LGBTQ STUDENTS: Creating a Supportive School Environment


[semester equivalent = 2.00 credits]

3 0
3 0


Brian Long



Most lesbian, gay, bisexual, transgender and queer/questioning (LGBTQ) students don’t feel safe in our schools. Although progress has been made, a recent study by GLSEN shows that 85.2% of LGBTQ students experienced verbal harassment and over 65% of this group avoid school functions and extra-curricular activities. This new online course will open communication lines between K-12 educators to share techniques and strategies to build safe, effective learning environments for students of all genders and sexual orientations.  The LGBTQ Student class assignments will help educators build vocabulary, communication and advocacy skills that will be reflected in the confidence of their students to not only feel safe, but to thrive in school.

This course is appropriate for teachers of all subjects, grades K-12. Internet access is required, along with course text book; Safe is Not Enough: Better Schools for LGBTQ Students. (available on for $20, used.)


LEARNING OUTCOMES: Upon completion of this course, participants will have:

Upon completion of this course, participants will have:

  1. Greater awareness for the importance of LGBTQ-inclusive schools
  2. Enhanced knowledge and understanding of LGBTQ issues facing today’s students.
  3. Analyze state-specific statistics on LGBTQ issues such as bullying, absenteeism and participation in extra-curricular activities.
  4. Compare and contrast the effectiveness of interventions such as “Safe Spaces” and LGBTQ-friendly schools.
  5. Enhance communication with students regarding LGBTQ issues.
  6. Develop effective LGBTQ-inclusive lessons & curricula
  7. Identify federal laws and school policies new and relevant to bullying and LGBTQ issues.
  8. Identify online and community resources available to enhance the education of teachers, students, parents and administrators.

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



Sadowski, Michael Safe is Not Enough: Better Schools for LGBTQ Students. 232p. (Youth Development & Education Series). Harvard Education. 2016 ISBN-13: 978-1612509426

  • Safe Is Not Enough: Better Schools for LGBTQ Students (Youth Development and Education Series)
    ISBN# 1612509428
    by Sadowski, Michael, Jennings, Kevin

    Buy from Amazon


Text, Safe is Not Enough: Better Schools for LGBTQ Students, cost approximately $20 on


Brian Long, M.A. is a teacher at a public high school. He has earned his B.S.E. in Physical Education as well as his M.A. in health education from the State University of New York at Cortland.

He has served as a member of the C.A.R.E. (Character Alliance Reaches Everyone) Committee and Drug Awareness Coalition in his school district. Brian has created in-service workshops in computer programs and has developed extra curricular intramural programs at his school.

In 2008, Brian was the recipient of the Middle Country Central School Districts SPARC (Special Performance/ Achievement Recognition & Commendation Award) as well as NYSUT’s Community Service Award in 2009.


LGBTQ STUDENTS: Creating a Supportive School Environment

Byard, Eliza. “How to Deal With LGBT Issues in Schools”, Audio blog post. Harvard EdCast. Harvard Graduate School of Education. January 25, 2013.

Gately, Donald F. (2013). Why Our Middle School Has A Gay-Straight Alliance. (online blog)

GLSEN. (2017).  School Climate in Oregon (State Snapshot) New York: GLSEN

GLSEN. (2011) The Safe Space Kit: Guide to Being an Ally for LGBT Students. 47p. New York

GLSEN. (2013) The GLSEN Jump Start Guide:Building and Activating Your GSA or Similar Student Club. New York

GLSEN. (2015) The 2015 School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. 174p. New York.

Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C. & Danischewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN.

Poteat, Paul, V. Gay Straight Alliances: Promoting Student Resilience and Safer School Climates. American Educator, Winter 2016-2017

Rizga, Kristina. Coming Out In High School: How One Gay-Straight Alliance Supports Students. American Educator, Winter 2016-2017