Part I: General Resources for Working with LGBQ Youth
The Toolbox is a collection of resources and documents that supplement information provided in the school staff development workshop, "Preventing Health Risks and Promoting Healthy Outcomes among LGBQ Youth."
Part II: Providing Preventive Services
Model of Preventive Interventions for LGBQ Youth (PDF, 452KB)
CDC's Division of Adolescent and School Health provides numerous guidance materials, such as the Health Education Curriculum Analysis Tool (HECAT) to help educators analyze health education curricula based on important criteria, including alignment with national health education standards, characteristics of effective health education curricula, and the use of language that is inclusive of LGBTQ youth
The Substance Abuse and Mental Health Services Administration (SAMHSA) maintains the National Registry of Evidence-based Programs and Practices (NREPP), a searchable database of interventions for the prevention and treatment of mental and substance use disorders.
Part III: Sexual Health
Explaining HIV Infection to Youth (PDF, 444KB)
CDC Internet-based Resources
Lesbian, Gay, Bisexual and Transgender Health: HIV, STDs, MRSA, hepatitis, sexual violence, suicide, tobacco use
Basic Information on HIV/AIDS: origin, history, transmission, prevention, testing
Youth Sexual Risk Behaviors: statistics, strategies, programs
Sexually Transmitted Diseases: information, statistics, treatments, programs
HIV/AIDS and Young Men Who Have Sex With Men (PDF, 1MB)
HIV/AIDS and Young Women Who Have Sex With Women (PDF, 300KB)
Part IV: Discrimination and Harassment
• Key resources and publications can be found in the Safe Schools section of the selected resources for the Healthy LGB Students Project.
Part V: National Collaborating Organizations' Policy Statements
The Nondiscrimination section (C.5.) of the ACA Code of Ethics (2005) states, "Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital status/partnership, language preference, socioeconomic status, or any basis proscribed by law."
The Preamble of ASCA’s Ethical Standards for School Counselors states, "Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance."
The position statement The Professional School Counselor and LGBTQ Youth (PDF, 76 KB) (adopted 1995, revised 2000, 2005, 2007) states, "Professional school counselors promote equal opportunity and respect for all individuals regardless of sexual orientation/gender identity. Professional school counselors work to eliminate barriers that impede student development and achievement and are committed to academic, personal/social and career development of all students."
The position statement: Sexual Orientation and Gender Identity/Expression (adopted 1994, revised 2006) states, "It is the position of the National Association of School Nurses that all students, regardless of sexual orientation, gender expression, and gender identity are entitled to equal opportunities in the educational system. The school nurse needs to be aware of students who are lesbian, gay, bisexual, transgender and questioning; sensitive to their needs; knowledgeable about the health needs of this group of students; and effective in interventions to reduce risk factors. The school nurse should be actively involved in fostering a safe environment, demonstrating an understanding of the issues and modeling respect for diversity."
The position statement, Gay. Lesbian, Bisexual, Transgender, and Questioning Youth (PDF, 120 KB) (adopted 2006; formerly Sexual Minority Youth) states, "The National Association of School Psychologists (NASP) supports equal access to education and mental health services for Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) youth within public and private schools…NASP believes that school psychologists are ethically obligated to ensure that all students have an equal opportunity for the development and expression of their personal identity in an environment free from discrimination, harassment, violence, and abuse. To achieve this goal, education and advocacy must be used to reduce discrimination and harassment against GLBTQ youth by students and staff."
The NASW Code of Ethics (adopted 1996, revised 2008) states in section 6.04.d, "Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability."
The policy statement, Gay, Lesbian, and Bisexual Issues (2005), states in part, "NASW believes that same-gender sexual orientation should be afforded the same respect and rights as other-gender sexual orientation. NASW is committed to working toward the elimination of prejudice and discrimination based on sexual orientation, both inside and outside of the profession."
SSWAA has a resolution and a policy paper on Gay, Lesbian, Bisexual, and Questioning Youth, but the documents are available to members only.