RESEARCH INSTITUTE IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH RESEARCH BRIEF glsen.org/Research Over 20 years of GLSEN’s Research has established • More likely to report missing school because they that schools are not safe or welcoming spaces for felt unsafe or uncomfortable (43.6% of transgender LGBTQ youth, who face hostile school climates due to students and 38.1% of nonbinary students vs. 24.9% their sexual orientation, gender, and gender expression. of cisgender students); Further, our research has historically shown that • Reported lower levels of school belonging. transgender and nonbinary students (i.e., students whose genders do not align with the sex they were For each of these indicators, transgender students had assigned at birth) experience especially hostile climates more negative experiences than did nonbinary students. compared to their cisgender lesbian, gay, bisexual, and Transgender and nonbinary students also experience queer (LGBQ) peers.1 In addition to documenting the discriminatory school policies and practices at higher hostile school climate experienced by LGBTQ students, rates than do their cisgender LGBQ peers, and in general, the GLSEN Research Institute has also shown that nonbinary students experience discrimination at a lower LGBTQ-supportive school resources can help offset the rate than do transgender students.4 Over three quarters negative effects of this hostile school climate and make (77.3%) of transgender students and 69.1% of nonbinary schools safer and more affirming for all LGBTQ students.2 students reported having been discriminated against, However, little is known about whether transgender compared to 46.1% of cisgender students. and nonbinary students reap the same benefits of affirmative school supports as their LGBQ peers. Certain forms of discrimination are more specific to the experiences of transgender and nonbinary students, The purpose of this Research Brief is to illustrate the such as being prevented from using the bathroom experiences of transgender and nonbinary students consistent with one’s gender identity. Specifically, in K-12 schools by: 1) describing transgender and many transgender and nonbinary students were: nonbinary students’ experiences with hostile school climate, 2) examining transgender and nonbinary • Required to use the bathroom of their legal sex students’ reports of access to school supports, and (58.1% of transgender students and 35.5% of 3) whether and how these supports provide benefits nonbinary students); specifically to this population of students. Further, we • Required to use the locker room of their legal sex explore whether there are differences in both access (55.5% of transgender students and 32.8% of to and benefits of these resources for transgender nonbinary students); and nonbinary students and cisgender LGBQ students. • Prevented from using their chosen name and pronouns (44.5% of transgender students and INDICATORS OF HOSTILE SCHOOL CLIMATE 36.3% of nonbinary students); and As we have documented in our 2019 National School • Prevented from wearing clothing deemed Climate Survey report, transgender and nonbinary “inappropriate” based on gender (20.5% of students experience especially unsafe and hostile transgender students and 24.1% of nonbinary school climates. Compared to their cisgender LGBQ students). peers, transgender and nonbinary students:3 We also found that transgender students reported • Were more likely to have felt unsafe based on more instances of being required to use the bathroom their gender (84.4% of transgender students and and locker room of their legal sex and being prevented 52.4% of nonbinary students vs. 20.6% of cisgender from using their chosen name and pronouns than students) and gender expression (69.5% of nonbinary students.5 However, transgender and transgender students and 58.3% of nonbinary nonbinary students reported similar rates of being students vs. 22.0% cisgender students); prevented from wearing clothing deemed “inappropriate” • Experienced much higher levels of victimization based on gender. based on their gender and gender expression; glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 2 ACCESS TO SUPPORTIVE SCHOOL RESOURCES exposes all students to positive information about LGBTQ Supportive Student Clubs people and topics, which may lead to a more affirming student body and a more positive school climate. GSAs can provide LGBTQ students with a safe and affirming space within a school that may otherwise be • Only 17.2% of transgender and nonbinary students unwelcoming or hostile, and may signal to all students reported that they had been taught positive things that LGBTQ people are valued at school. These clubs about LGBTQ people, history, events or topics in any may provide space for social support between LGBTQ of their classes. students and allies or a space for activism to create positive change in their school. Inclusive and Supportive School Policies • Six in ten transgender and nonbinary students (61.1%) reported that they had access to a GSA at their school; Comprehensive anti-bullying policies explicitly state and protections from victimization based on sexual orientation • Of transgender and nonbinary students who had a and gender identity and expression, and may provide GSA, 45.2% attended often or frequently, and 38.9% school staff with the guidance needed to appropriately reported that they served as a leader or officer of respond and intervene when anti-LGBTQ language and their GSA.11 harassment occurs in schools. • Only 14.4% of transgender and nonbinary students Supportive Student Personnel reported that their school had a comprehensive anti-bullying school policy; and Teachers, principals, and other school staff who are • Over half (56.4%) of transgender and nonbinary supportive of LGBTQ people serve as another supportive students reported that their school had a generic resource for transgender and nonbinary students, as anti-bullying policy that did not explicitly include they provide a caring and affirming adult for youth who protections based on either sexual orientation or may be struggling with marginalization and an unsafe and gender identity and expression. unwelcoming school climate. Given that transgender and nonbinary students experience especially hostile school Some schools and districts have official policies or climates, having access to such supportive educators may guidelines to specifically support transgender and be especially important for these students. nonbinary students, and 12.5% of transgender and nonbinary students reported that their school had such • Nearly all transgender and nonbinary students (98.1%) a policy.12 These policies included various gender-related could identify at least one school staff member whom protections. According to transgender and nonbinary they believed was supportive of LGBTQ students, and students with a transgender and nonbinary inclusive 63.2% could identify six or more; and policy, the most common protections included in these • A little over 4 in 10 transgender and nonbinary students policies addressed: (41.6%) reported that their school administration was • Students’ use of chosen name/pronoun (89.5%); somewhat or very supportive of LGBTQ students. • Access to bathrooms corresponding to one’s gender (70.3%); Inclusive Curricular Resources • Student’s ability to change official school records Positive representations of LGBTQ people and topics to reflect name or gender change (64.9%); may improve transgender and nonbinary students’ school • Access to gender neutral bathrooms (64.4%); and experiences by exposing them to positive representations • Students’ ability to participate in non-athletic of people who share their identity and by messaging to extracurricular activities that match their gender these students that their identities and experiences are identity (54.4%).13 important and valuable. Additionally, such representation glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 3 Figure 1. Transgender and Nonbinary Students’ Access to LGBTQ-Supportive School Resources Supportive School Clubs 61.1% students who had access to a Gender and Sexuality Alliance, Gay-Straight Alliance, or similar club Supportive School 63.2% Personnel students who could identify 6 or more school staff members who were supportive of LGBTQ students Inclusive Curricular 17.2% Resources students who were taught positive representations of LGBTQ people, history, events or topics Comprehensive 14.4% Anti-Bullying Policy students whose school had a comprehensive anti-harassment policy that included sexual orientation and gender identity protections Transgender and 12.5% Nonbinary Policy students whose schools had a policy or guidelines to specifically support transgender and nonbinary students 0% 100% Do transgender and nonbinary students have the same access to LGBTQ-supportive school resources as their cisgender LGBQ peers? Transgender and nonbinary students: • Were more likely to attend their GSA than were cisgender LGBQ students;6 • Reported having fewer LGBTQ-supportive educators 7 • Were less likely to report having been taught positive content about LGBTQ people, history, events or topics;8 and • Were slightly more likely to report that their school had a comprehensive anti-bullying policy.9 We also found that transgender and nonbinary students were more likely to report that their school had a transgender and nonbinary specific policy,10 although this may be because they are more likely to seek out these policies and be aware of them. glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 4 BENEFITS OF SUPPORTIVE SCHOOL RESOURCES Supportive School Club: Presence of a GSA Supportive School Club: GSA Participation Having a GSA at school may contribute to a less hostile The presence of a GSA at one’s school may convey that climate for transgender and nonbinary students. Those the school is supportive of and safe for LGBTQ students, transgender and nonbinary students who went to but it is also important to examine the possible benefits schools with a GSA reported: of actually participating in one’s GSA. Among those who had access to a GSA, transgender and nonbinary • Somewhat lower likelihood of feeling unsafe about students who attended their GSA more often: their gender and gender expression (Figures 3 & 4) and to miss school because they felt unsafe (see • Were less likely to feel unsafe at school because Figure 5);14 of gender (69.6% who went to their GSA often or frequently vs. 74.8% who did not regularly attend a • Fewer negative comments about gender expression GSA).21 (54.6% with a GSA heard remarks often or frequently vs. 65.3% without a GSA) and negative remarks about • Experienced less victimization based on their gender transgender people (50.0% with a GSA heard remarks (29.7% who went to their GSA often or frequently often or frequently vs. 61.0% without a GSA);15 reported high levels of victimization vs. 25.8% of students who attended less often) or gender • Greater intervention by teachers (9.0% with a GSA expression (27.3% of students who went to their reported staff intervened most of the time or always GSA often or frequently vs. 28.7% of students who vs. 5.1% without a GSA) and students (8.6% with a did not regularly attend a GSA).22 GSA reported other students intervened most of the time or always vs. 7.4% of students without a GSA) • Had greater school belonging and self-esteem.23 when negative gender remarks were made; and16 • Less harassment and assault based on their gender (27.6% with a GSA reported high levels of victimization vs. 39.0% without a GSA) or gender expression (27.9% with a GSA reported high levels of victimization vs. 39.9% without a GSA).17 The support provided by GSAs at school may contribute to greater psychological connection to school, and improved well-being among transgender and nonbinary students. We found that having a GSA at school was related to: • Greater school belonging (see Figure 2); 18 • Higher self-esteem;19 and • Lower levels of depression.20 glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 5 • Higher GPAs (3.14 average GPA among those with Supportive School Personnel 6 or more supportive educators vs. 2.98 of those LGBTQ-supportive staff may have a positive impact on with 0-5 supportive educators).28 school climate for transgender and nonbinary students. By intervening and appropriately responding to gender- Students with more supportive staff at school were less based biased remarks and victimization, staff can make likely to feel unsafe at school because of their gender school environments safer and more welcoming for and gender expression and less likely to miss school transgender and nonbinary students. Transgender and because they felt unsafe (See Figures 3, 4 & 5).24 nonbinary students felt less unsafe in school regarding Supportive educators can also enhance transgender their gender or gender expression when: and nonbinary students’ connection to school and their • They had educators who intervened most of the time educational aspirations. Students who could identify or always on negative gender-based remarks than more supportive staff reported: those whose educators intervened never or only some • Greater levels of school belonging (see Figure 2).25 of the time (75.7% vs. 87.3%);29 and • Higher levels of self-esteem and lower levels of • They reported that staff intervention on LGBTQ-based depression.26 harassment and assault was effective than those who reported intervention was not effective (81.7% • Greater educational aspirations (91.9% with 6 or vs. 91.3%).30 more supportive educators planned on continuing education after high school vs. 85.1% with 0-5 supportive educators).27 Figure 2. Transgender and Nonbinary Students With Higher Levels of School Belonging by Presence of Supportive Resources (Percentage reporting above average levels of school belonging) Supportive School 26.5% 48.8% Clubs Supportive School 18.0% 53.1% Personnel Inclusive Curricular 34.7% 65.5% Resources 37.5% 57.2% Comprehensive Anti-Bullying/ Harassment Policies 0% Has Resource Does Not Have Resource 100% glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 6 Educators who include positive representations of Inclusive Curricular Resources LGBTQ people and topics in their teaching may be Positive representations of LGBTQ people and topics in perceived by transgender and nonbinary students the curriculum can also have a positive impact on school as allies to whom they can talk about LGBTQ-related climate for transgender and nonbinary students. Among issues and may help create an affirming educational the transgender and nonbinary students in our survey, environment in which transgender and nonbinary attending a school that included positive representations students are more engaged in academics. We found of LGBTQ people and topics in the curriculum was that in schools with inclusive curriculum, transgender related to: and nonbinary students had: • Lower likelihood of feeling unsafe at school because of • Greater comfort in discussing LGBTQ issues with gender and gender expression, and missing fewer days their teachers (64.1% with inclusive curriculum of school because of feeling unsafe (see Figures 3, 4 felt somewhat or very comfortable vs. 35.5% of & 5).31 students without inclusive curriculum);37 • Fewer negative remarks about gender expression • Higher grade point averages (GPAs) (3.15 average at school (46.2% with inclusive curriculum heard GPA with an inclusive curriculum vs. 3.01 without negative remarks about gender expression often an inclusive curriculum);38 and or frequently vs. 61.4% of students without inclusive • Higher educational aspirations (91.1% with inclusive curriculum);32 curriculum planned on continuing education after • Fewer negative remarks about transgender people at graduation vs. 89.0% without inclusive curriculum).39 school (38.9% of student with inclusive curriculum When LGBTQ students see themselves represented heard negative remarks about transgender people in the curriculum, they may feel a greater connection often or frequently vs. 57.5% of students without to school and improved well-being. We found that inclusive curriculum);33 transgender and nonbinary students who reported • More frequent peer intervention on biased remarks inclusive curriculum had: about gender (16.0% of students with inclusive • Higher feelings of school belonging than those who curriculum reported peer intervention most of the did not receive inclusive curriculum (see Figure 2).40 time or always vs. 6.6% of students without inclusive curriculum);34 • Higher levels of self-esteem and lower levels of depression than students who did not receive • Lower levels of harassment and assault based on inclusive curriculum.41 gender (21.2% of students with inclusive curriculum experienced high levels of victimization vs. 34.3% of students without inclusive curriculum;35 • Lower levels of harassment and assault based on gender expression (21.2% of students with inclusive curriculum experienced high levels of victimization vs. 35.0% of students without inclusive curriculum);36 glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 7 Figure 3. Transgender and Nonbinary Students Who Feel Unsafe at School Because of Gender by School Resources (Percentage of those reporting feeling unsafe because of gender) Supportive School 71.9% 75.3% Clubs Supportive School 34.4% 43.3% Personnel Inclusive Curricular 62.8% 75.5% Resources 68.3% Comprehensive 74.1% Anti-Bullying/ Harassment Policies 0% Has Resource Does Not Have Resource 100% Figure 4. Transgender and Nonbinary Students Who Feel Unsafe at School Because of Gender Expression by School Resources (Percentage of those reporting feeling unsafe because of gender) Supportive School 64.2% 67.9% Clubs Supportive School 38.0% 51.4% Personnel Inclusive Curricular 55.9% 67.7% Resources 60.1% Comprehensive 66.6% Anti-Bullying/ Harassment Policies 0% Has Resource Does Not Have Resource 100% glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 8 Inclusive and Supportive School Inclusive and Supportive School Policies: Policies: Anti-Bullying/Harassment Policies Transgender and Nonbinary Comprehensive anti-bullying/harassment policies Official transgender and nonbinary student policies explicitly state protections from victimization and bias and guidelines help to reduce instances of gender- based on sexual orientation and gender identity, and based school discrimination among transgender and thus, should protect transgender and nonbinary students nonbinary students.46 Additionally, we found that from hearing gender-based biased language and transgender and nonbinary students in schools with experiencing gender-based victimization. We found such policies and guidelines were more engaged with that transgender and nonbinary students in schools their school community. We found that transgender with comprehensive policies: and nonbinary students in schools with specific transgender/nonbinary policies: • Were less likely to report feeling unsafe because of their gender and gender expression, and missed • Were less likely to miss school due to feeling unsafe fewer days of school because they felt unsafe or uncomfortable (57.6% with a transgender and (see Figures 3, 4, & 5);42 nonbinary policy missed school vs. 63.5% without a policy); and47 • Were less likely to hear negative remarks about gender expression (49.6% of students with a • Reported higher levels of school belonging.48 comprehensive policy heard remarks often Further, the more comprehensive a policy was reported or frequently vs. 60.3% of students without a to be, i.e., the more specific protections identified), the comprehensive policy) and about transgender people more effective it appeared to be in creating a safe and (45.9% of students with a comprehensive policy heard affirming school climate for transgender and nonbinary remarks often or frequently vs. 55.6% of students students with regard to school belonging.49 without a comprehensive policy);43 • Experienced less harassment and assault based on their gender (25.9% of students with a comprehensive policy reported high levels of victimization vs. 33.1% of students without a comprehensive policy) and gender expression (25.8% of students with a comprehensive policy reported high levels of victimization vs. 33.7% of students without a comprehensive policy);44 and • Had higher levels of school belonging (see Figure 2).45 glsen.org/Research IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH | 9 Figure 5. Transgender and Nonbinary Students Who Missed School Due to Feeling Unsafe by Presence of Supportive Resources (Percentage reporting any missed days of school) Supportive School 36.7% 49.4% Clubs Supportive School 26.2% 45.9% Personnel Inclusive Curricular 31.3% 44.0% Resources 34.0% 42.4% Comprehensive Anti-Bullying/ Harassment Policies 0% Has Resource Does Not Have Resource 100% Do the benefits of supportive school resources differ for transgender and nonbinary students and cisgender LGBQ students? GSA Participation LGBTQ Inclusive Curriculum GSA participation is related to higher self-esteem LGBTQ inclusive curriculum is positively associated for all LGBTQ students,50 and the relationship is slightly with LGBTQ students’ feelings of attachment to stronger for transgender and nonbinary students.51 school,58 and we found an even greater benefit for transgender and nonbinary students.59 LGBTQ students who attend GSA meetings more frequently are less likely to feel unsafe regarding Inclusive curriculum is also associated with greater their gender,52 and the relationship is stronger for feelings of safety at school for all LGBTQ students.60 transgender and nonbinary students.53 The effects of inclusive curriculum on feelings of safety regarding gender and gender expression, Supportive School Personnel and on missing school because of feeling unsafe, are stronger for transgender and nonbinary students.61 Having LGBTQ-supportive staff is related to missing fewer days of school because of feeling unsafe for all Inclusive and Supportive Policies LGBTQ students,54 and the effect is even stronger for transgender and nonbinary students.55 Comprehensive policies are associated with lower levels of victimization based on gender expression Transgender and nonbinary students were less likely for all LGBTQ students,62 and the effect is stronger than cisgender LGBQ students to report incidents of for transgender and nonbinary students.63 harassment and assault to school staff,56 and were much less likely to report that staff intervention was effective.57 glsen.org/Research