Chapter 8: The Importance of Lawand School Policyin Making Schools Saferfor Lesbian, Gay, Bisexual,and Transgender Youth: Lessons from Ontario

North American schools are not safe places for lesbian, gay, bisexual, and transgender (LGBT) youth. According to The 2011 School Climate Survey conducted by the Gay, Lesbian and Straight Network (GLSEN), nearly three quarters of LGBT students in the United States frequently heard “gay” used negatively at school. Over half heard homophobic comments from school staff, and over 80% seldom saw staff intervene (Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer, 2011, p. 14). As a result of the climate created by homophobic name-calling, harassment, and bullying, over 60% of LGBT students reported feeling unsafe due to their sexual orientation or gender expression (Kosciw et al., 2011, p. 19). While most students might report harassment and assault, the majority of LGBT students did not, mainly due to “doubts that staff would effectively address the situation or fears that reporting would make the situation worse in some way” (Kosciw et al., 2011, p. 27). Those who reported incidents characterized the response as somewhat ineffective (18.7%) or not at all effective (44.1%) (Kosciw et al., 2011, p. 37). Not surprisingly, high levels of victimization were associated with lower grade-point averages, higher truancy rates, depression, lack of a sense of belonging, and failure to pursue postsecondary education (Kosciw et al., 2011, p. 39). Teachers, principals, educational policymakers and legislators, by failing to satisfactorily address these issues, have been barriers to educational opportunities for LGBT youth. Similar levels of homophobia and transphobia were noted in Canadian schools in The First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools(Equality for Gays and Lesbians Everywhere [EGALE], 2011).