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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 To suggest a new resource or alert us of an outdated resource, please contact the LGBTQ2SIA+ Student Success Coordinator at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. For additional information please visit the ODE Social Emotional Learning webpage.
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
Statewide Report Card 2021-22: Non-Binary (X) Data (pg. 8), Oregon Department of Education (ODE)
Student Health Survey (SHS), Oregon Health Authority (OHA)
Includes gender identity & sexual orientation, bullying and sexual violence indicators
2021 School Climate in Oregon: State Snapshot, GLSEN National School Climate Survey, GLSEN, 2023
LGBTQ+ Community Survey, 2021 Rogue Action Center LGBTQ+ Listening Project
Oregon Safe Schools and Communities Coalition (OSSCC) 2020 State of Safe Schools Report, Unsafe, Unseen, Unacknowledged: Addressing Hostile Educational Conditions for LGBT Youth in Oregon
Survey of the Needs of Transgender Youth in Oregon, Oregon Health and Science University (OHSU), 2019
Oregon LGBTQ+ Older Adult Survey Report, Oregon Department of Human Services (ODHS), 2021
More information, including a Fact Sheet, and Executive Summary documents in multiple languages, can be found on the ODHS website
National Data
Intersectional Data
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:
LGBTQ+ Data Inclusion in K-12 Education Systems, GLSEN, 2022
Measuring Sexual Orientation & Gender Identity in Surveys of Adolescents, GLSEN, 2022
2SLGBTQ Community Readiness Survey, Healthy Native Youth, 2020 (survey template)
Created in partnership with Healthy Native Youth’s Community of Practice friends from NAYA Two Spirit Safe Space Alliance and the Pascua Yaqui Tribe
Local School Climate Survey, GLSEN
GLSEN’s Local School Climate Survey is a free online survey tool for students, educators and other advocates to use to collect data on students’ experiences in their local school communities, such as, bullying, harassment, and bias based on gender, disability, sexual orientation, race/ethnicity, gender expression, body type and/or religion.
- Intersex Data Collection: Your Guide to Question Design, interACT Advocates
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
Affirming Students through Inclusive Staff Policies: Policies For Trans & Gender Diverse Staff Belonging, November 2022 (pdf guide and policy template)
Oregon policy guide and sample template for school districts and ESDs on supporting trans and gender diverse staff in K-12 schools, authored by Lake M.Ed. and Siche Green-Mitchell M.Ed. LSPC, endorsed by the Oregon Alliance to Prevent Suicide.
LGBTQ Inclusivity in Schools: A Self-Assessment Tool, Centers for Disease Control and Prevention (CDC) (pdf assessment tool)
Not sure where to start? This CDC tool may help districts and organizations assess where to start when creating inclusive and affirming school environments.
Creating Safer Spaces for LGBTQ Youth: A Toolkit for Healthcare, Education, and Community-Based Organizations, Advocates for Youth (pdf toolkit)
- Welcoming Schools Back-to-School Kit 2022-2023 School Year, HRC Foundation Welcoming Schools (pdf guide which includes K-5, Middle, and High School lessons, book lists, talking points, and resources)
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)
Advocating for LGBTQ Students with Disabilities, HRC Foundation (pdf guide for parents and educators)
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)
- Affirming Students through Inclusive Staff Policies: Policies For Trans & Gender Diverse Staff Belonging, November 2022 (pdf guide and policy template)
Oregon policy guide and sample template for school districts and ESDs on supporting trans and gender diverse staff in K-12 schools, authored by Lake M.Ed. and Siche Green-Mitchell M.Ed. LSPC, endorsed by the Oregon Alliance to Prevent Suicide.
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
Reform the Locker Room, The Trevor Project, 2023 (virtual training & pdf guide)
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
Supporting LGBTQ+ Mental Health: Safe and Affirming School Climates During Distance Learning, ODE and OHA, May 2020; a webinar recording for K-12 educators, admin, school staff, school counselors, and other mental health professionals
LGBTQ2SIA+ Affirming Classrooms, Oregon Teacher Training Institute (OTTI), a collaboration between ODE, OHA, DHS My Future-My Choice Program
Half of the above OTTI training on K-5 Comprehensive Sexuality Education focuses on LGBTQ2SIA+ Affirming Classroom best practices and skills practice. Offered as a free in-person 2-day series and a virtual synchronous 4-part series on Zoom. 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
Supporting LGBTQ+ Youth in Schools, GLSEN and Southeast Mental Health Technology Transfer Center Network (MHTCC), March 2021
In this free 2-Part Recorded Series, experts from GLSEN provide (1) an overview of the school experiences of LGBTQ+ secondary school students and (2) an overview of practices and policies that can improve the school experiences of LGBTQ+ students. (for all school personnel, including educators, administrators, providers).
LGBTQ+ Learning Modules, Center of Excellence on LGBTQ+ Behavioral Health Equity
This free, 6-part self-paced course provides information on terminology, general identity development, disparities among LGBTQ+ populations across the lifespan, and best practices. (for behavioral health providers).
Supporting LGBTQ Youth, California Prevention Training Center, Sexual Health Educator (SHE) Training Program (for K-12 educators and school staff)
LGBTQ Inclusive Research and Education Webinars, GLSEN (for educators, school staff, mental health providers; K-12)
Webinars and Trainings, Transgender Training Institute (for K-12 educators, school staff, parents and caregivers, and health and mental health providers)
Online and in-person trainings (pay what you can and paid opportunities) for gender inclusion in K-12 school environments, as well as opportunities for health and mental health providers, families, and work environments.
K-12 Education Resources, The Trevor Project
In-person Ally and CARE training designed for adults who work with youth. These trainings help counselors, educators, administrators, school nurses, and social workers discuss LGBTQ-competent suicide prevention.
Related training, conference, and professional development opportunities can also be found within the LGBTQ2SIA+ Student Success Newsletter. Subscribe to the ODE LGBTQ2SIA+ Student Success Listserv to receive the newsletter.
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.
LGBTQ Youth Resource List, Oregon Alliance to Prevent Suicide (website)
Oregon-specific resources for LGBTQ youth.
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., scoring based on inclusivity metrics.
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
Q Chat Space
Online discussion groups for LGBTQ+ and questioning teens ages 13 to 19. Live text-chat conversations, facilitated by experienced staff who work at LGBTQ+ centers around the country. Website also offers an extensive youth-facing resources list.
TrevorSpace Affirming international community for LGBTQ young people ages 13-24.
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 in order 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, including 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
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.
Oregon LGBTQ2SIA+ Crisis Lines, Oregon LGBTQ Youth and Family Resources, Family Acceptance Project (web page)
The Trevor Project: For LGBTQ young people in crisis, feeling suicidal, or needing a safe place to talk. Connect to a crisis counselor 24/7, 365 days a year, from anywhere in the U.S. It is 100% confidential, and 100% free.
Trans Lifeline is a trans-led peer support and crisis hotline for the trans community and COVID-19 support during crisis if you need someone to talk to.
Lines for Life, Oregon
988 Suicide and Crisis Lifeline, Oregon Health Authority
The 988 Suicide and Crisis Lifeline is available 24/7 for people experiencing a behavioral health crisis to call, text or chat online at 988lifeline.org.
English and Spanish language options available for calls. Text and online chat are currently only available in English.
Culturally Specific Behavioral Health Resources, Multnomah County Health Department, 2021 (web page)
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.
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