ABSTRACT
It is important to note that far too often, LGBTQ and perceived-LGBTQ students are portrayed as perpetual victims of violent acts. Professionally, we have witnessed first-hand the harm that non-inclusive schools can do to LGBTQ and perceived-LGBTQ students. Because of our experiences with LGBTQ issues, both personally and professionally, we are able to talk about the current state of LGBTQ and perceived-LGBTQ students, schools, and leadership training. Students protest harassment directed at LGBTQ and perceived-LGBTQ students by refusing to speak at school on the selected day. There should be no surprise that, despite these efforts, LGBTQ and perceived-LGBTQ students continue to experience high levels of harassment and other forms of violence. Clearly, this strategy of creating rituals, celebrations, and activities affirming LGBTQ and perceived-LGBTQ students is closely related to affirming other dimensions of diversity. Safe zones, or areas of a school where students can freely express themselves, constitute another example of how schools can support LGBTQ and perceived-LGBTQ students.
