and sexual orientation climate of their schools

In addition to advocating for LGBT students, many have

evolved into organizations with additional purposes:
Counseling/support groups
Social organizations
Advocacy/political organizations

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RESEARCH ON GSAS
22% of students (LGBT and non LGBT) report that their school has a GSA

47% of LGBT students report that their school has a GSA

GSAs are less likely to be formed in the South, rural areas, or small towns
52% of students in schools with GSA say that their school has a supportive
environment, compared with 37% of students in schools without GSAs
84% of LGBT students are aware of a supportive adult in schools with a GSA,
compared to 56% in schools without
57% of students in schools with GSAs say that they hear homophobic remarks
daily, compared to 75% of students in schools without GSAs
53% of all secondary school teachers believe that having a GSA in their school
would create a safer environment for LGBT student
(Source: http://glsen.org/sites/default/files/Gay-Straight%20Alliances.pdf):

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ARE GSAS EFFECTIVE?

Students are less likely to hear homophobic remarks (Heck, Flentje, & Cochran, 2013;
Mayberry et al., 2011; Toomey et al., 2011)

Empowers members to speak out in both school and community contexts against antigay
slurs (Mayberry el al., 2011)

GSAs can provide a forum for education; rather than just asking students to stop
harassment, it can teach them why its wrong (Hillard, et al., 2014)

Associated with greater levels of school safety, better academic achievement, and
increased comfort with ones sexuality (Heck, Flentje, & Cochran, 2013; Toomey, et al.,
2011)

GSAs help to send the message that hate speech and victimization will not be tolerated
(Heck, Flentje, & Cochran, 2013)

GSAs help LGBTQ students identify supportive teachers and staff members (GLSEN, 2007)

GSAs can provide a safe space for heterosexual students to be educated about LGBTQ
issues, and it can provide support for children of same-sex parents (Heck, Flentje, &
Cochran, 2013)

The presence of GSAs in schools can lead to lower problematic use of alcohol and lower
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levels of depression (Heck, Flentje, & Cochran, 2013).

ARE GSAS EFFECTIVE?

The presence of GSAs is associated with the belief that the school is
less sexually prejudiced in general (Murphy, 2012)
GSAs have been shown to offer protection from verbal and
physical harassment, and lower the rate of victimization of LGBTQ
students (Murphy, 2012)

The political activism involved in forming and participating in a GSA

can be associated with positive identity development (Murphy,
2012)
Schools with GSAs report lower risk of suicide, as well as fewer
suicide attempts (Murphy, 2012)
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ARE GSAS EFFECTIVE?

Involvement in a GSA has been shown to be positively
associated with higher GPAs and greater school
belongingness. Furthermore, there may be a link between
GSA involvement and political activeness (Toomey & Russell,
2011)

GSAs can help LGBT youth learn that their perceived problems
were really societys problems, and increase their feeling of
self pride (Valenti & Campbell, 2009)
Despite administrators and parents being hesitant to allow
GSAs, having a GSA can improve the relationship with school
stakeholders (Valenti & Campbell, 2009)
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PAIR-SHARE

What are potential barriers to creating a GSA?

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BARRIERS TO CREATING A GSA

Parent reactions (Mayberry, et al., 2011)
Concerns about job security
Potential advisors may be afraid of losing their job or not being able to gain tenure (Valenti
& Campbell, 2009)

Teachers and administrators

Administrators may and stop the club from forming, lengthen the process to start the club,
or require parental permission to be a part of the club (Fetner, et al., 2012; Murphy, 2012)
Administrators and teachers may incorrectly believe that the purpose of the GSA is to
promote sexuality (Murphy, 2012).

Students
Students who are against having a GSA in the school may vandalize or tear down signs,
put up straight pride signs, or generally be vocal about their displeasure (Fetner, et al.,
2012).

Apathy
The school community might not see the need to create a GSA and thus the GSA will not
have enough members
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PAIR-SHARE

At what grade levels are GSAs most appropriate?

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SMALL GROUP ACTIVITY

Identify developmentally appropriate activities for
GSAs at the following levels:
Elementary

Middle School
High School

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ELEMENTARY SCHOOL
School counselors could focus on acceptance and
awareness of different family types (e.g., two moms, 1
parent household, etc.)
Grades K-3 - suggestions to incorporate in a GSA:
No such thing as boy and girl colors and/or boy and girl games
Families come in all different shape and sizes including two
mommies or two daddy families
Its wrong to call people names for any reason

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ELEMENTARY SCHOOL
Grades 3-6
Create lessons plans about stereotypes and discuss what it
means (resource: www.glsen.org or
www.nonamecalling.org)
Teach about stereotypes and prejudice
Making assumptions: Discuss how you can not tell if a
person is gay or lesbian by how they look or talk

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ELEMENTARY SCHOOL
Teach children to tell others when they hear
someone saying its so gay or thats so gay how
they think of it: unfair, not nice, unkind
When students use these phrases in school try to engage
them in coming up with more appropriate phrases.

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MIDDLE SCHOOL
Guidance Curriculum
Explore the common themes gay, lesbian, bisexual and
heterosexuals seek in a relationship
Explore the different beliefs about how a person is LGBT
Include its not because they choose to
Not because they were abused
Discuss healthy relationships

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MIDDLE SCHOOL
Curriculum continued
Create a LGBTQ awareness month at the school
Highlight the contributions LGBT people have made in society
Talk about the reasons we dont learn about LGBTQ
contributions in textbooks
Prejudice
Discrimination
Highlight how other groups have experienced the same type of
discrimination and prejudice

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MIDDLE SCHOOL
GSA
Could act as a support group to help students develop a
positive self identity
Have different theme for each month and focus on the theme
for the month by having activities planned for each meeting

Could be start teaching students how to advocate for

themselves and others
Explore the topics of discrimination, prejudice, and suppression
and how people are affected by it

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HIGH SCHOOL
Guidance Curriculum

Include teaching about biological sex- the way your body

made
Gender identity- who you feel as you are inside- male, female,
both. Neither, flexible
Sexual identity- who you mostly ding sexually, emotionally, and
romantically attractive

Heterosexual- opposite sex

Gay- attracted to other males
Lesbian- attracted to other females
Bisexual- attract to both males and females

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HIGH SCHOOL
GSAs

Can become active in advocacy at county, state, and federal levels

Staying current on all civil rights issues
Focus advocating for suppress groups

Can be a support group

Help student develop a positive self including become congruent with their
sexual identity and gender identity
Help students understand and overcome discrimination in schools and
society

Can be both advocate and support group

Change themes each month

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HIGH SCHOOL
How to keep GSA membership active
- Change themes each month
- Identify strong student leaders
- Try to understand the interest of the group as a whole and
individual students
- Encourage all students in the school to take part in national
theme week
- Day of silence
- No name calling

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SAFE SPACES

Break

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SMALL GROUP ACTIVITY

Why should school counselors be

advisors or co-advisors to GSAs?

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WHY SCHOOL COUNSELORS?

Create better communication between schools and families

Focus on issues pertinent to the child

Involvement of all parties, including those appearing to hold
power within the system: administration, senior members, or

active parents
Providing alternative beliefs and behaviors through ethical and
legal standards
Kosciw, J. G., Greytak, E. A., & Diaz, E. M. (2009)

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WHY SCHOOL COUNSELORS?

As counselors, we have specialized skills due to our
counseling training. This can be utilized if members
of the GSA need social support or a safe place to
discuss social/emotional issues (Murphy, 2012).
We can easily facilitate communication between
the GSA and administrators (Murphy, 2012)
.
Per the ASCA National Model, school counselors are
to act as advocates and help to create a safe and
supportive school environment (ASCA, 2005).
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ROLE PLAY
1.Prevention
2.Speak Out

3. Then, educate
4.Do you educate on the spot or take the offender
aside and educate in private?

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ADDRESSING GSA ISSUES

Student: I would like to join the schools GSA. But I
dont want others to know that Im gay.
Is that possible?
Angry parent: I heard my daughter is in some club for
gay students. I dont agree with it and want to take
her out! Why did you not tell me about it?

Unsupportive Administrator: If they want to start a GSA I

will ban all non-curricular student clubs.
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ADDRESSING GSA QUESTIONS

Student: I want to start a GSA club. How do you
create one?

Colleague: I have a student who wants to start a

GSA. Im concerned about parental backlash. How
do I address this?

Unsupportive Administrator: If they want to start a GSA I

will ban all non-curricular student clubs.
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