Discrimination Against LGBT Youth in US Schools. Summary. It’s like walking through a hailstorm..—Polly R. LGBT children face in schools, Utah, December 2. Outside the home, schools are the primary vehicles for educating, socializing, and providing services to young people in the United States. Schools can be difficult environments for students, regardless of their sexual orientation or gender identity, but they are often especially unwelcoming for lesbian, gay, bisexual, and transgender (LGBT) youth.

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A lack of policies and practices that affirm and support LGBT youth—and a failure to implement protections that do exist—means that LGBT students nationwide continue to face bullying, exclusion, and discrimination in school, putting them at physical and psychological risk and limiting their education. In 2. 00. 1, Human Rights Watch published Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay, Bisexual, and Transgender Students in US Schools. What We Do In The Shadows Movie Watch Online.

The report documented rampant bullying and discrimination against LGBT students in schools across the country, and urged policymakers and school officials to take concrete steps to respect and protect the rights of LGBT youth. Many schools across the United States remain hostile environments for LGBT students despite significant progress on LGBT rights in recent years. Over the last 1.

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LGBT youth are a vulnerable population in school settings, and many have implemented policies designed to ensure all students feel safe and welcome at school. Yet progress is uneven. In many states and school districts, LGBT students and teachers lack protections from discrimination on the basis of sexual orientation or gender identity. In others, protections that do exist are inadequate or unenforced. As transgender and gender non- conforming students have become more visible, too, many states and school districts have ignored their needs and failed to ensure they enjoy the same academic and extracurricular benefits as their non- transgender peers. This undermines a number of fundamental human rights, including LGBT students’ rights to education, personal security, freedom from discrimination, access to information, free expression, association and privacy. Based on interviews with over 5.

Alabama, Pennsylvania, South Dakota, Texas, and Utah, this report focuses on four main issues that LGBT people continue to experience in school environments in the United States. Areas of concern include bullying and harassment, exclusion from school curricula and resources, restrictions on LGBT student groups, and other forms of discrimination and bigotry against students and staff based on sexual orientation and gender identity. While not exhaustive, these broad issues offer a starting point for policymakers and administrators to ensure that LGBT people’s rights are respected and protected in schools. LGBT Experiences in School. Social pressures are part of the school experience of many students, regardless of sexual orientation or gender identity. But the experience can be particularly difficult for LGBT students, who often struggle to make sense of their identities, lack support from family and friends, and encounter negative messaging about LGBT people at school and in their community. As a result of these factors, LGBT students are more likely than heterosexual peers to suffer abuse.

I’ve been shoved into lockers, and sometimes people will just push up on me to check if I have boobs,” said Kevin I., a 1. Utah. He added that school administrators dismissed his complaints of verbal and physical abuse, blaming him for being “so open about it.”In some instances, teachers themselves mocked LGBT youth or joined the bullying. Lynette G., the mother of a young girl with a gay father in South Dakota, recalled that when her daughter was eight, “she ran home because they were teasing her. Like, ‘Oh, your dad is a cocksucker, a faggot, he sucks dick.’ … She saw a teacher laughing and that traumatized her even worse.”Students also reported difficulty accessing information about LGBT issues from teachers and counselors, and found little information in school libraries and on school computers. In some districts, this silence was exacerbated by state law. In Alabama, Texas, Utah, and five other US states, antiquated states laws restrict discussions of homosexuality in schools. Such restrictions make it difficult or impossible for LGBT youth to get information about health and well- being on the same terms as heterosexual peers.

In my health class I tested the water by asking [the teacher] about safer sex, because I’m gay,” Brayden W., a 1. Utah, said. “He said he was not allowed to talk about it.”The effects of these laws are not only limited to health or sexuality education classes. As students and teachers describe in this report, they also chilled discussions of LGBT topics and themes in history, government, psychology, and English classes. Many LGBT youth have organized gay- straight alliances (GSAs), which can serve as important resources for students and as supportive spaces to counteract bullying and institutional silence about issues of importance to them. As this report documents, however, these clubs continue to encounter obstacles from some school administrators that make it difficult for them to form and operate. When GSAs were allowed to form, some students said they were subject to more stringent requirements than other clubs, were left out of school- wide activities, or had their advertising defaced or destroyed. Serena I., a 1. 7- year- old bisexual girl in Utah, said: “It’s mental abuse, almost, seeing all these posters up and yours is the only one that’s written on or torn down.”Often, LGBT students also lacked teacher role models.

In the absence of employment protections, many LGBT teachers said they feared backlash from parents or adverse employment consequences if they were open about their sexual orientation or gender identity. Discrimination and bigotry against transgender students took various forms, including restricting bathroom and locker room access, limiting participation in extracurricular activities, and curtailing other forms of expression—for example, dressing for the school day or special events like homecoming. They didn’t let me in and I didn’t get my money back,” said Willow K., a 1.

Texas who attempted to wear a dress to her homecoming. LGBT students also described persistent patterns of isolation, exclusion, and marginalization that made them feel unsafe or unwelcome at school. Students described how hearing slurs, lacking resources relevant to their experience, being discouraged from having same- sex relationships, and being regularly misgendered made the school a hostile environment, which in turn can impact health and well- being. Acanthus R., a 1. Utah, said it was “like a little mental pinch” when teachers used the wrong pronouns. It doesn’t seem like a big deal, but eventually you bruise.”Comprehensive approaches are urgently needed to make school environments welcoming for LGBT students and staff, and to allow students to learn and socialize with peers without fearing exclusion, humiliation, or violence.

Above all: States should repeal outdated and stigmatizing laws that deter and arguably prohibit discussion of LGBT issues in schools, and enact laws protecting students and staff from bullying and discrimination based on sexual orientation and gender identity.