Supportive teachers are a lifeline for LGBTQ+ students.

Teachers, ask yourself how you are supporting LGBTQ students today:

  • Does your virtual classroom include visible signs, like Zoom backgrounds or posters, showing that you are LGBTQ affirming?

  • Are you normalizing pronoun sharing by sharing your pronouns, verbally, or by adding your pronouns to your name on your virtual platform if you have the option? Are you creating spaces for students to share their pronouns?

  • Are you establishing trust with LGBTQ students by using gender-inclusive and non-heteronormative language such as “students” instead of “boys and girls” and “family” or “caring adult” instead of “mom and dad”?

  • Can you confirm a private, virtual connection with an LGBTQ student that is not supported at home, so you can check-in with them about their family dynamic and brainstorm self-care strategies?

  • Have you addressed the greater risk for LGBTQ cyberbullying — as students overall spend more time online during this period of social isolation — by utilizing teachable moments to not only stop negative anti-LGBTQ language and behavior, but also to educate about LGBTQ terminology, history, and current events?

  • With LGBTQ drop-in centers closed and LGBTQ student clubs (i.e. GSA’s) no longer in session, are you sharing direct, online LGBTQ resources with your students that provide affirming support and connection for LGBTQ youth in virtual settings day or night — including the Trevor Project which offers 24-hours-a-day, 365-days-a-year confidential and online support for LGBTQ youth?


Taken from NEA’s EdJustice “In Response to COVID-19: A Checklist to Support LGBTQ Students During Distance Learning" 

PFLAG South Bay