May 03, 2013

I'm writing this on August 29th, exactly one month since Camp GLSEN ended. It’s the middle of the first week back to school and even though I’m a college student, I somehow find myself looking forward to hearing school bells and slamming lockers. Last Friday, I tabled at an event for youth hosted by the Special Teens At Risk Together Reaching Access, Care and Knowledge (STAR TRACK) program in Baltimore. As I decorated my table with all of the wonderful materials Juliann (our National office liaison) sent me, I began to reflect on the absolutely fabulous time I had at Camp GLSEN, and how I will implement what I learned in New York here in Baltimore. Baltimore is a unique place. Situated almost central to Maryland, it is the largest city in the state by area and population, as well as the 20th largest in the United States. Baltimore has collected the urban spunk and pizazz of the state, and despite the many hardships and caveats associated with it, Baltimore is still comfortably considered "Charm City". Baltimore, however, is no exception the commonalities of urban communities. We, too, struggle with violence, drug use, prevalence of sexually transmitted disease, and under-resourced public schools. The people we serve are just as colorful and unique as the city, which makes our work especially exciting and interesting, but also extremely important. Everything that I experienced at Camp GLSEN will be revelant to our work this upcoming year. My co-chair, Kay Halle, and I have devised a program we call "Safe Space for All - Baltimore" which enables us to enter local inner city middle and elementary schools to promote the creation of a safe environment for teachers, students, parents, and community members. We conduct in-classroom workshops and lessons for students with the use of interactive activities, videos, projects, and school-wide initiatives such as No Name Calling Week to encourage students to change their behaviors and create a safe environment for themselves. We also provide training for educators so that they too can be champions of change in the absence of our GLSEN team. The workshops were extremely helpful. The grant writing workshop taught me everything that I've ever wanted to know about the process of writing grants. Before Camp GLSEN, Kay performed all of the grant writing duties. Now, I can help her! The tactical tweets workshop was awesome as well. Personally, I had never used Twitter. But Ikaika and Brian showed me the importance of social media in today's communication arena and how social media websites such as Twitter, Facebook, Tumblr, etc. can help our work. The educational resources workshop taught me how to be a "directory" of GLSEN resources, how to use them, where to find them, and for who to use them with. Being able to meet with chapter leaders around the country and to discuss the amazing things they are doing in their hometowns only inspires and fuels the work we do in Baltimore. Having the ability to sit with the GLSEN national team and talk about how they can help us more with our work gives me the reassurance that we are all supported. The transparency that I experienced at Camp GLSEN proved that we are all devoted to the same goal. I now know how easy it is to request resources, materials, and support from GLSEN National. I now know how GLSEN is on the forefront of the safe schools movement and how each department works together towards the main goal. I now have a face to every name printed on every resource, as well as how to use and where to find them. Camp GLSEN was truly a remarkable event, and no GLSEN career can be complete without attending at least once. Hint hint, I'm definitely interested in attending again next year! I wish everyone a successful school year. Jabari Lyles Co-Chair GLSEN Baltimore Check out some GLSEN Resources and create safer schools in your community:

  • Ally Week: Coming up on October 15-19; celebrate allies to LGBT youth!
  • Ready, Set, Respect!: a resource in creating safer schools for elementary schools
  • Safe Space Kit: a tool for educators of secondary schools on ensuring there are safe spaces for all students to learn
  • Jump-Start Guide: a phenomenal guide for students and GSAs

Juliann is GLSEN's Student Engagement Associate and national liaison to GLSEN Baltimore. Ikaika is GLSEN's Chapter Engagement Associate and Brian is GLSEN's Online Strategies Manager. 

May 03, 2013


Student, West Jordan, UT

I am proud to say that I am doing my part to help make my school become a safer and more comfortable place. I fought alongside 4 others to get a GSA in my school. It was a tough battle but we got it! Just the other day was a real eye opener for me. It's Rush Week at school so all of the clubs are out shaking their tail feathers, including our glittery GSA table. When I witnessed a group of fellow students standing close by laughing and making jokes about "the gay club," I walked over to them and handed them all lollipops, which we were passing out to everyone, and let them know it's people like them that give us reasons to start clubs like ours. As I walked away I was hugged by a stranger. While still in this embrace he told me the story of how his older brother attempted suicide twice because of the bullying he faced being gay in our school. My eyes got misty. He then began taking pictures of our booth to show his brother and signed up for the club. He then hugged me again and thanked me for standing up for the cause. I will never forget that moment. Ever. Resources to help get you back to school: 2011 National School Climate Survey Executive Summary - learn stats, facts, and recommendations for our current school climate from our latest research report Jump Start Guide for GSAs - everything you need to start and run a successful gay-straight alliance Top 10 Things To Do With Your GSA - A video + resource list so that your GSA never runs out of ideas Ally Week - celebrate being an ally for LGBT youth & learn how you can become an ally

May 03, 2013

Ashton Rose

Student Milford, Ohio

Last year I entered my first year at Milford High School as a trans-identified student. I had left my other school because of bullying so severe I had to be withdrawn from my classes. As a transgender guy, I use male pronouns. But my Milford teachers did not respect my identity and referred to me as “she” and “her.” They also did not call me Ashton and instead used the name that I do not like but is still attached to my legal documentation. I initially thought most of the teachers were transphobic and probably just hated me until I realized that most of the school staff didn’t even know what the word transgender meant. I came to the conclusion that I needed to give Milford educators a presentation to help them better understand transgender and gender non-conforming issues; by educating them I’m preventing teachers at my school from unknowingly hurting other students like me in the future. One incident at school that really struck me was when I was in math class; it was the second week of school and I did not know all my teachers that well. My math teacher was young leading me to believe he would likely be more accepting than most of my other teachers. I was sitting in class and went to raise my hand to answer a question when he pointed at me and said, “Yes sir?” I was about to answer but a student shouted out, “That’s a girl.” He looked somewhat uncomfortable, maybe even embarrassed and responded, “Whatever it is.” I was shocked and terribly hurt at his use of the word “it” and the way he handled the situation.

The situation turned me off from talking to my teachers and identifying supportive staff. I had no hope in finding a supportive teacher or even one I could trust. Another thing, that I often dread even now, is finding a bathroom I can use with the least amount of hassle. Obviously using the male bathroom would be virtually impossible and something that could get me expelled. Conversely, entering the girl’s bathroom isn’t the most convenient either. There was one time when I walked into the girl’s restroom and immediately was given weird looks by a group girls standing at the mirror. I entered a stall quickly and the girls immediately began snickering and saying things about me being ‘disgusting’ and ‘strange.’ Before I left I washed my hands and as I was walking out I heard one girl say, “That thing shouldn’t be allowed in here.” Ultimately it ruined the rest of the week for me. After that incident with the bathrooms I decided to see my school counselor. I figured it was inevitable that I come out to her. And I found myself surprised when she focused on helping me feel safer in school. Afterwards I went to see her every week. I expressed my fear of coming out to my teachers and them not treating me as a student, but she was quick to offer me many alternatives. One day the counselor called me down to her office and told me she had someone she wanted me to meet. She introduced me to an openly gay teacher at school with a wonderful partner and adopted twins! We spoke for a while and I started feeling better. Once I discovered that I had support in my school I realized that I needed to take action. After a four day summit as a GLSEN Student Ambassador, I found other adults and resources that could help me make my school a better place for trans students. It really empowered me and I was soon very excited to make my way back to my high school with new support and confidence. I knew I could work with GLSEN to put a presentation together and educate my teachers because being in the dark about these subjects can really hurt other trans students in their quest to come out. Not only did I have the help of GLSEN, I had a new outlook on teachers that would support me in the midst of my push for teacher training. And I realized that educating my teachers could help me advocate for a trans-inclusive school policy. Creating a trans-inclusive school policy would make my school safer and more affirming for students like me. I want to focus on my class work and the year ahead instead of worrying about what pronouns my teachers use towards me, whether or not I can go to the bathroom at school without experiencing harassment or even what clothes I can wear that I feel most comfortable in.  I simply want to do well in school and figure out what I want to do with the rest of my life. And I believe I can get there with my school’s support.  

Resources to help you get back to school

Ashton is participating in GLSEN's Student Ambassador program, a student leadership program run by GLSEN's communications department. If you are interested in GLSEN's Student Ambassador program, make sure you are subscribed to student updates and we'll let you know when applications open this spring. Check out: GLSEN’s Model District Policy for Trans & Gender Nonconforming Students: What have YOU done to transform you school? What ideas or tips can you provide to other LGBT students overcoming challenges? Share your story with us so that we can share it with world. Together, we’ll be inspired to make this school year even better than the last – for everyone.

May 03, 2013

GLSEN's Public Relations Manager Andy Marra recently spoke with author Stephen Chbosky who is behind the best-selling book and film "The Perks of Being a Wallflower." Stephen chats about what inspired him to write the book, how Ferris Bueller inspired a character, and why students need to read more LGBT literature in school.

Hi Stephen. Thanks for taking time out of your schedule to speak with us. How are you? It’s my pleasure. I love the work GLSEN does for LGBT youth. Right now my wife and newborn baby are sleeping. That means I can speak longer and without any interruptions. What inspired you to write The Perks of Being a Wallflower? There was a personal reason that led to me writing Perks. The book was inspired by a really rough time in my mid-twenties. I had a breakdown and the decision was to either write something or go crazy. So I decided to write. I sat down and in a month I wrote half the book. By the end, I had more of an answer for why good people are treated badly and how they react.

It’s only right, true and fair to talk about every part of the high school landscape. And that includes LGBT kids.

Why did you choose to weave gay characters and themes into the story? Of the thousands of books and movies about high school, the subject of sexual orientation is neglected. I don’t know how this issue can be frequently excluded. Discovering your identity is a part of growing up. The character Patrick was originally inspired by my gay college friend. Such a great guy! He was the one who introduced me to the [gay] community and I was both fascinated and honored. It’s funny. When I was a kid, my favorite fictional character was Ferris Bueller. Ferris was so confident, knew all of the angles and could get away with stuff. I kept on thinking about Ferris when I was casting the role of Patrick for the film. And I think the actor Ezra Miller has been an amazing fit for portraying Patrick. What kinds of responses have you received from LGBT youth who read your book? The response has been beautiful and humbling and inspiring. I cannot tell you how many letters I have received from LGBT youth. And I have met so many kids that I lost count. It inspires me all over again every time I meet a new person. We cast an extra to be in the film who happens to be a young transgender guy. He befriended the cast including Emma Watson and Ezra Miler. He was so sweet and became a part of the Perks family. We flew him out for the premiere. And we were really happy to have him be a part of it all. Look, I know the landscape is better, but I also know it’s still tough. And let’s face it: as much as some grown-ups like to believe that being who you are is beautiful, we’ve paid our dues. It’s not the easiest thing if you’re 12 and coming to terms with your identity. Especially in certain parts of the country. Perks has provided a little bit of an emotional life raft for people and it’s been incredibly gratifying. 7% of LGBT students are taught positive representations of LGBT issues in English classes. Why might a book like yoursbe important to read and learn about in class? Perks treats the issue of sexual orientation in school with the same kind of respect and candor as it treats every other aspect found in the book. It’s only right, true and fair to talk about every part of the high school landscape. And that includes LGBT kids. In my book, I talk about family going to church. I talk about what it’s like to have your first kiss and first crush. The issue of being gay is treated exactly the same. It’s very important to me that no young person feels victimized. Being gay should be treated with the same kind of humanity. I also think it’s important for a teacher to send a message to students that LGBT youth deserve our respect and not ridicule. I remember speaking at one school and this young man asked me why I included a kiss between two guys in the book. I explained to him why but made sure to emphasize there’s nothing wrong with two guys kissing each other. The student’s reaction was respectful and I know that attitude partially came from his teacher. Adults have to be the ones that set an example. How can English classes or school libraries better promote LGBT issues in writing among students? I think English teachers should encourage students to write anonymously about what’s going on in their lives. Writing anonymously removes some of the inhibitions and allows people to speak from the heart. I bet teachers would be astonished by the level of honesty and emotional complexity their students regularly experience. And that goes for LGBT youth. And this plea is specifically for the English teachers out there who have promising students: please encourage your students to write even if it’s not in the classroom setting. Any time you spend writing you’re one step closer to that book or screenplay. Whether a budding writer is gay or straight, we need more creative minds out there. "The Perks of Being a Wallflower" comes out in theaters on Friday, September 21. Check out the trailer below!

May 03, 2013


Student Portland, TN

In the rural town of Portland, TN, 1,200 teens go to the high school each day.  While their parents are driving to work, and younger brothers/sisters learning the alphabet, our school club, Born This Way (BTW) is fighting for their self-image, equality, and a safer school climate.  Nearly the entire school feels a need to change.  There is a particular need to make Portland High School (PHS) a better school, but some never take the initiative to do so. Once I felt this need, I jumped at the thought of changing the school and making it a better place.  My best friend and I started Born This Way.  We wanted to make it a very well-rounded club, therefore we included into our meetings components of individualism, anti-bullying, and equality.  Once I heard about GLSEN Middle Tennessee’s Student Action & Empowerment Forum (SAEF 2012) my ears perked up because I knew there would be a vast amount of knowledge for me to gain from this event!  Just in the first few hours of being there I learned so much!  My knowledge grew about the LGTBQ community, social justice, conflict resolution, and so much more! When I left this event and returned to my BTW club sponsor, I was overwhelmed with the things to inform her about!  Not only did I learn things from the GLSEN chapter leaders, I also learned things from the other exceptional students that attended.  We discussed things like Ally Week and the Day Of Silence; since these are GLSEN-sponsored events, we have planned a shared calendar for all GSAs* in Middle Tennessee, so that we all will be focusing on these same events and get support from our GLSEN chapter!  This, alone, is priceless to me because now I have a vast amount of people standing behind me to organize around these events! Taking everything that I have learned at SAEF 2012 and trying to summarize it would be exceptionally hard.  The open environment, friendly people, and terrific GLSEN swag made this more than worthwhile to me.  It was like a whole new world has been opened up that has been lying hidden for so long. I feel sort of like an adventurer that has just found the long lost treasure! Just two days with these people makes me want to do so much more; the priceless knowledge and some breathtaking new friends also made this a once in a lifetime opportunity, and I cannot wait to commence this work in my school! I believe PHS is just a few steps from acceptance, and with SAEF 2012 it’s now on the right track! If you would like to learn more about GLSEN Middle Tennessee and to apply to be a part of their Jump-Start student organizing team, please visit their website here Resources to help get you back to school: Ally Week - Celebrate amazing allies in creating safer schools for all students! Day of Silence - a day where we recognize the silence many LGBT youth across the country face on a daily basis Jump-Start Guide - Find out ways in which you can create and support a GSA in your school GLSEN Chapters - Find a chapter in your area that can provide on-the-ground support to your GSA, or find out how you can start one!

May 03, 2013

When I came out in the fall of my 8th grade year, I felt alone. I was the first openly lesbian kid in my school's history, and no one knew what to do about it.

Then I found Ally Week. Ally Week brings all people who support equality together and has them pledge to intervene, if they safely can, when they see bullying.

Ally Week is a time when you and your friends can stand up and say, "You know what? Bullying and name-calling needs to stop." I was afraid to do an assembly about Ally Week at my middle school. I still remember walking onto the stage in the gym. I looked toward my classmates, but could only make out silhouettes. The bright cream-colored rays from the stage lights burned my eyes.  My cheeks were warm with fear.  I raised the microphone to my mouth, the black plastic slick with my sweat. I began. I made a plea to my school, my classmates, and my teachers to stand with me, to end bullying in our school, and to pledge to no longer be bystanders. As I walked off the stage, I licked my chapped lips and wished I could take it back. At the end of assembly, I waited until everyone left and followed them out of the gym. The second the door shut behind me and I looked up, tears pooled in my eyes. A crescent moon of my classmates surrounded me, smiling and clapping. People asked where they could sign the Ally Week pledge and how they could continue to be supportive.

From that moment on, I felt like I belonged. I had a community of people who were committed to making our school safe.

This is why I urge you to participate in Ally Week. This is your chance to tell your classmates that they all deserve to be safe. This is your chance to stand up and say that equality matters. This is your chance to be the difference between bullied kids in your school feeling alone, and feeling supported. Don't miss it. Amelia Roskin-Frazee San Francisco, CA 10th grade student Want to do something for Ally Week? Take the Ally pledge and find other ways to show your support.

May 03, 2013

Rich Espey

Middle School Teacher Baltimore, Maryland

When you teach Middle School students you need to expect the unexpected! This year, as I look forward to another year as co-advisor to The Park School of Baltimore’s Middle School GSA (for information and resources on starting your own GSA, check out GLSEN's Jump Start program), I can’t wait to see what great project ideas our students will come up with. Last year our GSA began by creating a “Question of the Month” bulletin board, posting queries like “Why don’t straight people have to come out?” and “What are the ‘rules’ for girls and boys in our school and what happens if someone breaks them?” Along with each displayed question were slips of paper for people to leave anonymous written responses in our rainbow-decorated box, a box which filled quickly with (mostly) thoughtful replies. Each month’s contents were summarized and posted on the bulletin board along with a new question. What a great way to promote thoughtful hallway discussion and increase LGBT visibility! Later in the year our GSA decided to sponsor a mock referendum in anticipation of Maryland’s coming referendum on same-sex marriage legislation (passed by the General Assembly and signed into law by the Governor in March, 2012). After an informative student-led assembly explaining both the issue and the referendum process, our rainbow box was once again put to work! The results? Ninety-one percent of our student body voted in favor of upholding the law entitling same-sex couples the right to civil marriage. I sincerely believe that the work my colleagues at Park have done to include age-appropriate presentations of gender and sexuality diversity across the curriculum played a role in that landslide. So what’s next? The LGBT History Timeline we didn’t quite have time to get off the ground last year? Advocacy supporting pending transgender anti-discrimination legislation? I don’t know! But I do know my colleagues and I will listen carefully to our students and support their needs and interests. I’ll wager that in this school year we’ll find new ways to keep thinking, talking and learning about gender and sexuality diversity – and we’ll get even closer to creating that ideal environment of safety and inclusion for all. Middle Schoolers never cease to surprise and amaze me. I’m expecting the unexpected – thank goodness that’s something I can count on!  

Resources to help you get back to school

The Jump Start Program - GSA resource What have YOU done to transform you school? What ideas or tips can you provide to other LGBT students overcoming challenges? Share your story with us so that we can share it with world. Together, we’ll be inspired to make this school year even better than the last – for everyone.  

May 03, 2013

The experience to form a GLSEN chapter in Hawaii is a unique one. When I originally moved to Hawaii over seven years ago, I had wanted to work towards helping LGBT youth in our schools. One recent example of when I realized something needed to be done is when an email was forwarded to me of a high school faculty member seeking out assistance for an LGBT student.   Unable to go to the school’s administration, because of the contentious climate in the school community, they sought support in assisting a gay student. This was one of the first instances I realized I needed to do something. This is just one personal example and over the years I have heard more personal stories, from others, about students who weren’t able to use the bathroom at their school safely because of their gender identity, or elementary school students having homophobic remarks said to them without appropriate intervention by the school personnel. Moments like these and the realization that there was a gap in services & outreach to assist LGBT students in schools that I decided it was my kuleana (responsibility) to take action.

Beginning this journey was a bit unnerving; however, the GLSEN national office has been there to assist in guiding us along this process. When I initially contacted GLSEN at start this journey, I was immediately connected with a chapter buddy. Through emails and phone calls, they were able to make sure we were fully informed of the necessary steps needed to become an accredited chapter. At our initial steering committee meeting, we were fortunate enough to have a representative from the GLSEN national office present to sit in and answer any question we had; having someone who was originally from Hawaii also helped put some of our cultural concerns at ease. Hawaii is different from any other state. We are spread across various islands, yet we are one state. In forming our steering committee, the idea was to be as cohesive as possible. As such, liaison positions to provide fair representation from each major island, was absolutely essential. Moreover, each island and community has different needs given their respective populations, and they would be supported by their respective island liaison. Along with these individuals, we felt it was pertinent to have a “Native Hawaiian Liaison.” In Hawaii, the native population is something that is not only respected but infused in all aspects of our community. Having someone who brings this experience to the table was vital to our vision. This person would ensure that as a local organization, we are bringing a greater awareness to the community at large about needs of Native Hawaiian LGBT youth. The subtle nuances that exist across Hawaii have earned our state the reputation of being the “melting pot” of the pacific. It has served to make our state more vibrant and diverse over the years and is something as a chapter we strive to embrace and reflect. Overall, this experience has been fulfilling. I am humbled in witnessing so many people being connected to our chapter and by our chapter forming in the interest of supporting LGBT youth.  From the many people who were willing to sign up with us at the 2012 Honolulu AIDS Walk for Life, to the many organizations that have already voiced their support and willingness to work together in the future. We look forward to a continued effort to build upon our existing network of community leaders and organizations. Our efforts to create a better Hawaii for LGBT youth has only been galvanized with the outpouring of aloha (love) from individuals in the Hawaii Department of Health, Hawaii Department of Education, various heads from other state departments, and faculty in the School of Social Work at both the University of Hawaii and Hawaii Pacific University. We know this is just the start. We will continue to add more people onto our email list as the movement builds here across the islands.  The growing interest and support, especially in the outer islands, only shows the similar dilemmas being faced by LGBT youth in every community and the need for training, policies and practices to be put in place. We are thrilled to be spearheading the movement in Hawaii and hope our efforts make an impact on our schools in making them safe and inclusive for ALL our keiki (youth).   Nick Aiello Co-Chair GLSEN Hawaii - Steering Committee If you'd like to get involved with the Hawai'i chapter steering committee, email

May 03, 2013

Alan Brown

Trustee, The American Boychoir School Princeton, New Jersey

As a newly-appointed trustee to a small independent middle school, one of the first things I did was to request a copy of the official school handbooks--this included the Employee Handbook as well as the Student & Parent Handbook. To prepare for the new year, I read these documents cover to cover, highlighting all language pertaining to sexuality and or coupling and noting the places where wording was not LGBT-inclusive. This meant looking at everything from non-discrimination and sexual harassment policies to the discussion of school dances to the explanation of spousal benefits. I am now working with the Head of School to update these important documents that serve as the legal foundation to the school’s policy, but also set a very important tone around LGBT issues as they are distributed to every member of the organization. Just as in our classrooms and hallways, the words we as schools use in our websites, publications, memoranda, and just every day emails can send an important signal to all constituents--parents, students, employees, and anyone else involved--that we respect the contributions of all people to the school community, regardless of sexual orientation or gender identity.

Resources to help you get back to school

Safe Space Kit - learn how to create safe spaces in your school for everyone! Model Policies & Laws - sample policies and laws for use at the state, district, and school level to make sure LGBT students are safe and respected What have YOU done to transform you school? What ideas or tips can you provide to other LGBT students overcoming challenges? Share your story with us so that we can share it with world. Together, we'll be inspired to make this school year even better than the last – for everyone.

May 03, 2013

Christopher Murray

High School Social Studies Teacher and Coach Bethesda, Maryland

2012 marked my first year where I made a strong stance on LGBT equality in my school and county.  For years I have had the Safe Space poster on display and have had activities for the National Day of Silence and Ally Week.  But last year I made it my mission to bring the Changing the Game GLSEN Sports Project: Team Respect Challenge to our school.  This easy to administer, but very meaningful pledge emphasizes to our student-athletes how important respect is both on the field of athletics and within the school setting.  To date we have had all of our winter and spring teams willingly sign the pledge and we should have every team signed by September 1st! I can tell you from experience that when you present the pledge your athletes will buy in to the concept of respect for all.  I have seen player hold other players more accountable for their word choice because of the pledge and witnessed team chemistry grow from the pledge.  The GLSEN Sports Project needs to be implemented on ALL teams, and LGBT respect should be as important to a coach and athletic program as practice is.  

Resources to help you get back to school

Day of Silence – a day where we recognize the silence many LGBT youth across the country face on a daily basis Ally Week – celebrate what it means to be an Ally Changing the Game GLSEN Sports Project: Team Respect Challenge - addressing LGBT issues in K-12 school-based athletic and physical education programs What have YOU done to transform you school? What ideas or tips can you provide to other LGBT students overcoming challenges? Share your story with us so that we can share it with world. Together, we’ll be inspired to make this school year even better than the last – for everyone.  


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