2015 STATE SNAPSHOT

SCHOOL CLIMATE IN
MARYLAND
Findings from the GLSEN 2015 National School Climate Survey demonstrate that Maryland schools were not safe for most
lesbian, gay, bisexual, transgender, and queer (LGBTQ) secondary school students. In addition, many LGBTQ students in
Maryland did not have access to important school resources, such as having an inclusive curriculum, and were not protected by
comprehensive anti-bullying/harassment school policies.
FACT: The majority of LGBTQ students in Maryland regularly heard anti-LGBT remarks (Fig. 1). Students also regularly heard
school staff make homophobic remarks (13%) and negative remarks about someones gender expression (28%).
FACT: Most LGBTQ students in Maryland had been victimized at school (Fig. 2). Of those, most never reported the incident to
Figurestudents
school staff (65%). Only 29% of those 1. Hearing Anti-LGBT
who reportedRemarks from
incidents Figure
said it resulted in effective staff 2. Identity-based Harassment & Assa
intervention.
Students in Maryland Schools in Maryland Schools
(percentage of LGBTQ
Figure 1. Hearing Anti-LGBT Remarks from students hearing remarks (percentage of LGBTQ
Figure 2. Identity-based Harassment & Assaultstudents harassed or assa
sometimes, often, or frequently)
Students in Maryland Schools in Maryland Schools 61%
(percentage of 100%
LGBTQ students hearing remarks (percentage of LGBTQ Sexual
students harassed or assaulted)
18%
sometimes, often, or frequently) Orientation 9%
80% 82%
74% 61%
80% Sexual 45%
100% 18%
Gender
64%
Orientation 15%
80% 82% 9% Expression
60%
74% 8%
80% 45%
64% Gender 46%
40% 15%
Expression
60% 8% Gender 15%
7%
20% 46% Verbal Haras
40% Gender 15% 23%
Race or
7% Ethnicity 6%
0% 2% Physical Har
20% 23% Verbal Harassment
Gay Used in Homophobic Negative Negative
Race or
6% 15%
0% a Negative Remarks Remarks Remarks
Ethnicity Disability Physical Ass
2% 7% Harassment
Physical
Gay Used in Homophobic Way (e.g.,
Negative (e.g., Negative
fag about Gender about 3%
15%
a Negative Remarks thats so
Remarks dyke)
Remarks Expression Disability
Transgender
Physical Assault
7% 0% 20% 40% 60%
Way (e.g., (e.g., fag gay)
about Gender about People
3%
thats so dyke) Expression Transgender
gay) People 0% 20% 40% 60% 80%

FACT: Many LGBTQ students in Maryland reported discriminatory policies or practices at their school (Fig. 3). Nearly half (47%)
experienced at least one form of discrimination at school during the past year.
Over 1 in 5 LGBTQ students in Maryland were disciplined for Figure 3. Discrimination Against LGBTQ Students
public affection that does not result in similar action when it in Maryland Schools
occurs between non-LGBTQ students (22%). (percentage
Figure 3. Discrimination Against that were prevented from...)
LGBTQ Students
In Maryland, about 1 in 5 LGBTQ students (20%), and over 3 in Maryland Schools
Expressing PDA from...)
in School 22%
(percentage that were prevented
in 5 transgender students (61%), were unable to use the school
restroom that aligned with their gender. Additionally, nearly 1 Using the Bathroom or Locker
Expressing PDA in School 22%
in 5 LGBTQ students (15%), and nearly half of transgender Room that Aligns with Gender 20%
students (48%), were prevented from using their Using
preferred
the Bathroom or Locker
Using Their Preferred Name
name and gender pronouns in school. Room that Aligns with Gender 20% 15%
or Gender Pronoun
LGBTQ students experienced other forms of school Using Their Preferred NameWearing Clothes Considered
discrimination (not in Fig. 3): being unable to wear LGBT- Pronoun
or Gender 15% 12%
Inappropriate for Their Gender
supportive apparel (9%), being unable to discuss LGBT issues
in assignments (16%), being unable to include LGBT Wearing ClothesinConsidered
themes
Inappropriate Forming or Promoting
12% a GSA 10%
extracurricular activities (e.g. school yearbook, Day of Silence)for Their Gender
(10%), and being prevented or discouraged from playing school Bringing a Same-gender Date
Forming or Promoting a GSA 10%
sports due to an LGBT identity (7%). to a School Dance 6%

Bringing a Same-gender Date

6% 0% 20% 40%
to a School Dance

0% 20% 40%
GLSEN (212) 727-0135 . glsen.org
110 William Street, 30th Floor, New York, NY 10038 facebook.com/glsen . twitter: @glsen

Figure 4. Availability of LGBT-Related Resources &

 Bringing a Same-gender Date
to a School Dance 6%

0% 20% 40%

FACT: Many LGBTQ students in Maryland did not have access to in-school resources and supports (Fig. 4).
Only 11% attended a school with a comprehensive Figure 4. Availability of LGBT-Related Resources &
anti-bullying/harassment policy that included specific Supports in Maryland Schools
protections based on sexual orientation and gender
identity/expression. Comprehensive Policy 11%
Nearly all could identify at least one school staff At Least One
member supportive of LGBT students, but only 3 in 4 98%
Supportive Educator
(76%) could identify 6 or more supportive school staff.
6 or More Supportive 76%
Only 1 in 4 (26%) were taught positive things about Educators
LGBT people in class.
Gay-Straight Alliance 76%
About half (51%) could access information about
LGBT communities on school Internet. Inclusive Curriculum 26%

Library Resources 52%

Internet Access 51%

0% 20% 40% 60% 80% 100%

RECOMMENDATIONS
School-based supports such as comprehensive anti-bullying/harassment policies, school personnel who are supportive of
LGBTQ students, Gay-Straight Alliances, and LGBT-inclusive curricular resources can positively affect school climate for LGBTQ
students. Findings from the 2015 National School Climate Survey demonstrate that students attending schools with these
resources and supports report more positive school experiences, including lower victimization and absenteeism and higher
academic achievement.
Given the high percentages of LGBTQ students in Maryland who experience harassment at school and the limited access to key
resources and supports that can have a positive effect on their school experiences, it is critical that Maryland school leaders,
education policymakers, and other individuals who are obligated to provide safe learning environments for all students take the
following steps:
Implement comprehensive school anti-bullying/harassment policies;
Support Gay-Straight Alliances;
Provide professional development for school staff on LGBTQ student issues; and
Increase student access to LGBT-inclusive curricular resources.
These actions can move us toward a future in which all students in Maryland will have the opportunity to learn and succeed in
school, regardless of sexual orientation, gender identity, or gender expression.

To learn more about GLSEN and to get involved, visit glsen.org or contact glsen@glsen.org.
To get involved in the Baltimore chapter, visit glsen.org/chapters/baltimore or contact chapter@glsenbaltimore.org.

ABOUT THE RESEARCH In 2015, GLSEN conducted the ninth National School Climate Survey (NSCS), a biennial survey of the experiences
of LGBTQ youth in U.S. secondary schools. The national sample consisted of 10,528 LGBTQ students from all 50 states and the District of
Columbia. A total of 250 respondents were attending schools in Maryland. The majority of the Maryland sample was White/European American
(77%), 9% Hispanic/Latino, 5% Black/African American, 4% Asian/South Asian/Pacific Islander, and 4% Multiracial. The gender composition
was 18% cisgender male, 44% cisgender female, 14% transgender, 11% genderqueer, and 13% another gender (e.g., genderfluid). Most
(85%) attended public schools. The school community makeup was 15% rural/small town, 73% suburban, and 12% urban. The results
reported for Maryland have a margin of error of +/-6%.
For the full 2015 National School Climate Survey report or for any other GLSEN research, go to glsen.org/research.
Follow @GLSENResearch on Twitter.
Suggested citation: GLSEN. (2017). School Climate in Maryland (State Snapshot). New York: GLSEN.
GLSEN is the leading national education organization focused on ensuring safe schools
for all students.
GLSEN 2017

GLSEN (212) 727-0135 . glsen.org

110 William Street, 30th Floor, New York, NY 10038 facebook.com/glsen . twitter: @glsen