The 2025 National School Climate Survey

The 2025 National School Climate Survey

School experiences of LGBTQ+ Youth in the U.S.

School experiences of LGBTQ+ Youth in the U.S.

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Overview & Download Summary Key Findings Safety School Policies LGBTQ+ Inclusive Learning Role of Educators & Staff Peer Connection & Community Post-election Political Climate Experiences Recommendations & Resources Methods & Glossary Acknowledgements

Overview

Presented below are the findings from the 13th installment of Glisten’s National School Climate Survey (NSCS), the longest running survey of its kind. We draw from survey and focus group data about the 2023-2024 and 2024-2025 school years, respectively. We find in this study a simple lived reality–LGBTQ+ (including intersex, asexual, and two-spirit) youth experiences in schools are multi-dimensional and they defy any effort to impose a singular narrative of either ‘targets’ and ‘victims’, or ‘leaders’ and ‘resilient’.

Conducted between 2024 and 2025, the study explored many of the same themes covered in previous years, such as experiences with safety, bullying and harassment, feelings of school belonging and self-esteem, participation in school and community activities like sports, and academics.

New in this edition of the NSCS is a more comprehensive picture of the complexities of what safety looks like in school, grounded in stronger storytelling that centers youth voices, joy, and intersectionality. The survey was updated in consultation with Glisten-affiliated youth, colleagues, and organizations across the LGBTQ+ youth ecosystem to ensure the questions reflect young people’s lived realities. New questions center youth belonging, asking whether students look forward to school, and if they feel they can be their full selves in school. The updated survey also included more open-ended questions where students could describe the ways in which educators showed support, and what LGBTQ+ joy in school looks like to them. 

In order to elevate the perspectives of youth whose voices are often marginalized or overshadowed within broader LGBTQ+ narratives, we conducted focus groups for the first time (details in Methodology section). Such a setting allowed students to go deeper by sharing stories about their experiences in school over the past year, as well as their observations about the effects of the post-election political climate on their school.

Though these findings are just a snapshot of their school experiences, our hope is that they present a realistic and holistic view of the K-12 school climate for LGBTQ+ students in our study. At a time when their identities are being weaponized against them, we aim to present these complexities, especially the strengths and aspirations of LGBTQ+ youth, so that they feel seen, heard, and valued. 

Learn more about the next National School Climate Survey here.

Download Summary Descargar Resumen

 

Key Findings

As in previous NSCS reports, schools continue to be hostile environments for LGBTQ+ students. Trans and gender-expansive students are disproportionately affected by harassment and discrimination.

2 in 3

students reported feeling unsafe because of their sexual orientation, gender identity, or gender expression.

1 in 3

LGBTQ+ participants “frequently” or “often” look forward to school.

2024-2025 Focus Group

Youth reported that their school climate felt more hostile during the 2024-2025 school year due to an anti-LGBTQ+ political climate.

86%

of trans students avoid certain school areas, and 48% of BIPOC LGBTQ+ students faced harassment due to race or ethnicity in the 2023–2024 school year.

Sixty-two percent experienced some form of victimization because of their sexual orientation, and 68% reported the same due to their gender identity or expression.

53%

More than half of respondents (53%) said they faced LGBTQ+related discrimination, such as being prevented from using a locker room consistent with their gender.

2024-2025 Focus Group

Within our focus groups, transfemme students experienced both unclear policies and weak implementation, intersex students reported harmful representation in sex-ed, and Black LGBTQ+ participants often felt disconnected from GSAs.

Bathroom access remains a major concern for trans and gender-expansive students.

41% were stopped or punished for using bathrooms aligned with their gender, and 64% reported avoiding school bathrooms altogether.

They said that educators and staff must go beyond refraining from making anti-LGBTQ+ comments and instead use correct names and pronouns, speak supportively, and actively support GSAs and pride events.

Those students are also less likely to miss school due to feeling unsafe.

70%

reported having six or more adults at school they could count on for support.

Youth emphasized the importance of support from peer connections and friendships in schools, especially within the LGBTQ+ community.

Safety

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LGBTQ+ students define safety as affirmation and support, not just the absence of harm. Even as many felt safe at school overall, students reported feeling unsafe at times due to their sexual orientation or gender identity, particularly trans and gender-expansive youth. Even so, students described strong peer and educator support, and self-advocacy.

58%

reported feeling somewhat or very safe overall in school. Trans and gender-expansive students were more likely to report feeling unsafe overall.

67%

of respondents and 71% of trans and gender-expansive students felt unsafe at some point due to their LGBTQ+ identity.

Overall Safety in School

 

Only 1 in 3

youth said they often or frequently look forward to school, citing things like seeing friends and favorite teachers, or attending specific classes.

Looking Forward to School

 

Youth most commonly avoided bathrooms (54%), while 37% reported avoiding locker rooms, and 31% avoided PE class.

28% of LGBTQ+ students rarely or never had access to a bathroom they felt safe using.

77%

A majority reported feeling safest in some classrooms (77%) and/or the school library or media center (51%).

7%

of students changed schools due to feeling uncomfortable or unsafe. Most of these students were trans or gender-expansive.

63%

of students often or frequently heard anti-LGBTQ+ comments from peers.

40%

Hearing supportive comments from educators was uncommon: only 40% of students often or frequently heard such comments from teachers.

2024-2025 Focus Group I constantly had to watch how I presented myself and how much of my identity I could share. Safety for me isn't just no bullying. It's being able to exist without shrinking myself.

–18 years, 12th grade, GA, Transfemme focus group

2024-2025 Focus Group I don't really feel entirely safe interacting with people because…It feels like I have to come out all over again to every single person I meet.

–14 years, 9th grade, TX, Black focus group

2024-2025 Focus Group I actually have taken my pronoun pin off my backpack…because I don't want people asking me basic questions [like] ‘What bathroom do you use?'

–17 years, 11th grade, FL, Southern focus group

Harassment and Assault

62%

of all respondents experienced harassment or assault based on sexual orientation.

68%

of all participants experienced harassment or assault based on gender identity and/or gender expression.

48%

of LGBTQ+ youth of color experienced verbal or physical harassment or assault due to race or ethnicity.

27% of students who experienced harassment or assault never reported it to school staff.

Forty-three percent of those who did report it said staff took no action. Instead, students most often sought support from friends, parents/family, or chosen family.

LGBTQ+ Related Discrimination

Over half of students (53%) experienced LGBTQ+ related discrimination,

which was linked to missed school, lower grades, worse mental health/self-esteem, and reduced sense of school belongingness.

Survey Write-in This one person in charge of the school’s logo made it so we can’t make GSA shirts anymore.

–14 years, 9th grade, IA

Survey Write-in Whenever I do try to use the gender neutral bathroom, staff are either not there like they are supposed to or they give me attitude.

–17 years, 12th grade, CA

Survey Write-in Since I'm [in] online [school], I typed the word 'gay' in the chat and it was automatically censored for ‘explicit content.’

–15 years, 9th grade, n.d.

Survey Write-in They took [Day of Silence signs] down the next day when there were Valentine’s posters hung up from a month ago.

–13 years, 7th grade, IL

Trans and gender-expansive youth faced added barriers:

41% were blocked from correct bathrooms, 36% from locker rooms, 22% from gender-aligned sports.

School Policies

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Few students said schools had anti-bullying policies that explicitly included sexual orientation and gender identity. When schools had comprehensive policies, LGBTQ+ students were more likely to look forward to school and feel like they belonged.

83%

reported anti-bullying/harassment/assault policies at their school, but only one-third said they include sexual orientation and gender identity.

The most identified policies regarded using chosen names and pronouns, updating school records to reflect these choices, or access to gender-neutral bathrooms. Students without these protections were more likely to experience LGBTQ+related harassment, skip school due to safety concerns, and report lower school belonging.

Consistent with past NSCS findings, Students in schools with comprehensive policies were more likely to look forward to school, feel a stronger sense of belonging, skip fewer days of school due to safety concerns, and report less LGBTQ+based harassment than youth in schools with partial or generic policies.

2024-2025 Focus Group I might not go to the bathroom for the whole day because there were no clear policies, basically, like where trans students should go or could go.

–19 years, 12th grade, GA, Transfemme focus group

LGBTQ+ Inclusive Learning

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Most students received no LGBTQ+inclusive learning. Sex education continues to exclude trans, non-binary, and intersex identities, limiting youth’s ability to make healthy decisions. Positive LGBTQ+ inclusion was linked to better academic, attendance, and belonging outcomes, while negative depictions were linked to worse outcomes.

62%

of youth reported no LGBTQ+ content in their classes. Only 27% saw positive inclusion, while few reported mixed (4%) or negative depictions (7%).

58%

of students lacked LGBTQ+ inclusive readings, but 3 in 4 students said their school libraries provided such content, making them a key resource.

Only 38% reported learning about LGBTQ+related topics, including 29% covering LGB topics, 23% trans or nonbinary topics, and 22% intersex topics. Youth who received LGBTQ+inclusive sex ed reported higher levels of school belonging, and lower levels of anxiety and depressive symptoms.

2024-2025 Focus Group We had to do a project on birth defects. [My genetics teacher] assigned me being intersex as [a] birth defect…I had to present [to my class] that [being intersex] was not a birth defect. She gave me a very low grade because I didn’t…label it as a birth defect.

–17 years, 12th grade, MS, Intersex focus group

2024-2025 Focus Group Something they could do better when it comes to curriculum and with clubs is intersectionality…if we talked about a disability of [a historical figure]...or show more representation when it comes to all these different attributes.

–15 years, 10th grade, MD, Disabled focus group

Role of Educators & Staff

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Supportive teachers help create inclusive classrooms, advocate for students, and advise student groups. Conversely, students said disrespectful teachers that do not respond to complaints or teach LGBTQ+inclusive content can poison their school experience. Focus group participants also recognized the barriers teachers face to be openly supportive.

70%

of students had 6 or more supportive staff, who helped by displaying Safe Space stickers, advising GSAs, or giving LGBTQ+inclusive lessons.

Having 6 or more supportive staff was related to a lower likelihood of absenteeism due to safety concerns, less harassment or assault, and higher GPAs and sense of belonging than having 5 or fewer supportive staff.

2024-2025 Focus Group To at least have one adult in the school that really reached out to me…to just have someone that will listen. I really appreciated that.

–15 years, 10th grade, NY, Latine focus group

2024-2025 Focus Group One of my teachers, he doesn't add on to the racist remarks, but…tends to just laugh it off and say, ‘Oh, I'm going to report you,’ but then never actually do anything…Teachers are definitely a big, big part of fixing the system.

–16 years, 11th grade, NY, Asian focus group

2024-2025 Focus Group I was able to graduate, but not walk across the stage because they had a specific dress code…one for males, one for females, and I asked an administrator what I should do, and he told me just not to go.

–17 years, 12th grade, MS, Intersex focus group

2024-2025 Focus Group My school doesn't have any openly LGBT teachers… that's a little bit reflective of how it feels to be a teacher in our education system right now, where they can't fully reveal something like that because... they can be seen as like you're trying to push an agenda.

–17 years, 11th grade, RI, Rural focus group

Survey Write-in Teachers calling me slurs, telling me what bathroom to use, saying I can't use the disabled bathroom because I'm not visually disabled.

–18 years, 12th grade, n.d.

Peer Connection & Community

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Many LGBTQ+ students, especially BIPOC youth, feel isolated at school. Friends, student clubs like GSAs and Black Student Unions (BSUs), sports and extracurricular activities are vital sources of belonging. Peers and community help them feel seen, particularly when schools fail to intervene.

72%

of students who experienced harassment or assault but did not always report it to staff said they sought support from friends at school.

22%

of trans and gender-expansive youth were prevented from playing on gender-aligned teams. Unclear policies also hindered intersex youth participation.

Although 31% of youth at schools with GSAs never attended, the presence of a GSA was linked to lower absenteeism, higher GPAs, stronger belonging, and fewer reports of harassment related to sexual orientation or gender identity/expression.

Black queer youth often felt disconnected from GSAs but found belonging in BSUs, while Latine students and those in rural areas reported strong leadership in GSAs.

2024-2025 Focus Group It's nice to just be friends with someone that's also queer…we will come together as a little community, and we protect one another from the bullying.

–15 years, 10th grade, NY, Latine focus group

2024-2025 Focus Group I met them, and they said that they were also intersex, and we hit off from there, and all my years of being in high school…[it]was the very first time I found somebody who I could actually talk to.

–17 years, 11th grade, OR, Intersex focus group

2024-2025 Focus Group Later in the year, a younger student came out to me questioning their gender. They told me that seeing me just being myself, even on tough days, helped them feel less alone…Sometimes I feel like I'm fighting invisible battles...but knowing that just living authentically can open the door for someone else, that makes everything feel worth it. Visibility is not just brave, it's transformative.

–18 years, 12th grade, GA, Transfemme focus group

Post-election Political Climate Experiences

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In focus groups held from June-July 2025, LGBTQ+ students described the impact of the political climate on the 2024-2025 school year.

2024-2025 Focus Group

They reported increased hostility, bullying, and harassment following the 2024 election, and felt schools were frozen into inaction out of fear of being targeted or losing funding.

2024-2025 Focus Group I was sitting next to a kid who was saying transphobic and homophobic things, to a point where I felt unsafe in that class and had to leave.

–18 years, 12th grade, AZ, Disabled focus group

2024-2025 Focus Group There are people in high positions of authority...[who] have a lot of say over how young people think. When you hear…them saying some pretty horrible things, it normalizes it.

–15 years, 10th grade, OR, Rural focus group

Recommendations & Resources

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“What can my school do to be safe and affirming?”

This section presents focus group participants’ responses to this question, highlighting changes they say are necessary to improve their school experience.

Schools should actively affirm students by providing safety through support and care for students by listening and believing LGBTQ+ students when they report bullying or harassment, taking action to stop violence, and caring for students holistically—including their mental health in addition to their academic success. When students know staff will take them seriously, they feel safer.

School policies must clearly prohibit teachers and staff from perpetuating a hostile climate for LGBTQ+ students, and exercise zero tolerance for their bigoted language or actions. Schools should regularly train teachers and school staff about supporting LGBTQ+ students. These sessions should correct misinformation about LGBTQ+ identities, build understanding of intersex and trans student experiences, and confront racism and ableism experienced by students of color and students with disabilities.

Staff should be educated on disabled students’ experiences and be ready to provide accommodations.

Rather than punishments such as lunch detentions or suspensions, schools should hold bullies in the student body accountable. For example, making them reflect on their behavior and apologize sincerely in writing and reading it aloud to their victims. School teachers should also include parents in any accountability process for their children’s bullying behaviors.

School curricula should include LGBTQ+ identities and experiences such as teaching LGBTQ+ history, offering inclusive sex education, affirming intersex and trans identities in science classes, and ensuring diverse representation in course materials.

Schools should support students in organizing gender and sexuality alliances (GSAs), and ensure they can do so without bullying or harassment. Schools should treat GSAs as they would other student organizations. Teachers play an important role by affirming and advising these clubs.

In addition to strict anti-bullying and anti-harassment policies, schools need more LGBTQ+ affirming policies, including:

  • Gender-inclusive restrooms and locker rooms;
  • Transparent policies about use of gendered restrooms;
  • Allowing trans and intersex youth to participate in school sports;
  • Disallowing LGBTQ+ book bans;
  • Ridding schools of gender-specific dress codes;
  • Allowing students to use chosen names and pronouns in all school interfaces especially class rosters and data systems, and mandating that these be respected;
  • When there are gendered policies such as in sports, locker rooms and bathrooms, giving trans and intersex students the autonomy for how they will be protected and treated, and;
  • Implementing 504 plans or IEPs and clear accommodation policies for students with disabilities.

Learn more about the next National School Climate Survey.

Learn More

Methods & Glossary

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The study protocol, including the methodology and data collection instruments of Glisten’s 2025 National School Climate Survey, was reviewed and approved by an independent Institutional Review Board.

We conducted a national survey of LGBTQ+ youth between April-October 2024 asking them to reflect on the 2023-2024 school year. Students had to be 13 or older, self-identified as LGBTQ+ (including intersex, asexual, and two-spirit), and had to have been in middle or high school in the US or its territories in order to be eligible to participate in the survey. Our final sample had 2800 students. We also organized focus groups in June-July 2025 with students who were either under-represented in national LGBTQ+ research or in our own sample. Thirty-six LGBTQ+ students (who met our survey eligibility criteria) reflected on the 2024-2025 school year across eight focus groups held with Asian, Black, Latine, transfemme, intersex, disabled communities and students who attend school in rural areas and Southern states (we were unable to recruit Pacific Islander or Native American focus groups). We reached out to students to participate in our study via word of mouth, Glisten Educators Network, Chapter Network, National Student Council, social media ads and influencers, and national, state and local organizations who work with youth.

Approach to Research Design

Glisten created a youth-informed and collaborative approach to designing this study. We updated our data collection instruments, such as the survey and focus group facilitation guide, based on feedback from Glisten’s National Student Council and other Glisten-affiliated youth. We followed best practices for survey questionnaire design by consulting with allied organizations. We also ensured that the survey was available in Spanish and that the focus group facilitation guide was reviewed by Able South Carolina in order to maximize accessibility. We offered ASL interpretation to our focus group participants if they expressed an access need (none did). 

Glossary

For a glossary of terms used in this report, click here.

Survey Sample Description (N=2800)

Note: percentages may not add up to 100% due to rounding.

The median age was 15 years old, with a range from 14-17 in grades 6-12. Of those who responded to each demographic question:

Gender Identity (n = 2,761)

Disability Status (n = 2,691)

Intersex Identity (n = 2,765)

Race (n = 2,753)

Geography of School (n = 2,765)

School Type (n = 2,753)

Region of School (n = 1,482)

Focus Group Description (N=36)

Median age: 17 years

Geography of School

Race

Gender Identity: Trans Students

Intersex Students

Disability Status

Glossary

We define the following terms used in our data and findings, unless otherwise noted:

Missing school at least one day during the past month due to feeling unsafe at school or on the way to or from school

Anti-bullying policies that explicitly mention sexual orientation and gender identity or gender expression

Partial policies: Anti-bullying policies that mention only sexual orientation or gender identity/expression 

Generic policies: Anti-bullying policies that do not mention either sexual orientation or gender identity/expression

Refers to K-12 classroom instruction, school libraries, sex education and other resources that provide students access to affirming representations of LGBTQ+ people, BIPOC communities, disabled people, and other marginalized peoples and communities (Click here to learn more about inclusive learning)

Coined by Kimberlé Crenshaw to understand how inequality and marginalization due to different social identities overlap and uniquely oppress communities, particularly women of color

According to interACT: Advocates for Youth, “Intersex is an umbrella term for variations in sex traits or reproductive anatomy. These traits might not fit inside traditional conceptions of what male or female bodies look like. Intersex people are born with variations in their internal or external anatomy, hormones or chromosomes.”

Participants who identified as transgender, nonbinary, and/or another gender identity outside of the gender binary

Any experiences of verbal harassment, verbal assault, physical assault, or online harassment

Acknowledgements

This research study was stewarded by Dr. Yu-Chi Wang, PhD (School Climate Research Manager) and Dr. Shweta Moorthy, PhD (Director of Research and Best Practices). 

The National School Climate Survey cannot be possible without the LGBTQ+ (including intersex, asexual, and two-spirit) students who refuse to be silenced and who continue to light the path for justice in this country. Thank you to the students who responded to our survey and participated in our focus groups, and who shared it with their friends and peers. 

This study was shaped and strengthened by the input of several individuals working in schools, communities, and organizations to advance educational justice. Special thanks to: 

Citation

When referencing this study, we recommend the following citation:

Glisten (2026). The 2025 National School Climate Survey: School experiences of LGBTQ+ Youth in the U.S. New York: Glisten.