Protecting LGBT+ Students: In Memory of Middle-School Student Andy Leach

by Melinda Lejman

Andy Leach has been described by friends and family as a sweet and loving boy. The 12-year-old, who recently came out to classmates at Southaven Middle School as possibly bisexual, took his own life in March due to bullying. In addition to backlash from coming out, Andy was teased about his weight and told he was “worthless,” according to news reports that were released after his suicide. Unfortunately, this story is not unique – LGBT+ students across the nation experience higher levels of harassment and bullying than their cisgender counterparts.

An overview of findings from the Gay Lesbian and Straight Education Network (GLSEN) 2015 survey of 6th-12th grade LGBTQ students indicates that the vast majority, over 90%, reported at least one incident of verbal harassment related to their sexual orientation or gender identity. At least 2/3 of students indicated that their school staff practiced some form of LGBTQ- based discrimination and that they or others they knew had experienced it directly.

The most common form was related to public displays of affection which, according to respondents, were not punished when exhibited by heterosexual students. Over 20% of respondents reported that they were prevented from wearing clothing deemed gender inappropriate. More than 50% reported that their school had gender-specific honors at school activities, such as homecoming courts, and 70% of LGBTQ students reported that their schools engaged in some form of gendered structure for school activities.

As to the effects of this discrimination, the GLSEN study reported that LGBTQ students: were more than three times as likely as their cisgender counterparts to have missed school in the past month (44.3% vs. 12.3%); had lower GPAs than their peers (3.1 vs. 3.4); were more likely to be disciplined at school (46.0% vs. 27.9%); and had lower self-esteem, less sense of school belonging, and higher levels of depression.

The suicide of Andy and the heartbreaking knowledge that this might have been prevented with intervention from school officials begs the question: what are our schools doing to protect LGBTQ students facing discrimination and bullying? Among Tennessee, Mississippi and Arkansas, only Arkansas has enumerated anti- bullying laws in place to protect LGBTQ students. Enumerated anti- bullying laws specifically prohibit bullying and harassment of students based on their sexual orientation and/or gender identity.

Another state level protection for LGBTQ students includes non- discrimination laws, which provide protection from discrimination in schools. Some of these laws protect from discrimination based on sexual orientation, but not gender identity. Unfortunately, Tennessee, Mississippi, and Arkansas do not currently have these laws in place.

A disturbing piece of the puzzle includes “No Promo Homo” laws – local or state laws which may negatively affect or harm LGBTQ students. One example of a No Promo Homo law includes prohibiting teachers and educators from discussing gay and transgender issues, including sexual health and HIV/Aids issues, in a positive way, or at all. According to a map listed on the GLSEN website, Mississippi is one of seven states that have No Promo Homo laws in place. Also, Missouri is one of only two states in the country to pass a law specifically preventing school districts from crafting anti-bullying policies that identify specific examples of bullying or targeted groups.

The GLSEN report concludes the study with the following recommendations for improving school environments:
• Support student clubs, such as Gay-Straight Alliances (GSAs), that provide support for LGBTQ students and address LGBTQ issues in education;
• Provide training for school staff to improve rates of intervention and increase the number of supportive teachers and other staff available to students;
• Increase student access to appropriate and accurate information regarding LGBTQ people, history, and events through inclusive curricula

These comprehensive changes require participation from not only parents, teachers, and school administrators, but also school boards, city councils, state legislatures, federal and even the textbook industry. Yet we can all make a difference. Few residents engage with their school boards, local, government, and state legislatures. While cultural bias is a larger problem, the laws that discriminate against LGBTQ students are the result of small numbers of highly motivated people who opposed LGBTQ rights.

As highly motivated advocates for those rights, we can call our representatives, show up to school board or city council meetings, and create change. The GLSEN report also cites an increase in LGBTQ students who could identify a supportive student or teacher at their school. That is not enough, but that daily love and support should be there for every LGBTQ student while we fight for equality in our schools.

You can send a custom letter demanding LGBTQ inclusiveness in school by visiting GLSEN.org. While treating students with respect may be a fundamental cultural question, changes to our school systems require engagement on many levels.

For more information on state laws, visit glsen.org/article/state-maps or check out the Human Rights Campaign’s website at hrc.org/state-maps/anti-bullying.