LGBTQ

School leaders should provide a safe and supportive environment for lesbian, gay, bisexual, and transgender (LGBTQ) children, teenagers, and youth as well as their cisgender heterosexual allies by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual, transgender and queer (LGBTQ) people, history, and events.

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• FALSE

For LGBTQ students, attending a school with an inclusive curriculum is related to less-hostile school experiences and increased feelings of connectedness to the school community.

• TRUE

• FALSE

An inclusive curriculum does not benefit all students.

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• FALSE

By promoting diversity and teaching staff about the myriad of identities in their communities school leaders are promoting diversity awareness.

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• FALSE

Anti-LGBTQ bias hurts all children, both those directly affected and those who learn in an atmosphere of fear and tension, afraid to explore their own lives because of worry about disapproval and rejection.

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• FALSE

Beginning these conversations in elementary school will not help young people develop empathy for a diverse group of people, and will not help them learn about identities that might relate to their families or even themselves.

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• FALSE

Teaching about identity at any age is valuable for students, but should not be considered part of social-emotional learning (SEL).

• TRUE

• FALSE

What are some common misconceptions of an LGBTQ student?

• It’s a phase or a choice

• You can tell someone is LGBTQ by looking at them

• The student has been abused

• Sexuality is fixed and can’t change over the course of one’s lifetime

• Gender identity determines your sexual orientation.

When a student comes out to you your primary goal is to give them answers.

• True

• False