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As recommended by the Statewide
LGBTQ2SIA+ Student Success Plan, adopted by the Oregon State Board of Education, the Oregon Department of Education (ODE) is committed to demonstrating leadership to districts, schools and families by continuously "collecting and disseminating resources, providing guidance, addressing violations of policy in a timely manner, and proactively building districts' capacity to create trusting, connected and inclusive environments." (Domain 3, Objective 2: ODE Capacity to Support Districts and Families)
Information on this webpage seeks to clarify the legal requirements and LGBTQ2SIA+ student rights related to safe and inclusive environments; link to related content standards; uplift local and national LGBTQ2SIA+ data; share local resources to foster resilience and connection; support administrators and educators with resources, sample instructional materials, and professional development opportunities; empower youth to understand their rights and find joy in their identities; connect parents and caregivers to culturally sustaining supports; and expand access to mental health supports in and outside of school for LGBTQ2SIA+ students and communities, in alignment with the LGBTQ2SIA+ Student Success Plan.
Please note: Resources will be updated periodically to reflect affirming best practices. The express intent of this page is to provide comprehensive resources specific to and aligned with the LGBTQ2SIA+ Student Success Plan, but may not include all available sites, documents, reports, and/or data sources. To suggest a new resource or alert us of an outdated resource, please contact the LGBTQ2SIA+ Student Success Coordinator at
LGBTQ2SIA.Success@ode.oregon.gov.
What are districts and schools in Oregon expected to do?
Laws, Rules, and Guidance
The following section outlines the laws, rules, and plan document for the Oregon Department of Education (ODE) LGBTQ2SIA+ Student Success Program.
The following are additional Oregon and ODE laws, rules, and policies related to LGBTQ2SIA+ student success through the creation of safe and affirming school environments.
ODE Supporting Gender Expansive Students: Guidance for Schools, January 2023
Developed in partnership with students, families, school districts, community-based organizations, and state agency partners, this guidance is grounded in the civil rights of students to be free from gender identity-based discrimination when pursuing their education.
Oregon Civil Rights Law (ORS 659.850), Federal Title IX
Protects students against discrimination, and identifies sex, sexual orientation, and gender identity as protected classes (as well as race, color, religion, national origin, marital status, age or disability). See Title IX page for more information.
Human Sexuality Education (OAR 581-022-2050)
Sexuality education, within Health education, mandates use of “inclusive materials, language, and strategies that recognizes different sexual orientations, gender identities and gender expression.” See sexuality education page for more information.
Menstrual Dignity for Students (2021 HB 3294; OARs 581-021-0587 to 0596)
The Menstrual Dignity Act creates the requirement and provides funding for school districts to provide free menstrual products for all menstruating students in public schools in Oregon, including elementary, middle, and high school students, in all student bathrooms, including male, female, and all-user bathrooms. See dropdown at the bottom of the sexuality education page for information on program requirements, an implementation toolkit, and reimbursement forms.
Every Student Belongs (HB 2697 2020; OAR 581-022-2312)
The Every Student Belongs rule requires education program providers to prohibit symbols of hate as well as adopt policies and procedures for responding to bias incidents. Bias Incidents may include derogatory language or behavior, microaggressions, insults, verbal assaults, and invalidations, that may be deliberate or unintentional, directed at or about LGBTQ2SIA+ students. Districts are encouraged to utilize the Bias Incident Response Guide when developing procedures for responding to bias incidents. See Every Student Belongs page for more information.
Oregon Safe Schools Act (ORS 339.351 to 339.364)
Requires that schools provide educational environments free of bullying, intimidation, harassment, and cyberbullying. Schools may not take or condone any action that creates a hostile educational environment, which includes interfering with the psychological well-being of a student.
Suicide Prevention, Intervention, Postvention (ORS 339.343; OAR 581-022-2510)
“Adi’s Act” requires Oregon School Districts to develop comprehensive district Student Suicide Prevention Plans.
Oregon Standards & Performance Indicators
The LGBTQ2SIA+ Student Success Plan recommends that districts “support and expand inclusive education standards with additional resources” across all grades and subjects. (Student Success Plan Domain 2, Objective 2, Strategy 1). Please see below for Oregon and national K-12 content standards which include and affirm LGBTQ2SIA+ identities:
Health Education & Comprehensive Sexuality Education
Oregon Health Education Standards and Performance Indicators were adopted by the State Board of Education in October 2023. As a required part of core content area Health Education, these performance indicators include gender identity and expression starting in Kindergarten, and sexual orientation starting in 3rd grade:
Social Sciences
With the passage of the Ethnic Studies and Inclusive Education law in 2017, ODE was directed to develop and adopt through the State Board of Education new social science standards and instruction that includes the study of “ethnic and social minorities,” inclusive of LGBTQ2SIA+ individuals.The Ethnic Studies Integrated Social Science Standards, adopted in 2021, include LGBTQ2SIA+ identities, histories, and perspectives, for all grades K-12. For additional information please visit the ODE Social Sciences webpage.
Social Emotional Learning
With the passage of HB 2166 (2021) ODE must oversee the development of a Social Emotional Learning framework and education standards for K-12 schools that “promote[s] self-awareness, awareness of others, critical thinking, and understanding regarding the interaction between systemic social structures and histories, contributions and perspectives of individuals,” naming LGBTQ2SIA+ youth as one required student population to support.
What do the LGBTQ2SIA+ student data tell us?
LGBTQ2SIA+ Data
Please see below for Oregon and national LGBTQ2SIA+ data that districts and schools may review and uplift in order to inform programmatic, policy, and instructional decisions, with the goal of creating safer and affirming school communities for LGBTQ2SIA+ students.
Oregon Data
National Data
Intersectional Data
- 2024 Disabled LGBTQ+ Youth Report, Human Rights Campaign, March 2024
- The Mental Health and Well-Being of Latinx LGBTQ Young People, The Trevor Project, 2023
The Mental Health and Well-Being of Multiracial LGBTQ Youth, The Trevor Project, 2022
Latinx LGBTQ+ Fact Sheet to Promote More Inclusive Educational Practices and Policies, UnidosUS, 2021
Erasure and Resilience: The Experiences of LGBTQ Students of Color Reports, GLSEN, 2020
All Black Lives Matter: Mental Health of Black LGBTQ Youth, The Trevor Project, 2020
- Black and African American LGBTQ Youth Report, Human Rights Campaign, 2019
Improving LGBTQ2SIA+ Data Collection
The LGBTQ2SIA+ Student Success Plan recommends ODE partner with the Oregon Health Authority (OHA) to develop a statewide “School Climate and Culture survey with components for students, educators, and administrators.” (Student Success Plan Domain 3, Objective 1, Strategy 1; Domain 1, Objective 2, Strategy 1, Action 1a; Domain 1, Objective 1, Strategy 4, Action 4a)
While this development is in progress, districts may consider how to expand their current data collection or offer climate surveys to assess LGBTQ2SIA+ student wellbeing and needs using the below resources:
How do we create inclusive and affirming school communities?
Planning Tools and Frameworks for Administrators
The
LGBTQ2SIA+ Student Success Plan recommends a Supportive Educators objective that asserts, “educators (including teachers, administrators, and classified staff) have the training and ongoing support to build trusting, connected and inclusive environments”
(Student Success Plan Domain 1, Objective 1).
The following resources may be useful for administrators & school staff in creating and sustaining LGBTQ2SIA+ affirming school communities.
Oregon Department of Education Guidance to Districts
Oregon and National Planning Tools and Frameworks for Affirming School Communities
Creating Safer Spaces for LGBTQ Youth: A Toolkit for Healthcare, Education, and Community-Based Organizations, Advocates for Youth (pdf toolkit)
Resources for Gender Inclusive Schools, Gender Spectrum (website with resources including sample policies, talking points, gender support plan templates, and more)
- Welcoming Schools Back-to-School Kit 2024 School Year, HRC Foundation Welcoming Schools (English/Español; pdf guide includes K-5, Middle, and High School book lists, coloring book, anti-LGBTQ interruption tips, and bullying-prevention and inclusion checklists)
Inclusive Materials & Practices for Educators
The LGBTQ2SIA+ Student Success Plan recommends an Inclusive Curriculum objective that asserts, “students experience LGBTQ2SIA+ inclusive, affirming, and culturally sustaining curriculum and pedagogy across grades and subjects” (Student Success Plan Domain 2, Objective 2, Strategy 1, Action 1a-b) and a Supportive Educators objective that asserts, “teachers create intentional teaching practices that foster inclusive classroom environments” (Student Success Plan Domain 1, Objective 1, Strategy 4). To learn more about instructional materials or content area support, please visit the Instructional Materials webpage and the Standards and Instruction webpage.
Inclusive and Affirming Instructional Materials
The following resource(s) may be considered when districts are reviewing LGBTQ2SIA+ affirming materials for adoption or for supplemental use across all content areas:
Inclusive and Affirming Teaching Practices for Educators
Yes! But How? LGBTQ+ Inclusion for Educators, New York City Department of Education Office of Safety & Youth Development and the Office of Curriculum, Instruction, & Professional Learning (pdf comic and guidance document)
2024 Disabled LGBTQ+ Youth Report, Human Rights Campaign (HRC) Foundation (webpage report and guide for parents, educators, administrators, and mental health providers)
Black & LGBTQ: Guide to Approaching Intersectional Conversations, The Trevor Project, 2021 (website and pdf guide)
Educating Educators: Knowledge, Beliefs, and Practice of Teacher Educators on LGBTQ Issues, GLSEN, September 2022 (research brief)
Safer Affirming Spaces: Athletics, Facilities, Activities, and Clubs
The LGBTQ2SIA+ Student Success Plan recommends a Safer Affirming Spaces objective that asserts, “youth feel safer, more supported, and seen in school spaces.” The strategies within this section further recommend districts “provide LGBTQ2SIA+ youth with access to facilities and activities for all genders in K-12 and higher education institutions.” (Student Success Plan Domain 2, Objective 1, Strategy 1, Action 1a).
The following resources may be considered when districts are increasing student access to safe and affirming spaces within schools.
Access to Inclusive Athletics, Facilities, Activities, and Student Clubs
Creating Safer Spaces for LGBTQ Youth: A Toolkit for Healthcare, Education, and Community-Based Organizations, Advocates for Youth (pdf toolkit)
Gender Identity Participation Policy, Oregon School Activities Association (OSAA), 2019
Game Plan for Coaches: Creating Safe and Inclusive Teams for LGBTQ+ Athletes, GLSEN 2021 (pdf guide)
Schools In Transition: A Guide for Supporting Transgender Students in K-12 Schools, Gender Spectrum, National Center for Lesbian Rights, Human Rights Campaign, ACLU, & National Education Association (pdf guide)
GSA Resources, GLSEN (website)
Includes resources, support networks, policy and activity examples for starting, supporting, and sustaining Gender and Sexuality Alliance (GSA) student clubs.
Professional Development Opportunities
The LGBTQ2SIA+ Student Success Plan recommends a Supportive Educators objective that asserts, “educators (including teachers, administrators, and classified staff) have the training and ongoing support to build trusting, connected and inclusive environments” (Student Success Plan Domain 1, Objective 1, Strategy 1, Action 1a-b; Strategy 2; and Strategy 4).
The following resources may be considered when districts are planning for K-12 LGBTQ2SIA+ affirming school communities professional development for school staff.
Local Offerings
LGBTQ2SIA+ Affirming Classrooms, Oregon Teacher Training Institute (OTTI), a collaboration between ODE, OHA, DHS My Future-My Choice Program This Comprehensive Sexuality Education training includes LGBTQ2SIA+ Affirming Classroom best practices and skills practice. Subscribe to the
ODE Sexuality Education listserv to be notified of upcoming OTTI opportunities.
Many school districts will choose to work with a local LGBTQ2SIA+ serving community-based organization for professional development. Please see
this list of local organizations and considerations for bringing
guest speakers into classrooms.
National Offerings
-
PRISM: Providing Relevant, Inclusive Support that Matters for LGBTQ+ Students
, The California Department of Education and Los Angeles County Office of Education.
Six-course online training to bolster support for LGBTQ+ youth. (For 6-12 educators and school staff)
-
LGBTQ+ Learning Modules
, Center of Excellence on LGBTQ+ Behavioral Health Equity.
Free, 6-part self-paced course on terminology, identity development, disparities, and best practices. (For behavioral health providers)
-
LGBTQ Inclusive Research and Education Webinars
, GLSEN. (For educators, school staff, and mental health providers; K-12)
-
Early Childhood Resources
, Gender Justice in Early Childhood.
Includes handouts, tools, and book lists for Early Childhood Education professionals. (For early childhood educators and parenting educators)
What supports are available for youth and families?
Student & Youth Resources
The LGBTQ2SIA+ Student Success Plan recommends a Supportive Peers objective that asserts, “youth are supported to develop understanding of and respect for individual, family, and cultural differences including sexual orientation, gender identity, and gender expression.” (Student Success Plan Domain 1, Objective 2).
The following student-facing resources may be considered when districts are planning activities and opportunities for LGBTQ2SIA+ student engagement.
Supporting LGBTQ2SIA+ Students in Oregon, Oregon Department of Education (ODE) (pdf guide to support in school)
1-pager for students that outlines what supportive options should be available to all LGBTQ2SIA+ students in Oregon public schools. Developed alongside the Supporting Gender Expansive Students: Guidance for Schools by ODE.
The Gender Justice Navigator, Intersect
Free, publicly available, searchable map and directory of organizations and programs doing gender-specific work in Oregon and Native Nations that share geography with Oregon.
All in My Head: Real Teens, Real Talk (podcast)
Podcast project for youth, by youth in Multnomah County; Funded by local Oregon-based grants for youth engagement: the LGBTQ+ Mini-Grant by the Oregon Health Authority, the Association of Oregon Community Mental Health programs, and the Oregon Alliance to Prevent Suicide.
Campus Pride Resources (website)
Collection of resources for LGBTQ2SIA+ students who are applying or attending colleges and universities in the U.S., including an index based on inclusivity metrics.
LGBTQ+ College and Career Planning Resources (webpage)
A resource webpage for LGBTQ2SIA+ students from Big Future and Campus Pride.
imi Mental Health Guides (interactive web app)
imi (eye-me) is a free, research-backed, mental health web app developed by Hopelab in partnership with the It Gets Better Project, CenterLink, and hundreds of LGBTQ+ youth. It's a virtual tool for LGBTQ+ teens, by LGBTQ+ teens and their allies to help LGBTQ+ young people explore their identity and support their mental health.
The Coming Out Handbook (web guide or pdf)
With tools and guiding questions, this online manual created by The Trevor Project supports LGBTQ young people in exploring what coming out safely can mean to them and deciding if, when, and how to reveal this essential part of their identity to someone in their life.
Online Community Forums
Parent, Family, & Caregiver Resources
The
LGBTQ2SIA+ Student Success Plan
recommends a Supportive Families objective that asserts, “districts invest in culturally responsive family engagement that support LGBTQ2SIA+ students, and are provided with the guidance and resources to do this well”
(Student Success Plan Domain 1, Objective 3, Strategy 1).
The following resources may be considered when districts are planning LGBTQ2SIA+ affirming parent, family, and community engagement opportunities, especially to “address family behavior that students may perceive as unsupportive”
(Student Success Plan Domain 1, Objective 3, Strategy 1, Action 1b).
Supportive Research and Resources
Support Groups
-
PFLAG Resources (website)
Includes family support materials, on-demand training recordings, toolkits, and culturally specific resources for families. PFLAG has numerous local chapters across Oregon as well as identity-specific
virtual support groups.
How to File a Complaint or Appeal
Have you experienced discrimination related to gender identity or sexual orientation within your school community, or by a school or district staff member? Does your school or district refuse to include LGBTQ2SIA+ content standards, in compliance with Division 22 rules?
Please see the ODE Filing a Civil Rights Complaint webpage for more information on how to report a complaint to your school district or appeal a complaint to ODE. Please note that ODE can only accept complaints of discrimination on appeal, meaning that you have to first submit a complaint to your school district. You can file an appeal with ODE once you have either exhausted the district’s complaint process (meaning you have received a final response and there are no further appeal options available), or if you filed a complaint and have not received a response within 90 days.
The ODE Complaints and Appeals webpage has more information on specific timelines, and contact information you can use if you have questions about how to file a complaint.
Resources for Filing Complaints and Appeals in Oregon
Supports for Youth Experiencing Foster Care and/or Housing Instability
Guidance and Tools
Best Practices for Supporting LGBTQ2SIA+ Youth and Families When Considering Mandatory Reporting, Unicorn Solutions, 2024 (pdf resource)
Resource which outlines LGBTQ2SIA+ supportive strategies alongside Oregon mandatory reporting requirements.
Guidance for the Placement of Transgender, Non-binary, and Gender Expansive Youth in Congregate Care, Human Rights Campaign (HRC) Foundation, 2023 (pdf resource)
The National Quality Improvement Center Tailored Services, Placement Stability, and Permanency for LGBTQ2S Children and Youth in Foster Care (webpage)
Includes webinar archives, resources, and information on supporting LGBTQ2SIA+ children and youth in foster care.
Homeless Youth Handbook, Oregon Chapter (webpage)
Research and Data
More resources and information may be found on the ODE
Foster Care webpage and the
McKinney-Vento webpage.
How do students and families access affirming healthcare in Oregon?
Mental Health & Crisis Response
The LGBTQ2SIA+ Student Success Plan recommends a Safer Affirming Spaces objective that asserts districts should “collaborate across health, education, and community partners to expand access to mental health supports in and outside of school” (Student Success Plan Domain 2, Objective 1, Strategy 2).
Crisis Support and Response Resources
The following phone, text, and chat may be shared with LGBTQ2SIA+ students who need emergency intervention for suicide and to support mental health more broadly.
Gender Affirming Care Resources
The LGBTQ2SIA+ Student Success Plan recommends a Safer Affirming Spaces objective that asserts districts should “collaborate across health, education, and community partners to expand access to mental health supports in and outside of school” (Student Success Plan Domain 2, Objective 1, Strategy 2).
The following resource(s) may be considered when districts and school health professionals are supporting students, parents, and caregivers in accessing information about gender affirming care, in order to stay engaged in school.
More resources may be found on the ODE Mental Health & Well-Being Resources webpage.
How do we stay connected to the LGBTQ2SIA+ Student Success Program?
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