Photo by fotografierende
Learning about LGBTQ+ topics at school should become more accessible, especially since it helps bridge a better understanding between non-Queer students and Queer students alike. For example, It’s Still Elementary is a 2007 documentary that explores the reality of elementary school students being exposed to topics like sexuality and gender at a young age. These are the real-life testimonies of the kids now grown up. Chloe Moushey comments:
I’ve talked to my friends at school about it in the south and they’re absolutely shocked that we were presented with that stuff at such a young age. But learning about gay and lesbian issues gave us vocabulary to talk about it. It gave us a forum to ask the questions that we wanted to ask. Our teachers were sensitive about the issue, but they were also very neutral. They would just give us the facts. They would answer our questions honestly and truthfully… The fact that people think if someone’s educated about gay issues, that they’re more likely to become gay is absurd, to say the least. I mean, I’m straight. I have a boyfriend who I’m happy with. And I think that learning about these things that people don’t usually talk about have given me the tools to ask questions about other issues. Education is never wrong. If you present the facts and you allow someone to think about it for themselves, I don’t think there are very many downsides of that.1
This testimony shows that Chloe’s experience is very positive because learning about LGBTQ+ topics helped her equip a new vocabulary. A vocabulary that helped her better understand her Queer peers while simultaneously debunking the ridiculous idea that learning about it would “turn” her gay. Chloe also mentions that the teachers had a very neutral position when answering their questions; teachers only gave them the facts. This type of engagement in the classroom is great. Instead of judgment or shame for having questions about LGBTQ+ topics, the classroom became a safe and inviting space. It is giving students a safer space to better explore and formulate their own opinions about how sexuality and gender tie into their lives. Take for instance, Brandon Rice’s account on his experience to this early exposure:
When I actually saw the film, it was just like, “Wow, I said that?” You know, and it just made me think about my life back then and how miserable I was. When I was being filmed, it started to sink in, this may be who I am, you know. And I think I really started to kind of figure myself out a little bit. I was really scared of coming out at an early age. I did have some support at school, you know, from teachers or friends, but I still felt like I was being targeted because I was different in the way I talk, dress, you know, walk. But I remember it was soothing to hear teachers and faculty at school letting me know that it’s ok. Just to know that I had that support I think it really lifted a burden off my shoulders.2
This account reveals that Brandon felt he was a part of the LGBTQ+ community but did not have the prior knowledge or vocabulary to say for certain what he was feeling inside. This collaboration between the faculty and students helped him to finally express who he is. Although Brandon did experience bullying for not acting stereotypically “boyish,” he still felt safe at school when teachers and school faculty told him it’s okay to be who you are. It is that affirmation and that validation that comes with teaching these students about LGBTQ+ issues. It helps Queer youth find themselves and equip themselves with that vocabulary to proudly say, “Hey, this is who I am.” And to have that support at school is a great boost for their confidence as well. This type of education does not only benefit LGBTQ+ students, but also heterosexual students. Apart from Chloe’s statement, Raimol Cortado chimes in to explain his feelings about being exposed to LGBTQ+ topics and personal stories from Queer individuals at that age. Raimol comments:
That was the first time that I ever heard them having like stories about gay people in class. To be honest, I think I had a lot of stereotypes towards gay people that, um, well, that particular lesson helped me understand more… I remember the different people that came. It was really touching for everybody ’cause we were talking about it at lunchtime, you know, Mr. Roth’s class was first period. It touched me at the moment, you know what I mean? I really remembered like the different, uh, like struggles they went through being labeled and stuff. I think it broke through a lot of barriers. Kinda helped me to understand other people more… I’m a case manager for the Sunset Neighborhood Beacon Center. I work with kids who need help. You know what I mean, or someone to look up to. The insulting, the name calling, the lack of education, it’s the same from when I was growing up. When they get insulted, I back ’em up. Like, “That’s not cool. You don’t call him no faggot. Don’t call him gay. That’s not right,” you know what I mean? I’m here to back ’em up. It doesn’t matter who. I’ve learned to respect people more and I’m trying to teach these kids about respecting people, including gay folks, including, um, black, white, green, alien, whatever it is, just respect. And you got to give it so you can get it.3
This statement is an excellent example of how children are not too young to learn about LGBTQ+ topics in the classroom. Learning about sexuality and gender will help them foster a better understanding towards their Queer peers, like Raimol. Raimol used to believe in the stereotypes about the LGBTQ+ community; however, being in their presence and hearing their struggles helped him become more empathetic to them. Raimol even supports the students he works with at the center if they are being called derogatory slurs. He became this role model that intervenes and educates these bullies to not say such hurtful words because he wants these kids to be respectful and caring towards one another. Raimol, Brandon, and Chloe’s early exposure to sexuality and gender demonstrate the success of implementing an inclusive curriculum because they gained new perspectives outside their lived experiences; thus, schools should follow this example and educate their students about the importance of LGBTQ+ topics.
