May 03, 2013

Only 3 days until No Name Calling Week! Check out Let’s Get Real, a short film produced by GLSEN’s long-time organizational partner, GroundSpark. Let’s Get Real doesn’t sugarcoat the truth or feature adults lecturing kids about what to do when kids pick on them. Instead, it examines a variety of issues that lead to taunting and bullying, including racial differences, perceived sexual orientation, learning disabilities, religious differences, sexual harassment and others. The film not only gives a voice to targeted kids, but also to kids who do the bullying to find out why they lash out at their peers and how it makes them feel. The most heartening part of Let’s Get Real includes stories of youth who have mustered the courage to stand up for themselves or a classmate. At GLSEN, we recommend this excellent short film to use with your students in grades 5 – 9. Let’s Get Real is widely hailed as one of the best tools for opening up meaningful, life-changing dialogue in schools today. As a special offer for No Name Calling Week, GroundSpark is providing free streaming of Let’s Get Real the entire week. To order your copy of the DVD and guide and to take advantage of the 50% No Name Calling Week promotional discount, please visit our distributor, New Day Films and use promotional discount code XDVF5M.

May 03, 2013

No Name-Calling Week is rapidly approaching! No Name-Calling Week is an annual week of educational activities aimed at ending name-calling of all kinds and providing schools with the tools and inspiration to launch an on-going dialogue about ways to eliminate bullying in their communities. Here are some ways you can celebrate! 

  1. Conduct a school wide Name-Calling survey.
  2. Review the No Name-Calling Week Planning Guide
  3. Use Twitter and Facebook to spread the word #wordscanhurt
  4. Conduct NNCW lessons
  5. Read excerpts from “The Misfits” by James Howe and hold a group discussion.
  6. Develop a classroom no name-calling policy
  7. Create a school wide display and enter it into our Creative Expressions Contest.
  8. Show GLSEN’s Think B4 You Speak PSA and hold a discussion about the phrase “That’s So Gay”
  9. Discuss sportsmanship in physical education classes with the Changing the Game resources.
  10. Wear a No Name-Calling Week Sticker.
  11. Hold an school wide assembly on name-calling and bullying
  12. Dedicate a class to an art themed anti-bullying lesson plan
  13. Hold an essay contest "How Name Calling Makes Me Feel."
  14. Display No Name-Calling Week Posters in all classrooms and around building.
  15. Send home our Tip Sheet for Parents.

We would love to hear what you have planned; click here to let us know what you are doing to celebrate No Name-Calling Week.

May 03, 2013

Drumroll please... April 19, 2013 is the next Day of Silence, save the date! Click the image below to share it on your Facebook! or click here to send a tweet about it! Also, buy your merchandise early and save! T-shirts are on sale for 10% off at the GLSEN store now through February 15, 2013.

May 03, 2013

Hand-made sign that read 'NO BULLYING / PEACE / NO NAME CALLING!!" in glitter puffy paint Creative Expression is an opportunity for you to show us how your school is celebrating No Name-Calling Week and creating a culture of no name-calling. We want to see your school wide displays featuring the message of No Name-Calling Week. This year’s deadline is Friday, March 1, 2013. Any kind of display can be created and a picture or video of the display will be submitted for judging. Show us your assemblies, the posters you created at school, lessons being conducted in classrooms, or anything that can show us what you are doing in your community. The winning school will receive a No Name-Calling Week Prize pack including a Simon and Schuster Children's Library, and a Stop Bullying Speak Up prize kit from the Cartoon Network. For more information about Creative Expressions or to enter your submission click here Have a great No Name-Calling Week!

May 03, 2013

When the lights came back on after GLSEN's screening of How to Survive a Plague last month, everyone in the room knew they'd seen a special film. We weren't the only ones impressed, apparently, as the movie received an Oscar nomination today for Best Documentary. How to Survive a Plague is one of the best documentaries I've ever seen, and I couldn't be more excited to see it receive national recognition. The film follows two coalitions, ACT UP and TAG (Treatment Action Group), through the HIV/AIDS crisis during the late '80s and early '90s. The groups used political activism and civil disobedience to help shift AIDS from a near-certain death sentence to a manageable, but still serious, disease. Eliza Byard, our executive director, noted the connection between the atmosphere of the era and the birth of GLSEN: "My mother attended a founding meeting for GLSEN's New York City chapter at the time," she said, "walking through one of the very ACT UP meetings depicted in the film to a boiler room off the back where Kevin Jennings was greeting volunteers." How to Survive a Plague will compete with 5 Broken Cameras, The Gatekeepers, The Invisible War, and Searching for Sugar Man for the award. If you're interested in other documentaries about the HIV/AIDS crisis, check out We Were Here, which focuses on San Francisco, and  30 Years From Here, which reflects on three decades of HIV/AIDS in the US. Congratulations again to the director/producer David France and everyone else connected with the film!  

May 03, 2013

East Aurora School Board

This has been a tumultuous fall and early winter for the East Aurora School District in Aurora, Illinois. On Monday, October 15th, the East Aurora School Board voted unanimously to approve a great policy that protected the district’s transgender students’ right to privacy, respect, and equal opportunity. The policy (which would have asked school administrators to deal with these issues on a case-by-case basis) would have required teachers and school personnel to address a student by the name and pronoun that corresponds to the student’s gender identity, would have given students access to the restroom and locker rooms that corresponds to their gender identity,  allowed students to dress appropriately, and would have ensured that transgender students had the same opportunities in physical education and sports as cisgender students.

The policy had been in the works for months and was sparked by a parent seeking more protection for their transgender child.

On Wednesday, October 17th, the Illinois Family Institute (IFI), an organization designated as a hate group by the Southern Poverty Law Center, generated hundreds of emails to the school district demanding they overturn the policy. The vast majority of these emails came from outside of the school district. As a result of the pressure, the Board voted on October 19th, just four days after enacting the policy and in the face of hundreds of supporters, to rescind it. A committee was established to analyze the situation and make recommendations for a new policy, but after even more hateful demonstrations from the IFI, the committee was disbanded this week. The Board's decision to cave to the IFI sends a terrible message to students in the district for a variety of reasons. For many students, it shows that their school board is susceptible to caving under pressure from outside groups, even when those groups are designated hate groups. The Board's decision also leaves transgender and gender nonconforming students in a policy purgatory, their privacy still violated and respect and equality not guaranteed. GLSEN believes that school boards everywhere should focus on creating climates of tolerance and respect for others within their schools. It is with this in mind that we developed our Model District Policy on Transgender and Gender Nonconforming Students, a model policy for school districts aimed at reducing stigmatization and improving the educational integration of transgender and gender nonconforming students, maintaining the privacy of all students, and fostering cultural competence and professional development for school staff. We hope the East Aurora School Board, as well as school boards across the country, learn from it and create policies under which transgender and gender nonconforming students have the same educational and extra-curricular opportunities as their cisgender peers.

May 03, 2013

Gabe, one of our student ambassadors from Texas, recorded a special message to GLSEN donors. We thought you might want to see it. Want to make a year-end donation to help support students across the country like Gabe? You can do so here.

On behalf of all the GLSEN Student Ambassadors I want to take a moment to say thank you. I am so thankful for all the blessings and support I currently have in my life — even more so because it wasn’t always this way for me. First and foremost, I am unbelievably grateful for my two dads who love me, support me and accept me for who I am. I wish that everyone could know the feeling of a loving and supportive home. I am so appreciative of the safe and affirming school I attend; despite all of the progress we have made, I know that too many students go to school filled with fear and dread. And I am thankful for you, and for your support of GLSEN. You have made a profound impact on my life and the lives of so many LGBT and allied students. Because of you, more students like me can go to school knowing that they’ll be accepted for who they truly are. On behalf of all the LGBT students in schools and homes across the country, please accept a very big and enthusiastic THANK YOU! Without donor support, GLSEN couldn’t make schools better and safer for all students. Thank you, Gabe GLSEN Student Ambassador

May 03, 2013

For an in-depth look at the experiences of LGBT youth in rural areas and small towns, check out Strengths & Silences.

Morgan Portland High School, Freshman

Act I, the mess called middle school. For sixth grade, I attended a school in a small town outside of Nashville, Tennessee. Portland has a population of fewer than 12,000 people and is not known for being easily accepting of difference. Considering I had no clue what “transgender” meant, I didn't mind being called a female or using the girls’ bathroom, but for whatever reason I was still unhappy. My young mind didn't understand. I felt hollow, as if something wasn’t complete. Cue to the move to Springfield, Tennessee in late sixth grade. Being the new kid, nobody was all that eager to befriend me so I was left to my own devices. All I did that summer was read. New dog? Who cares, I had a new book. New kid down the street? Who cares, the protagonist of the novel I'm reading just learned about his unique abilities. However, constantly reading introduced me to various things, including transgender individuals and the issues they face. Upon first seeing the word, it didn’t strike me as particularly meaningful. That is, until I further researched the word and found it described me and my inner feelings. The ones I had tried to push down with increasingly feminine clothing and other frivolous things that I embraced, trying to prove my “rightness.”

That summer, I had a realization that would change my life. I was a boy.

I had finally discovered the source of my unhappiness. In trying to physically represent my inner feelings, I stocked up on clothing that would compress my chest, purchased masculine clothing, and cut my hair short. I somewhat came out to my mother but gave up reasoning with her after she voiced her opinion that she thought it was the work of the Devil. It hurt to know my mother didn’t accept me. We had once had a close relationship and to have that fall apart in a single night was horrifying.

As bad as bullying can be at all schools, it seems to be amplified in the South and magnified in rural communities. It seems that in small towns, anti-LGBT bias is just accepted as the norm.

Yet I couldn't keep this to myself. It was something so vital to my being: how is one supposed to hide their true self? I was suppressing my own identity by not being myself. I didn’t know who else to turn to, so I confided in my science teacher and I am forever grateful that I did. Without realizing it at the time, I had confided in a devout Christian... surprisingly, she was entirely supportive of what she labeled my “transition.” The day I was pushed out of the female bathroom for having short hair, she told me she would arrange for more suitable bathroom arrangements and she did. When I was shoved into my locker and called a redneck fag, she held me as I cried and told me she would find who do it and ensured me that I was neither word they had called me. She taught me to be a caring human being. She taught me that I was a human being worth being cared for. Toward the end of my seventh grade year I was given rather surprising news – my family was once again moving. Back to Portland. Back to all of my childhood memories and friends. It also meant leaving my beloved teacher, the one person I could confide in. While I didn't protest the move – I felt it wise to not further pressure my mother – I was deeply saddened. Back to Portland we went. It was time for me to enter the eighth grade, which had once seemed so mystical and awe-inspiring. From the beginning of the year to the end, I was tormented. People I had once called friends turned against me. They refused to associate themselves with the weird kid, the kid who liked to rough house with the boys, the one they couldn’t get their heads around. I was hurt. No teacher here offered support. I was either told to suck it up or alert the administration, who almost one-hundred percent of the time disregarded any bullying complaints. I trudged through the year, depression and thoughts of ending it swarming my mind. The only thing that kept me going was the hope that high school would somehow be better, that somehow I would finally feel comfortable. I knew my body still didn’t truly match my real gender, but at least I would have the comfort of being acknowledged as a male. This simple acknowledgment was something I desired greatly. Act II, otherwise known as high school, began this fall. Amazingly, people began to take off the masks they had worn for the past three years in order to explore their own identities. For me, it was my chance to start off with a clean slate. New building, new teachers, new people... it was the perfect opportunity to enact what I dubbed the Personal Gender Reform. I introduced myself as male to my teachers and fellow students. Nobody ever really questioned it. Fast-forward a couple of months to my birthday. October 22. I was finally fifteen years old, an eager teenager anticipating his learner’s permit and struggling to maintain a reasonable math grade. At Portland High School, we announce students’ birthdays on the day they occur. That day, our principal coughed and began with the usual 'Happy birthday to...' and then stated my name. As you can probably tell, it begins to go downhill from there. 'If you see Morgan in the hallways today, make sure to wish her a happy birthday!' Just my luck. I was apparently the only person with a birthday on October 22 in the entire school. The principal had also just, however unknowingly, ruined what standing I had as a male in the school. Teachers began to refer to me as a she, even the ones that had previously never had an issue calling me he. Students began to pester me with their questions: “Are you a boy or a girl?” “Why do you dress like that? You look ridiculous!” Never did I alert my parents of the bullying. Why bother them when they would only be apathetic? The school has not really responded to this bullying. They barely understand what transgender means, let alone accept this as a part of my identity. The lack of awareness and resources about transgender issues makes this an even more difficult and lonely journey than for other students who are cisgender and identify as lesbian, gay, or bisexual. As bad as bullying can be at all schools, it seems to be amplified in the South and magnified in rural communities. It seems that in small towns, anti-LGBT bias is just accepted as the norm. Although I had hoped to just slip into a new identity and that no one would ask questions, it still seems impossible for me to be openly transgender. I am fearful of the responses I will get from the people in my school community. But countering that is the inner pain and turmoil I feel trying to hide my true self, and the isolation I feel in trying to keep these experiences to myself. I had been feeling good about high school being the start of something new, but a person can only take so much before they begin to unwind. Slowly, I was once again falling into the downward spiral of depression that had plagued me during my middle school years. What few friendships I had left began to disintegrate. My heart was no longer into the passions that before had kept me sane. Pride would not allow me to tell my friends of my feelings. Anxiety and worry would not let me voice my desire to be recognized as male. In all honesty, I let myself go. However, not all hope was lost. Earlier this year, I heard about this conference called the Student Action and Empowerment Forum (SAEF) being run by GLSEN Middle Tennessee. That weekend I met some truly amazing individuals and also heard about an opportunity to get involved as a student leader advocating for safe schools, the Jump-Start Team. I was intrigued. It was my chance to be part of something bigger. I applied and was accepted onto the team. GLSEN has had a huge impact on me. It has taught me so much and has shown me that kindness can be found all around us. They have accepted me into their family and made me feel as if I have a purpose. GLSEN has given me the materials and strength to work for change in my community. They inspire me to spread the message of unconditional love. Without GLSEN and our Jump-Start Team, I would still be the kid cowering in the corner, too afraid to show my true talents and to be my true self. You might be expecting a happy ending. Truthfully, I’m still hoping for it too. I have faith that things will get better; but for now, even while they are difficult, I know that I finally have a group of people I can confide in. And a GLSEN family that includes other students with similar experiences, shared thoughts and feelings, and who work as one to create safer schools in Tennessee. I'm still opposed by my classmates. My teachers still misgender me. My parents still don't entirely accept me. But I'm still trekking through life with the knowledge that there are people out there who support me and support GLSEN... and because hey, I’ve heard that life is pretty wonderful! If you would like to see how you can create safe spaces for transgender and gender nonconforming students, please see our Model District Policy.

May 03, 2013

This past spring, Lenoir City High School, a school in rural Tennessee, featured a section of short articles on student life in its yearbook. One article, entitled "It's OK to be Gay," profiled openly gay student Zac Mitchell. Apparently, as far as Lenoir City School Board is concerned, it is not OK to be gay -- or at least not OK to talk about it. Although the yearbook's student staff and faculty advisors felt the article was a perfectly legitimate and inclusive depiction of life at the school, members of the school board were vocal in their opposition. "I don't think that that type of material has any place in a yearbook," said Board member Glenn McNish. Board Vice Chairman Rick Chadwick added, "It should not have been put in the yearbook, and it split our community, and we are going to straighten it out." The story highlights the challenges facing many LGBT students who attend schools in rural and small town areas, but also points to a resiliency and determination to use the resources available to them to make their schools safer for everyone. It is this complex reality that we see reflected in GLSEN's new report on rural and small-town LGBT students. Strengths and Silences: The Experiences of Lesbian, Gay, Bisexual and Transgender Students in Rural and Small Town Schools underscores the need for educators and policymakers to do more to address the safety risks for LGBT students in rural and small town schools. Rural LGBT students are far less likely to have access to LGBT-related resources at school. Nonetheless, they benefit substantially when such resources are present. GLSEN will continue to do all we can to bring those critical in-school supports to every community in the country. As familiar as this call may now be, it will continue until all students, in every type of school and of every demographic, have access to the school-based supports that can transform the LGBT student experience and enable every student to thrive.

May 03, 2013

One year ago today, when Secretary of State Hillary Clinton gave her historic address on LGBT human rights at the Palais des Nations in Geneva, I was in Rio de Janeiro at the first-ever UN convening on anti-LGBT bias and violence in schools. Alongside a remarkable group of fellow participants from all over the world, I participated in drafting the “Rio Statement on Homophobic Bullying and Education for All,” a call to action to all nations to ensure that the universal human right to an education enshrined in so many international declarations and conventions is a reality for every child, everywhere, regardless of their sexual orientation, gender expression or gender identity. For many years, GLSEN has provided technical assistance and capacity-building support to organizations from around the world interested in creating safer schools for all in their own countries, in ways appropriate to their local contexts . In Rio and since, it has been amazing to see the advances that are beginning to happen in many places, on their own terms and timetables. Tomorrow, I and many of my GLSEN colleagues and our partners will be at the United Nations headquarters in New York City for a celebration of International Human Rights Day entitled “Leadership in the Fight Against Homophobia.” The event will feature remarks from UN Secretary-General Ban Ki-moon about the UN’s commitment to truly universal human rights. It is thrilling to be part of this work at a time when there is the prospect of significant progress with each passing year , and I am heartened to see that the issues close to GLSEN’s heart, safe and affirming schools for all, are being addressed in the global arena.

Rio Statement on Homophobic Bullying and Education for All

10 December 2011

Today marks the tenth annual observation of International Human Rights Day, when the global community celebrates the anniversary of the adoption of the Universal Declaration of Human Rights in 1948. Among the human rights codified in this document is the right of universal access to education of high quality. This right is further articulated in subsequent international conventions, including the Convention of the Rights of the Child, the Dakar Framework for Action on Education for All, and the Millennium Development Goals. In addition, the Yogyakarta Principles specifically make clear that this right must not be curtailed by discrimination on the basis of sexual orientation or gender identity. A number of governments around the world have already mobilized in support of the principle of Education for All. However, widespread violence and systemic discrimination and stigma against lesbian, gay, bisexual, transgender and intersex (LGBTI) people undercut these efforts and limit their impact for many learners. Every day, students around the world are routinely denied the basic, universal human right to education because of discrimination and violence they experience in school on the basis of their actual or perceived sexual orientation, gender expression and gender identity. Research from many nations and regions consistently documents the high levels of verbal, physical and sexual harassment, abuse, and violence experienced by young people in schools. Homophobia and gender-based bias also limit learners’ access to accurate information regarding health and sexuality, and diminishes the visibility of LGBTI people in other areas of the curriculum. Studies repeatedly confirm links between homophobic bullying and bias – including lack of access to accurate information regarding health, sexuality and other aspects of the curriculum – and negative social, educational and health outcomes, including increased vulnerability to HIV, mental health consequences and suicide. These studies also indicate concrete steps which schools, education authorities, young people, communities, policy-makers and governments can take to prevent the negative effects of homophobic bullying and ensure the full enjoyment of the universal right to education. We, the participants gathered in Rio de Janeiro, Brazil, for the first-ever United Nations consultation on homophobic bullying in educational institutions, organized by UNESCO, are here to review the scope and impact of this urgent problem and discuss best practices in programming and policy to address it. We come from countries on all seven continents and represent non-governmental organizations, education ministries, UN agencies, academia and other development partners. Among us are current learners including young people, teachers, and parents. We call upon all governments to live up to their responsibility to provide universal access to a high quality education by eliminating the barriers created by homophobia and transphobia, including the unacceptable and devastating prevalence of anti-LGBTI bias and violence in elementary, secondary and tertiary levels and settings of education around the world. Education for All must be realized through measures to ensure:

  • Safe school climates free of anti-LGBTI bias and violence;
  • Access to accurate health and sexuality information relevant to the needs of all learners, including LGBTI people;
  • Teachers and school staff prepared and willing to maintain learning environments truly accessible and productive for all; and
  • Mechanisms of periodic review by which educational institutions, systems and governments consult with development partners and all education sector stakeholders in order to hold themselves accountable to these principles.

The Statement is also available on UNESCO’s site here:


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