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Students in California report significant harassment at school because they do not conform
to gender expectations and stereotypes. Such harassment is reported by many students, and
is more often reported by students who are lesbian, gay, bisexual, or transgender (LGBT).
Gender non-conformity harassment is more common in unsafe school climates – that is, in
schools that lack:
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Finding 1: Harassment based on gender non-conformity is pervasive.
In a survey of over 2,400 California students, many reported harassment at school due
to gender non-conformity. Figure 1 shows that 23% of California students reported
being harassed because they were not “as masculine as other guys” or “as feminine as
other girls.” Gender non-conformity-based harassment is more pervasive for lesbian, gay,
bisexual, and transgender students than for heterosexual students: 42% of students who
identify as lesbian, gay, or bisexual (LGB) and 62% of those who identify as transgender
report harassment based on gender non-conformity. Furthermore, 14% of all students,
27% of LGB students, and 57% of transgender students report being harassed because of
gender non-conformity more than once.
Finding 2: School climates are unsafe for gender non-conforming students, especially for
gender non-conforming boys.
Results also show that students perceive that their schools are unsafe for gender
non-conforming students – particularly for gender non-conforming boys. Figure 2
shows that 59% of all students surveyed, but only 47% of LGB students and 48% of
transgender students, agree “pretty much” or “very much” that their school is safe
for “guys who aren’t as masculine as other guys.” 72% of all students and only 65%
of LGB students and 57% of transgender students agree “pretty much” or “very
much” that their school is safe for “girls who aren’t as feminine as other girls.”
“…In my school, I don’t
know about girls who
are masculine, but,
like, for guys who are
feminine, we get, pushed
around, and, like, called
names…”
“Like, I would
get called
‘dyke,’ or
whatever, like
some kind of
name at least
once...a week."
All students Students who
identify as LGB
Students who
identify as
transgender,
questioning
and other
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)
70
60
50
40
30
20
10
0
80
70
60
50
40
30
20
10
0
! Students harassed based on gender non-conformity
! Students harassed more than once based on gender
non-conformity
! All students
! Students who identify as LGB
! Students who identify as transgender, questioning or other
Figure 1
HARASSMENT BASED ON GENDER NON-CONFORMITY
IS PREVALENT
Figure 2
SCHOOL CLIMATES ARE UNSAFE FOR GENDER NON-
CONFORMING STUDENTS, ESPECIALLY BOYS
23%
72%
65%
57% 59%
47%
48%
42%
62%
14%
27%
57%
Finding 3: Although negative comments based on gender non-conformity are pervasive,
teachers rarely intervene.
In spite of the fact that gender non-conformity
harassment is common, and students say that
their schools aren’t safe for students based
on gender non-conformity, teachers and
other school personnel rarely intervene in
harassment based on gender non-conformity.
Figure 3 shows that 69% of all students
surveyed, 77% of LGB students, and 82%
of transgender students reported that they
“sometimes” or “often” hear students make
negative comments based on gender non-
conformity. Unfortunately, only 45% of all
students, 39% of LGB students, and 25% of
transgender students hear teachers or staff
stop negative comments based on gender
non-conformity.
Gender Non-conformity: Steps Schools Can Take
Step 1: Establish and publicize a school policy that specifically prohibits harassment on the basis of gender,
including gender identity and gender-related appearance and behavior.
Implementing policies that prohibit discrimination based on gender identity and expression is an important first
step for creating positive school environments. However, policies alone are not enough - the policies must be
enforced. Previous research conducted by the California Safe Schools Coalition found that only 40% of districts
have policies that explicitly prohibit harassment based on gender identity, appearance, or behavior. Figure 4
shows that, of students who reported that their schools did not have a specific gender identity and expression
and harassment policy, 26% had been harassed for “not being masculine enough” or “not being feminine
enough.” Meanwhile, among students who said that their schools did have gender-inclusive anti-harassment
policies, only 20% were harassed based on gender identity and expression. Further, students reported feeling
that their school was safer for gender non-conforming students if their schools had harassment policies that
specifically included gender identity and expression.
3!&%3#(//,32%3%!2#("2)%&'ENDER.ONCONFORMITYAND3CHOOL3AFETY
All students Students who
identify as LGB
Students who
identify as
transgender,
questioning and
other
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)
90
80
70
60
50
40
30
20
10
0
80
70
60
50
40
30
20
10
0
! I hear students make negative comments based on
gender presentation sometimes or often
! I hear teachers/staff stop negative comments based
on gender presentation sometimes or often
! School has
a specific
harassment policy
! School does not
have a specific
harassment policy
Figure 3
NEGATIVE COMMENTS BASED ON GENDER PRESENTATION ARE
COMMON, AND TEACHER OR STAFF INTERVENTION IS UNCOMMON
Figure 4
GENDER IDENTITY AND EXPRESSION SPECIFIC HARASSMENT POLICIES:
HARASSMENT PREVALENCE AND FEELINGS OF SAFETY
69%
77%
82%
45%
39%
25%
20%
26%
63%
53%
76%
68%
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
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#ALIFORNIA3AFE3CHOOLS#OALITION"RYANT3TREET3UITE3AN&RANCISCO#!WWWCASAFESCHOOLSORG
ABOUT THE RESEARCH
Data are from the 2003, 2004 and 2005 Preventing School Harassment (PSH) survey. The survey was designed to study
the experiences of lesbian, gay, bisexual, transgender, queer, and questioning high school students in California, and the
steps schools can take to make schools safer. The PSH survey was developed by the California Safe Schools Coalition, and
administered by the Gay-Straight Alliance Network. Data from over 2,400 students were collected in schools and on the
internet. Students were asked about their experiences of safety at school and about the steps schools can take to make
schools safer. Student quotes come from a project supported by a grant from The Society for the Psychological Study of
Social Issues to J. K. McGuire.
Suggested citation:
Russell, S. T., McGuire, J. K., Toomey, R., & Anderson, C. R. (2010). Gender Non-conformity and School Safety: Documenting
the problem and steps schools can take. (California Safe Schools Coalition Research Brief No. 12). San Francisco, CA:
California Safe Schools Coalition.
Teachers and school personnel who have the most contact with students are able to help create a positive
and safe school climate and help students achieve their full potential. Teachers and staff should:
1. Work with your school district to adopt the model policy regarding transgender and gender non-
conforming youth published by the California Safe Schools Coalition on its website.
2. Intervene when you hear bias-related comments and slurs. Use each comment as an opportunity
to provide education and reaffirm school policy.
3. Request training on preventing harassment and discrimination, including bias-motivated
harassment due to gender identity and gender non-conformity. Ask to help publicize school policies
on prohibiting harassment based on gender identity and gender-related appearance and behavior.
4. Identify and recognize the unique needs of transgender youth. Make special efforts with the
transgender and gender non-conforming youth at your school to ensure that their unique safety
needs are met.
5. Set the climate in your classrooms early and as often as necessary, letting students know that bias-
related harassment and slurs are not acceptable.
6. Treat all forms of bias-related harassment and slurs as serious and preventable.
7. Find out about community resources and information related to gender identity and expression.
8. Integrate representations of LGBT people and discussion of sexual orientation and gender identity
into existing curricula.
2ECOMMENDATIONSFORTEACHERSANDSCHOOLSITESTAFF
If students feel safe, they can actively participate in making their schools safer. Students can:
1. Speak out when you hear slurs or negative comments related to gender non-conformity.
2. Find out if your school harassment policy covers harassment based on gender (including gender
identity and gender-related appearance, and behavior or “gender identity and expression”) and
advocate for changing the policy if it doesn’t.
3. Find out how to make a complaint when harassment towards a transgender or gender non-
conforming individual occurs. You can make a complaint about harassment even if you aren’t the
target of it.
4. Speak out in support of specific steps school districts and schools can take: publicizing and
enforcing anti-harassment policies, providing resources to students, training teachers and other
staff, measuring bias-related harassment in your local school district, and including LGBT people and
information about sexual orientation and gender identity in the curriculum.
2ECOMMENDATIONSFORSTUDENTS
