Of the 3.2 million middle and high school students enrolled during the 2023–24 school year, an estimated 244,000 — about 10 percent — identify as falling on the LGBTQ spectrum, comprising lesbian, gay, bisexual, transgender, queer or questioning and other gender identities.
These briefs are designed to spark informed discussions among governance teams to ensure all students have the resources they need to succeed and thrive. The first in this series, “LGBTQ+ Students in Focus: Demographics and Academic Achievement,” sets the stage by examining the academic experiences of LGBTQ students in California schools, sharing key metrics such as enrollment data, chronic absenteeism and disciplinary data.
By recognizing and addressing these indicators, governance teams have the unique opportunity to foster more inclusive and supportive learning environments and can better identify disparities and develop focused interventions to support student success, according to CSBA Principal Research Manager Angela Asch.
“Governance teams can review their local educational agency’s policies on bullying, harassment and discrimination regularly and make sure those policies are up to date,” she said. “Equally important is governance teams allocating funding to support safe and supportive school environments for students and staff. Intervention programs such as counseling and restorative practices can support a positive school climate. Additionally, professional development funding for staff can include anti-bias training, and learning to recognize, report and prevent bullying and harassment, so all students and families feel welcome at school and students are engaged and receptive to learning.”
The Trevor Project’s “2021 National Survey of LGBTQ Youth Mental Health” found that among LGBTQ youth who reported that they had slept away from parents or caregivers, 55 percent ran away because of mistreatment, and 40 percent were kicked out because of discrimination based on their LGBTQ identity.
According to the Centers for Disease Control and Prevention’s Youth Risk Behavior Survey, LGBTQ youth in foster care or unstable housing experience increased challenges related to chronic absenteeism, mental health and substance use, as well as fights in school and bullying.
For California student respondents in the 2021 Gay, Lesbian and Straight Education Network, Inc. survey, nearly half (45 percent) of LGBTQ students reported experiencing anti-LGBTQ discrimination, including facing disciplinary actions for not abiding gendered dress codes, public displays of affection and barriers to using bathrooms aligned with their gender.
Discriminatory disciplinary practices are particularly concerning, according to the brief. For instance, LGBTQ students who reported missing school due to feeling unsafe were more likely to face discipline for truancy, compared to students who missed school for other reasons.
“Research from the Learning Policy Institute notes that students earn better grades and are more engaged in a positive school climate,” Asch said. “Further, according to a United Nations Educational, Scientific and Cultural Organization report, bullying and poor school climate correlate with lower student achievement, including test scores. And the Centers for Disease Control and Prevention’s ‘Supporting LGBTQ+ Youth’ found that practices that reduce LGBTQ stigma can promote the health and well-being of LGBTQ youth and foster school connectedness, which have also been shown to benefit the whole school environment.”
On the flipside, school climates characterized by harassment and discrimination lead to reduced academic performance, with many LGBTQ student who have faced discrimination or harassment reporting lower grade point averages, as well as diminished academic aspirations.
While many LGBTQ students plan to complete high school and pursue post-secondary education, the barriers they encounter can undermine these goals. According to the American Psychological Association, estimates suggest high dropout rates for LGBTQ students are correlated with the prevalence of these students reporting hostile school climates. For LGBTQ youth of color, the challenges are exacerbated by additional forms of discrimination linked to their race and/or ethnicity.
Addressing such disparities requires a concerted effort to create more inclusive, supportive school environments and to develop targeted interventions that address the specific needs of LGBTQ students, Asch said.
“Governance teams can take two important first steps to develop a positive school climate,” Asch noted. “First, governance teams can make safe and supportive schools a priority and embed those priorities into their Local Control and Accountability Plan goals. Second, they can follow up on those goals by reviewing local data, monitoring and evaluating progress. These actions provide information on whether implementation plans need to be adjusted or bolstered.
The brief concludes with an extensive list of local, state and federal resources to aid LEAs in better supporting their LGBTQ students, as well an appendix of important terminology.
The second brief will focus on mental and physical health disparities for LGBTQ students and how a positive school climate can support all students — especially those vulnerable to bullying and harassment.
