Ontario has a well-deserved reputation as a jurisdiction that actively protects and affirms gay rights and freedoms. But in Ontario schools, students commonly use homophobic language and many Lesbian, Gay, Bisexual, Transgender and Questioning kids are physically harassed at school due to their sexual orientation. As a result, Ontario LGBTQ students are at much higher risk of suicide and mental health problems.

The good news, say supporters, are that Gay-Straight Alliances reduce homophobic bullying and make schools safer.

Recent research supports this belief: last month researchers at The University of British Columbia released the results of an extensive study showing that GSAs reduce the risk of suicide for all students, LGBTQ and straight.

Among the findings:

In schools with GSAs for at least three years, instances of homophobic discrimination and suicidal thoughts among lesbian, gay and bisexual students were cut by more than half. And heterosexual boys were half as likely to attempt suicide than straight boys in schools without gay-straight alliances.

When schools had anti-homophobic policies for at least three years, instances of suicidal thoughts and suicidal attempts by gay and bisexual boys were more than 70 per cent lower compared to gay and bisexual boys in schools without them. For lesbian and bisexual girls instances were two-thirds lower.

The latest study confirmed the earlier findings of Julian Kitchen, associate professor in the faculty of education at Brock University, and Christine Bellini, a teacher and doctoral student at The Ontario Institute for Studies in Education. Their research showed that Ontario schools are safer places for LGBTQ students partly because of GSAs.

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Bellini isn’t surprised by the latest UBC results. “Straight students are the target of homophobic bullying just as often as LGBTQ students. If a student doesn’t wear the right clothes or use the right make-up, they get called ‘fag.’” GSAs change a school’s culture, she says, making homophobic slurs unacceptable, and creating a safe space for LGBTQ and straight students to meet. “A GSA quickly becomes a part of the school culture, just another student club with social events, conferences and a page in the yearbook,” adds Bellini.

Ontario elementary schools trying to reduce bullying and increase tolerance are also forming GSAs. Allan A. Martin Senior Public School in Mississauga started a GSA one week after The Peel District School Board’s 2013 “Day of Pink” under the guidance of teacher Mandi Hardy. More than 40 students attended the first meeting and membership remains strong.

Allan A. Martin’s GSA meets once a week and students organize activities or awareness programs (e.g. posters), talk, eat pizza together and listen to music. Membership includes students from same-sex families, victims of homophobic bullying and “ally” students who support them.

Hardy says “Students tend to use a lot of homophobic language, but often don’t understand what it means. The GSA helps students understand that when you say ‘that’s so gay!’ you’re putting down a group of people.” Reducing the use of homophobic language is a big focus for the Allan A. Martin’s GSA and Principal Katina Paleologos says teachers and administrators are seeing progress.

Paleologos says “the GSA is just one way the school is trying to build an inclusive climate for all by providing another path for students to be allies and support others who need help.” Paleologos admits that when the GSA was formed, some parents questioned why it was needed. She explained the purpose and role of the GSA to them and since then parents have been supportive.

Despite the success of GSAs, Ontario schools have further to go, says Kitchen. Openly gay teachers are rare for several reasons, but largely because school cultures aren’t supportive. “Gay teachers learn that staying quiet is a good way to avoid controversy and problems” says Kitchen. However, this slows the process of making schools safer for LGBTQ students.

“It’s time for more gay teachers to come out fully, and it’s a reasonably safe time to do so” says Dr. Kitchen. LGBT teachers teach their students a valuable lesson by coming out. “If schools are not safe places for gay teachers to come out, then what message does that send to students?”

Toronto Teacher Laurie Townshend recently came out to her students, and admits that her worst fears weren’t realized. “As a teacher I know that sometimes students can be downright cruel to each other, and I worried that was a possible response. But even the toughest students have been nonchalant. Most of the kids haven’t treated me any differently”.

Townshend strives to model personal integrity to her students and admits she was inspired by their efforts. “Every day I encourage my students to be honest and take risks, and often they do. When I had the chance to model that for them, I couldn’t lie to them.”

Townshend is hesitant, however, to endorse coming out as a responsibility for all LGBT teachers. “I worry that asking gay teachers to be flag bearers and activists may backfire. Ally teachers and students have a huge role to play in creating a safe school climate for LGBTQ students. This isn’t just a gay issue.”

The Ontario curriculum must also change to better meet the needs of LGBTQ families and students, says Susan Watt, a teacher and Equity Representative for The Elementary Teachers Federation of Ontario. Few Ontario curriculum documents or approved resources are “gay friendly,” and same-sex families or gay characters are rarely depicted or mentioned in school texts.

Watt believes “LGBTQ issues are something that too many teachers avoid and need support with.” Through her “Stories On The Road” workshop Watt provides Waterloo Regional District School Board teachers with LGBTQ friendly resources. “We show how easy it can be when the books open the topics and provide the words.”

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The younger a student learns to use inclusive language, the better. Watt’s workshop provides many resources for younger students because “at the primary level, it’s really about accepting differences, opening their eyes to gender stereotypes and using all words comfortably.”

While Ontario schools are changing for the better, more needs to be done, says Bellini. Supporting the establishment of GSAs is just the first step in ensuring that students have a safe learning environment and that gay citizens enjoy the same support inside our schools as they do in other public spaces.