A school district board can encourage or inhibit the development of
a safe and positive environment for all people within its boundaries
through its policies. Actions for school boards and superintendents:
- Determine a school
district policy. Support diversity (including sexual orientation and
gender) in an inclusive and safe school environment. Examine
employment/hiring policy and practices: reflect acceptance of GLBT staff
to serve as role models and resource people for GLBT youth.
- Know the laws and
policies. In formulation of policies consider state and national laws
such as the Minnesota Human Rights Act and the guidelines for school
district boards released from the Office of Civil Rights for the U.S.
Department of Education on Title IX. This recently has been interpreted
to include GLBT students.
- Be clear and direct.
Include strong and clear disciplinary action for those who victimize
GLBT students and staff and families.
- Provide training. Train
all staff to become advocates for all students including gay, lesbian,
bisexual and transgender students.
- Actively support GLBT staff. Support faculty members who advocate in the school and
community for respect of all students, staff, and families.
- Examine curriculum.
Implement curricula which specifically acknowledges GLBT accomplishments
in all subject areas.
- Include comprehensive
sexuality education with accurate information about the broad range of
human sexuality and sexual health for all students.
- Encourage outreach.
Encourage Community Education to offer classes on GLBT issues within
your district. Provide opportunities for discussion of the issues
regarding sexual orientation with parents and community leaders and
demonstrate to students and to the community how to have differences of
opinion on a subject with respect and integrity.
- Help educate the city,
regional and state policymakers. Advocate for other school districts to
develop inclusive and supportive environments for GLBT youth, staff and
their families.
Source: Alone No More, Minnesota Department
of Education, 1994 |
