he 2019 GLSEN survey found that 60% of LGBTQ students surveyedhad been sexually harassed in the past year (Kosciw et al., 2020). The rela-tionship among gender bias, homophobia, and harassment is complicated.On the one hand, young women of all sexualities experience harassment,including homophobic harassment if they act in ways that do not fit thenorms for women. So the scope of gender- and sexuality-related harassmentis quite broad for women. Because young men have a narrower range ofacceptable masculine behavior, they too are targets for homopl1obic harass-ment on the basis of any gender nonconforming behavior, including havingany forms of disagreement devolve into homophobic taunts. The intersec-tions of categories of identity, then, must become central to how educators

For example, students in schoolswith Gay-Straight Alliances or Gender and Sexuality Alliances report hear-ing fewer homophobic remarks, report seeing staff intervene in bias moreoften, and were less likely to feel unsafe in their schools. Moreover, studentsin schools with inclusive curriculum reporte<l lower levels of harassment,higher attendance rates, and more feelings of connection to their schools.

But teachers feel pressured to maintain their focus on accountabilityand also report not feeling well prepared to address incidents of harassment(Greytak et al., 2016; Lichty et al., 2008; Meyer, 2008). Teachers further re-port that they themselves are not well prepared on issues related to LGBTQstudents, and even if they know what to do to make classrooms welcoming,most do not put that knowledge into action (Greytak et al., 2016).This research on the disconnection between policies and school actionpoints to a number of different challenges for teacher and administratorpreparation programs. We need to find ways to motivate those teachersand leaders who are already aware of the need for advocacy but are notable to overcome their personal biases or overcome the obstacles that otherpeople's biases pose for them. In short, educators need to know how to be

must take proactive steps to ensure that students' rights under Title IX andthe Fourteenth Amendment, as well as Minnesota's Human Rights law, areprotected. The consent decree states that "all harassment, including thatbased on nonconformity to gender stereotypes and/or gender identity andexpression," (p. 8) as well as any "sex-based or sexual orientation-based,"(p. 10) is prohibited. All school personnel receiving a report of such harass-ment need to "investigate, address, and respond" to such report followingall relevant laws and regulations (p. 9) (Doe v. Anoka-Hennepin, 2012).

This chapter details recent studies and theoretical work on thehostile climate in schools, examines gaps in curricula, and discusses family-related issues that also challenge LGBTQ students or students with LGBTQparents. These may include a lack of role models in schools, discomfort withparental involvement, or, especially in the case of children with LGBTQ par-ents, difficult relations between school and family (Kosciw & Diaz, 2008).

Experiences of harassment, assault, or simply not seeing any representa-tion of LGBTQ lives in the curricula all contribute to negative school-basedexperiences. This chapter details recent studies and theoretical work on thehostile climate in schools, examines gaps in curricula, and discusses family-related issues that also challenge LGBTQ students or students with LGBTQparents.