Creating a safer, more inclusive school for LGBTQ+ students

Feeling the attention and concern of their teachers and administrators, Shepard High School students delivered a thoughtful presentation recently on how to create a safer and more inclusive learning environment for LGBTQ+ teenagers.

They watched the room fill with 20 staff members and seemed to sense genuine care.

“We just want to feel equal. We just want to feel normal. And we’re glad that you want to help. Having a basic understanding is so meaningful,” one of the panel members said.

Organized by GSA (Gender and Sexuality Alliance) faculty sponsor Jason Nisavic, the sessions spanned all lunch periods. Faculty members attended to learn their roles in building a safer atmosphere for lesbian, gay, bisexual, transgender, queer, and Plus – those not ready to identify or who don't belong in the other five categories.

Panelists agreed that the atmosphere at Shepard had improved, but that work remains.

“It’s better now,” said another student. “I’ve never felt physically threatened. It’s more in the background verbally, people still talking in a discriminatory sense. There’s still harassment and still discrimination.”

Physical education teacher Mary Noren asked how teachers could help. “I know physical education classes are where you feel least safe. What can we do?”she asked.

Students talked about choosing not to use the locker rooms as they often hear degrading language there. They asked teachers to listen closely to dialogue in locker rooms.

“We know you can’t control everything that happens. As we work to improve all areas of the school, and it’s going to take time, be flexible with students and show them that you’re there for them,” said another panelist.

Language matters a lot to LGBTQ+ students. They mentioned how people rightfully react to racial slurs, and how society needs to react the same to all terms that denigrate others.

“When teachers hear the ‘N slur,’ they address it immediately. We need to take care of all slurs in the same way,” one student said.

From there the conversation turned to helping students less confident in themselves.

“For people who know who they are, it’s easier (in high school.) But for those people still figuring
themselves out, it’s hard when they feel people put them down. Those with less confidence really need that boost (from caring adults),” another student said.

LGBTQ+students still learning their true selves can struggle with self-esteem.

“Not all students have good days. So when a teacher is there to protect them that’s really important,” said another panelist.

Students also emphasized that creating classrooms where LGBTQ+ students feel safe and included affects academic performance.

“If everybody gets together to not tolerate discrimination, it’s so much better academically. When students have better mental health, when they don’t worry about the perception of others, they can focus better on their work,” said one panelist.

Overall, the 10 students asked for the kind of treatment and protection that everyone else receives.

“Our rights are human rights. I don’t think human rights are controversial. Making students feel comfortable in class helps them succeed,” a panelist said.