This report explores three countries’ responses to one aspect of LGBT marginalization—school harassment of LGBT youth.

Drawing on hermeneutic qualitative research, this article presents the findings of a project on "homoerotic narratives and identity politics," which focuses on the complex social dynamics among peers underlying secondary processes of socialization in schools.

The purpose of these manuals is to support a truly sustainable HIV response in the Middle East and North Africa Region (MENA), centered on positive leadership, prevention, education, advocacy, and mentorship.

Educators and researchers have long been aware that students experience homophobic incidents ranging from hearing "gay" used as a synonym for "stupid" or "worthless", to being insulted or assaulted because of their actual or perceived sexual or transgender identity.

Our 2007 National School Climate Survey report provided information about transgender students' experiences of in-school victimization.

We compared sexual-minority adolescents living in rural communities with their peers in urban areas in British Columbia, exploring differences in emotional health, victimization experiences, sexual behaviors, and substance use.

We compared protective factors among bisexual adolescents with those of heterosexual, mostly heterosexual, and gay or lesbian adolescents. Methods. We analyzed 6 school-based surveys in Minnesota and British Columbia.

This document provides guidance for the following questions: What are school districts' legal responsibilities under state and federal anti-discrimination laws? What are some examples of discrimination and harassment based on sexual orientation or gender identity?

The Welcoming Schools Guide is a comprehensive resource that facilitates the creation of fully inclusive, respectful and supportive elementary school environments for all students and their families.

Report on access to treatment to HIV/AIDS in Latin America and the Caribbean.