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When Laws Solve Problems that Do Not Exist: Transgender Rights in the Nation’s Schools Josh Corbat Time and again research has shown us that schools in which students feel safe and included promote academic achievement and overall student health (see, for example, Greytak, Kosciw, Villenas, & Giga, 2016; Michael, Merlo, Basch, Wentzel, & Wechsler, 2015). Parent networks, community organizations, and school boards nationwide continuously espouse one common goal: to create the safe environments students deserve and to promote the academic, physical, and mental well-being of all members of our educational communities. Although this is certainly an admirable goal, it is far from a reality. Michael and colleagues (2015) have shown, in a review of the pertinent literature, that school policies and directives must better align with this goal in order to establish and maintain safe school environments. For members of our communities that are outside the mainstream culture and outside the now defunct gender dichotomy, these efforts are particularly important. In a report conducted and published by the Gay, Lesbian, and Straight Education Network (GLSEN) nearly all (87%) transgender students have reported being verbally harassed at school and over half (53%) have been physically assaulted because of their gender
The High School Journal – University of North Carolina Press
Published: Jan 6, 2017
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