Let Us Not Forget to Support LGBT Youth in the Middle School Years

Abstract

On January 2, 1997, 14-year-old Robbie Kirkland committed suicide after a four-year struggle to accept and find peace his homosexuality. Robbie knew he was gay at age 10, told his family, and his family loved, accepted, and supported him. But that was not enough, because every day Robbie had to go to school and face the many acts of rejection and anti-gay harassment which occur in our schools daily—name calling, taunting, pushing and tripping, and exclusion— which, over time, leave children like Robbie feeling ashamed, insecure, unworthy, and alone—and ultimately vulnerable to self-destructive behaviors. The message from Robbie's story is clear. Middle level educators have a responsibility to play a role in the safety and welfare of all young adolescents, including those who are lesbian, gay, bisexual, transgender, or questioning (L,G,B,T,Q).' The Human Rights Watch (2001) reported that there are more than two million LGBT youth of school age living in the United States, of every race, creed, social class, ability, and disability, found in urban, suburban, and rural schools. Yet, with few exceptions, most school districts fail to acknowledge or serve the needs of gay, lesbian, bisexual students, parents, and staff (Goodman, 1996, 10). While there are a growing number of educators, schools, and professional organizations willing to address the needs of these youth, far too many schools and educators do not acknowledge students who are gay or lesbian, nor address their needs. All educators need to know why it is necessary, even urgent, to support these students and must know the specific steps they can take in their schools to make them safe and more equitable places for gay and lesbian students.