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14 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

The degree of teachers’ support for LGBTQ students can either add to or alleviate what
is known as minority stress (Swank, Frost, & Fahs, 2012). Swank et al. (2012) explained that
“minority stress theory is based on social stress theory (Dohrenwend, 2000; Pearlin, 1999),
which posits that stressors constitute any factors or conditions that require individuals to
adapt to changes intrapersonally, interpersonally or in their environments (Meyer, 2003a;
Pearlin, 1999)” (as cited in Swank et al., 2012, p. 226). They further clarified that this type
of stress may hinder individuals’ ability to adapt to and even to function in their everyday
environments; minority stress is, therefore, associated with lowered well-being and
impaired mental health for those individuals who experience it. Teachers need to become
aware of the possibility that LGBTQ students may be experiencing minority stress in the
classroom or school environment that can affect their learning. They need to do everything
possible to support these students within the classroom and school environment.

School Culture
In a traditional P-12 school environment, student issues of a personal nature are typically
supported by and assigned to school counselors, who are uniquely qualified to provide support
for a student’s personal and social development (American School Counselor Association
[ASCA], 2010). Studies have shown that, in the school environment, if LGBTQ students
know that the school counselor is active and supportive, a significant decrease in stress
levels and suicidal behavior occurs (Bidell, 2011; Lee, 2002; Valenti, & Campbell, 2009).
The national ethical standards of school counselors state that “each person has the right to
be respected, be treated with dignity and have access to a comprehensive school counseling
program that advocates for and affirms all students from diverse populations including…
sexual orientation, gender, [and] gender identity/expression” (ASCA, 2010, p. 1).
School counselors are directed to provide
Teachers’ advocacy for the services so that each student has an opportunity
and a plan for being successful in school and has the
students in their classroom is skills necessary to be successful after graduation.
Many schools provide support by having a gay/
one of the most important roles straight alliance or similar organization. These
groups are advised by school counselors, teachers,
that teachers can play in their or administrators who are willing to provide

students’ lives. energy and support to the student organization. In
addition, school staff need to model appropriate
language and be prepared to intervene when other
students make homophobic remarks. A zero-tolerance policy for harassment should exist,
with clear consequences in place, so all students are aware of expected behavior.
Teachers need to realize that being welcoming and supportive of LGBTQ students
and organizations can have a positive impact on students who are questioning their
sexuality, and being supportive can send a signal that different sexual orientations and
family configurations are acceptable (Lee, 2002). In addition to discussing teacher support
of LGBTQ students, Russell et al. (2010) explained that “a lack of intervention by school
authorities when hearing homophobic remarks in school sends a message to students that
such language is tolerated; school staff making homophobic remarks sets an example that
intolerance toward LGBTQ people is acceptable” (p. 10).
In an excerpt from Kevin Jennings’ book, One Teacher in Ten, a gay teacher shared
“some tentative steps toward accepting myself. I never came out to anyone… My art teacher
… showed me that there were other ways to see the world…she led by example, sharing