Harassment in the Halls: How the School Board May Help

by Erica Schwanke

Now that classes are over, school is likely the last thing on the minds of most students, who are filling their calendars with family trips and outings with friends. But on the inevitable bad weather day, maybe you’ll find yourself reflecting on the school year past and what about your school needs to change.

A recent study published by GLSEN (Gay, Lesbian, and Straight Education Network) call Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation’s K-12 Schools found some startling statistics pertaining to the treatment of students with LGBT parents. The study found that 23 percent of students feel unsafe at school and 42 percent reported verbal harassment by their classmates. In interactions with teachers, principals, and other staff 22 percent of students have been discouraged from discussing their families, and 28 percent have heard these same staff members make negative remarks about LGBT families.

To say that this is unacceptable is a gross understatement. The problem here is not only in the student body, but also in the staff. If a student is having trouble with his or her classmates and experiencing harassment, it is important that he or she is able to turn to the staff for support and possible solutions. Yet these statistics make it clear that students don’t always have that option.

When the staff, teachers, and principals no longer provide a safe space for students to turn to, they are part of the problem, and the problem can begin to seem hopeless. Schools need to be a safe space for students to express themselves and not be afraid. For some students, there may be a solution.

School boards were officially created by the Free School Act of 1834. Although each school board must adhere to different state and county laws, the function of school boards throughout the United States is very similar. The main purpose of a school board is to govern the operation of school districts. This governing happens through the creation of policies, which represent the community governed as well as the board’s vision. It is then the school board’s responsibility to hire and supervise a superintendent who ensures that the policies are implemented through the developing regulations placed on the schools.

This may be confusing to some, but it basically means this: if a student is experiencing problems in school, and the teacher, principal, or a staff member is not assisting the student in finding a solution, but instead adding to the problem, that student has the right to address the superintendent, as well as the school board, and explain the problem. If the student is able to prove that this harassment is taking place, the school board may choose to make changes in school policy, which could lead to the implementation of regulations that would ensure that student’s (or group of students) safety.

Still, as much as one would like to believe that all school boards at all times are 100 percent sympathetic to students, this isn’t always the case. In order to ensure success if you plan to address your school board, get a group of individuals together who have been victim to or have witnessed the harassment firsthand and agree that it is a problem. If any teachers, staff members, or other adults are concerned with the harassment, make sure they are also involved. With each additional individual, there will be more support and more resources available, which will decrease the stress of the situation. The more people you have on your side, the more seriously you are likely to be taken. At the same time, don’t be afraid to do it alone.

If you are a U.S. student experiencing a problem at school or would like to learn more, this link will provide you with information—including contact information—of all fifty state school boards.