Issue link: http://digital.copcomm.com/i/27719
The Safe Zone IT CAN BE AN UNCOMFORTABLE TOPIC. A student says in passing, “That’s so gay.” Another student is teased because of their perceived sexual orientation. Some teachers and principals don’t get involved. This might seem like an issue best left out of the classroom, but there’s a population of gay, lesbian, bisexual and transgender (GLBT) students who feel unsafe at school. Who are often being bullied in plain sight. Who are committing suicide at three to four times the rate of other students. Educators have a responsibility to make schools safe for all children. They also have a legal responsibility to respond to GLBT bullying. When teachers speak up against intolerance, they model behavior that can become one of the most important lessons their students learn. In the following stories, we examine the issue of GLBT bul- lying and explore four factors that create a safe culture in schools (page 10). Then we hear from students in a Gay-Straight Alli- ance who wrote personal accounts of what they wished teachers knew (page 14). There are tips on how to create a safe school environment (page 17) as well as CTA resources and legal inter- pretations (page 16). When teachers allow for the rainbow of differences in a classroom, they make schools safer for GLBT students, which in turn makes school safer for all students. And that’s when true learning happens. Story by Dina Martin • Photos by Scott Buschman • Illustrations by David Julian MARCH 2011 | www.cta.org 9