
Step 2: Teacher intervention in harassment makes a differ-
ence: train teachers and staff to stop slurs and harassment.
Harassment is less common when teachers step in to stop
negative comments and slurs based on gender non-confor-
mity. As shown in Figure 5, 64% of students who said that
teachers never or rarely step in reported being harassed
based on gender non-conformity; in comparison, for stu-
dents whose teachers sometimes or often stepped in, only
36% reported being harassed.
“[Teachers] should actually speak up, because I’ve been in a
lot of classrooms where stuff is said, and the teachers don’t
do [anything]. And if they did, it would stop right there if
the teacher actually did something.”
Step 3: Ensure that students know where to go for
information and support related to gender identity and
expression.
Knowing where to get information and support related to
gender identity and expression is linked to feelings of safety
for students. Feelings of safety at school are stronger among
students who know where to get information and support
about sexual orientation and gender identity. Figure 6
shows that 56% of students who felt that their school was
safe for “guys who aren’t as masculine as other guys,” did
not know where to go for information related to gender
identity and expression compared to 61% of students who
knew where to obtain this information. Likewise, 68% of
students who felt that their school was safe for “girls who
aren’t as feminine as other girls,” did not know where to
go for this information as compared to 74% who did know
where to obtain information.
Step 4: Introduce curriculum that includes LGBT people and
information about sexual orientation and gender identity.
Teaching about LGBT issues is linked to feelings of safety
at school. Figure 7 shows that 67% of students who had
learned about LGBT issues in school reported feeling that
their school was safe for “guys who aren’t as masculine as
other guys,” while only 51% of students who had not learned
about LGBT issues in school felt the same way. Similarly, 78%
of students who had learned about LGBT issues in school
reported feeling that their school was safe for “girls who
aren’t as feminine as other girls,” while only 68% of stu-
dents who had not learned about LGBT issues in school felt
the same way. Students who have not learned about LGBT
issues in school are also more likely to be harassed for not
being masculine enough or feminine enough. According to
the students surveyed, 28% of students who did not learn
about LGBT issues were harassed based on gender iden-
tity and expression, compared to 19% of students who had
learned about LGBT issues in school.
3!&%3#(//,32%3%!2#("2)%&'ENDER.ONCONFORMITYAND3CHOOL3AFETY
I have been harassed for not being masculine enough
or feminine enough
70
60
50
40
30
20
10
0
! Students whose teachers sometimes or often stop comments
! Students whose teachers never or rarely stop comments
Figure 5
TEACHER INTERVENTION: HARASSMENT AND
FEELINGS OF SAFETY
My school is safe for girls
who aren't as feminine as
other girls (pretty much or
very much true)
My school is safe for guys
who aren't as masculine
as other guys (pretty
much or very much true)
80
70
60
50
40
30
20
10
0
! Students who know where to go for information
! Students who do not know where to go for information
Figure 6
IMPORTANCE OF AVAILABLE INFORMATION:
FEELINGS OF SAFETY
19%
28%
67%
51%
78%
68%
56%
74%
61%
36%
64%
66%
I have been
harassed for
not being
masculine
enough or
feminine
enough
My school is
safe for guys
who aren't
as masculine
as other guys
(pretty much
or very much
true)
My school is
safe for girls
who aren't
as feminine
as other girls
(pretty much
or very much
true)
80
70
60
50
40
30
20
10
0
! Students who have learned about LGBT issues in school
! Students who have not learned about LGBT issues in school
Figure 7
LGBT CURRICULUM: HARASSMENT & FEELINGS OF SAFETY