Download PDFFamilies are important to all children.
Families are children’s first place from which they view their world. Children in elementary school strongly identify with their families. They need to know that their families matter. Students perform better academically and socially when there is a positive relationship between families and schools.[1] Families are often discussed as part of the curriculum in elementary school. It is important for students from every kind of family to see their lives reflected in the classroom or the school.
Schools should be places where all children feel safe and secure.
Schools should be places where children can learn and thrive without fear of hurtful teasing and name-calling of any kind. To help all children feel safe and welcome, schools must pro-actively address all name-calling and hurtful teasing. Anti-gay and gender-based teasing begins in elementary school and can become pervasive at this age. It is important to think about the impact on children who are targets of this teasing and the feelings of the perpetrators and bystanders. All are harmed when their schools are not keeping everyone safe.
It is important to dispel harmful stereotypes and prejudices.
Learning in the context of the classroom what a word such as “gay” means clarifies students’ understanding. Instead of only hearing these words on the playground as put-downs, children can ask questions and get information to help dispel stereotypes that can lead to insults and physical harassment.
In the 28 random shootings in U.S. schools between 1982 and 2001, nearly all the boys who committed the violence had stories of being constantly bullied, teased and “gay-baited” — not because they were gay, but because they were different from the other boys: shy, artistic, theatrical, musical, non-athletic or “geekish.[2]
Gender-expansive messages empower children rather than limit them.
Develop messages that help all children achieve, whether it is academically, athletically, artistically or socially. Rather than messages that communicate “Boys don’t…, Girls don’t…,” messages should be “Boys can…, Girls can…, Children can…”
Welcoming schools provide students the opportunity to learn and succeed.
Students who experience acceptance [at school] are more highly motivated, engaged in learning and committed to school.[3] Also, students in schools with a greater sense of community are more academically motivated and have higher educational aspirations.[4] They are also more likely to develop social and emotional competencies and enjoy school more.[5]
Read more: Facts on Inclusive Schools
Read more: Responding to Concerns
[1] C.J. Pyszkowski (1987), cited in C. Patterson (1992), “Children of Lesbian and Gay Parents,” Child Development, 63 (pp. 1021-1042).
[2] Michael S. Kimmel & Matthew Mahler, “Adolescent Masculinity, Homophobia and Violence: Random School Shootings, 1982-2001,” American Behavioral Scientist, June 2003 (pp. 1439-1458).
[3] K. F.Osterman (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
[4] A. Bryk & M. Driscoll, “The High School as Community: Contextual Influences and Consequences for Students and Teachers,” National Center on Effective Secondary Schools, 1988. D. Solomon, V. Battistich, M. Watson, E. Schaps, & C. Lewis, “A Six-District Study of Educational Change: Direct and Mediated Effects of the Child Development Project,” Social Psychology of Education, 2000 (pp. 3–51). As cited in: Eric Schaps, National Association of Elementary School Principals, “Building Community: The Neglected Element in School Renewal,” September 2000.
[5] Eric Schaps, V. Battistich & D. Solomon, “School as a Caring Community: A Key to Character Education,” in A. Molnar (Editor), The Construction of Children’s Character, Part II, 96th Yearbook of the National Society for the Study of Education, 1997. D. Solomon, V. Battistich, M. Watson, E. Schaps, & C. Lewis, “A Six-District Study of Educational Change: Direct and Mediated Effects of the Child Development Project,” Social Psychology of Education, 2000 (pp. 3–51). As cited in: Eric Schaps, Educational Leadership, Association for Supervision and Curriculum Development.
