School uniforms are commonlyplace in public schools and required in private schools. In some private schools, there are specified day when students can wear civilian clothing. There is usually no uniform in universities and progressive schools except for uniforms used in physical education classes, and in specific schools. School uniforms are the key way of developing a sense of togetherness among students and staff there are 13 advantages to wearing school uniforms such as, create cohesion, reduce the potential for bullying, improve study ethic, prepare for the outside world , easy mornings for students and parents, encourage professionalism, reduce distractions , focus on character and easier economic for parents.
What is LGBTQIA+ especially the lesbian, gay and transgender? lgbtqia+ is an abbreviation for lesbian, gay, bisexual, transgender,queer, or questioning,intersex, asexual,and more. These terms are used to describe a person's sexual orientation or gender identity. Lesbian is a woman whose enduring physical, romantic, and/or emotional attraction is to other women some lesbian may prefer to identity as gay or as gay women, the gay is an adjective describes people whose enduring physical, romantic, and/or emotional attractions are to people of the same sex. Sometimes lesbian is the preferred term for women, and while the transgender is an umbrella term for people whose gender identity and/or gender expression differs from what is typically associated with the sex they were assigned at birth, some transgender people are prescribed hormones by their doctors to bring their bodies into alignment with their gender identity, some undergo surgery as well.
Emily C.GraybillaSherrie L.Proctorb conducted a study of lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals. Many lesbian, gay, bisexual, and transgender (LGBT) youth experience harassment and discrimination in schools and these experiences lead to increased negative social-emotional outcomes. Youth who can identify at least one supportive adult at school report better outcomes than youth who cannot identify a safe adult. Yet, many educators report feeling uncomfortable or unprepared to support LGBT youth. One reason for educators' discomfort may be that content related to issues unique to LGBT youth is sometimes missing or covered minimally in university training programs. We hypothesized that LGBT content may be covered minimally in school support personnel journals, as well. This study analyzed eight school support personnel journals across the disciplines of school counseling, school nursing, school psychology, and school social work for LGBT content published between 2000 and 2014 to gain a better understanding of the visibility of LGBT issues in the research. Results suggested that there has been a lack of presence of LGBT issues in journals across disciplines. These results also suggest a need for an intentional focus on issues relevant to LGBT youth in school support personnel journals. Thus, the article concludes with an introduction to two articles in this special topic section, including Russell, Day, Ioverno, and Toomey's (in this issue) study on teacher perceptions of bullying in the context of enumerated school policies and other supportive sexual orientation and gender identity related practices and Poteat and Vecho's (in this issue) study on characteristics of bystanders in homophobic bullying situations. The broad goal of these three studies is to increase visibility of critical LGBT issues in school support personnel journals.
Stephen T. RussellaRussell B. Toomeyc conducted a study, Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspective.Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students' reports: We examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed.
Sexual orientation and gender identity in schools: A call for more research in school psychology—No more excuseses study by Dorothy L.Espelage.Research focused on sexual orientation and gender identity among youth is scarce in school psychology journals. Graybill and Proctor (2016; this issue) found that across a sample of eight school support personnel journals only .3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research. It appears that special issues are a mechanism for publishing LGBT-related scholarship. This commentary includes a call for more research in school psychology and other related disciplines that intentionally addresses experiences of LGBT youth and their families. Two articles in this special section are summarized and critiqued with clear directions for future scholarship. Researchers and practitioners are ethically responsible for engaging in social justice oriented research and that includes assessing gender identity and sexual orientation in their studies and prevention program evaluations.
The Philippines Affirmed Equal Rights in Schools – Now It Should Protect Them by Ryan Thoreson a Specialist, Lesbian, Gay, Bisexual, and Transgender Rights Program.The Department of Education issued a gender-responsive basic education policy on June 29 that calls for an end to discrimination based on gender, sexual orientation and gender identity in schools. The policy is an important step toward providing equal rights for all students—but history shows it is unlikely to make a real difference for lesbian, gay, bisexual and transgender (LGBT) youth unless the DepEd transforms its promise into meaningful protection.A poster for an anti-bullying campaign hangs on a wall at a secondary school outside Cebu, November 2016. Click to expand Image.A poster for an anti-bullying campaign hangs on a wall at a secondary school outside Cebu, November 2016. © 2016 Ryan Thoreson/Human Rights Watch.The United Nations reports that bullying is the most prevalent form of violence against LGBT youth in educational settings in the Asia-Pacific. But the Philippines has been a leader in affirming the rights of LGBT youth. In 2012, the DepEd issued a child protection policy to prevent and address bullying in schools, including on the basis of sexual orientation and gender identity. Protections were strengthened in 2013, when Congress enacted an Anti-Bullying Law with implementing rules and regulations that expressly prohibit bullying of LGBT youth—the first law of its kind in Asia. Still, LGBT students in the Philippines face serious problems that threaten their safety, health and right to education. In its new policy, the DepEd acknowledges that LGBT youth are still at high risk for physical, psychological and sexual violence in schools, and that despite existing legal protections, many LGBT students do not feel comfortable reporting incidents to school authorities.The policy identifies steps that DepEd personnel and school administrators should take to make schools more gender-responsive. Among these steps are: training school personnel to respond to bullying and discrimination in schools; integrating gender, sexuality and human rights into teacher training programs and school curricula; and observing and celebrating Women’s Month, LGBT Pride Month, and Human Rights Month. These not only help keep students safe from violence, but also make them feel included and welcome in school environments.The DepEd order is a timely affirmation that discrimination based on gender, sexual orientation and gender identity is unacceptable. But it needs teeth. As Human Rights Watch has documented, existing protections for LGBT youth in Philippine schools are admirable on paper, but too often are not carried out or enforced. Years after the Anti-Bullying Law was enacted, for example, many LGBT students are unaware that bullying is prohibited and do not believe they can do anything to stop it. Similarly, many teachers and administrators are unaware of the law or are simply indifferent to abuses against LGBT students—or, worse, participate in them, creating a climate in which students are especially vulnerable.If the DepEd is serious about curbing discrimination in schools, it should develop actionable strategies to combat discrimination against and exclusion of LGBT youth. And it should aggressively carry out those strategies, ensuring that teachers and students are aware of best practices and have meaningful redress when their rights are violated.There are concrete ways for the DepEd to turn platitudes into protections. Instead of merely condemning it, the DepEd should issue a standardized policy prohibiting discrimination on the basis of sexual orientation and gender identity in all public and private schools, and train school personnel to enforce it. In light of widespread abuse of transgender students—which can cause them to miss class, skip school, or even drop out—the DepEd should instruct all public and private schools to permit students to wear uniforms, sport hairstyles, and access facilities consistent with their self-expressed gender identity. It should develop LGBT training for school counselors, issue print and web resources on LGBT issues, and foster LGBT peer support groups in secondary schools. And instead of merely affirming the value of inclusive curricula, it should incorporate LGBT-inclusive materials into the sexuality education modules that educators use. Calling for gender-responsive education is a valuable step—but it is only the beginning of a strategy to eradicate discrimination against LGBT youth in schools. In the months to come, the DepEd should cement its position as a champion of the rights of all students by making those rights meaningful.
PLM adopts gender-neutral uniform policy by Janvic Mateo(The Philippine Star) - November 20, 2022 - 12:00am.PLM president Emmanuel Leyco issued an administrative order allowing students to exercise freedom to wear uniforms based on their gender identity and gender expression. MANILA, Philippines — The Pamantasan ng Lungsod ng Maynila (PLM) has dropped its sex-based guidelines on school uniforms in favor of a gender-neutral policy. PLM president Emmanuel Leyco issued an administrative order allowing students to exercise freedom to wear uniforms based on their gender identity and gender expression. Leyco’s administrative order, which was issued on Oct. 26 and took effect on Nov. 16, allows students to wear either a plain white polo with the PLM patch or a white blouse with tie as their top, paired with either blue-gray pants or skirt and closed black shoes. Uniforms are to be worn from Mondays to Thursdays, while civilian attire may be worn from Fridays to Sundays and on declared “free days.”“This is a simple yet meaningful gesture to demonstrate that PLM is a safe space for academic freedom and gender expression,” Leyco said in a statement. He personally met with PLM Propaganda, an in-campus association of LGBTQIA+ members, on the first day of the implementation of the new policy. “Uniforms or clothes in general are a part of our everyday lives. These article of clothing can be important to one's identity as they are ways of expressing ourselves, particularly gender," the organization said. According to PLM, it is the first public university to adopt a gender - neutral uniform policy. Students living with medical conditions and those whose religious beliefs or cultural traditions prevent them from wearing the PLM uniform are exempt from the rules upon coordination with the Office of Student Development and Services. - Ghio Ong.
We know that in this country people who belong to the LGBTQIA+ have not been fully accepted because one of the reasons is that almost 80% of our population are Christians, there are other religions that are forbidden to them and they have beliefs about it that is why they don't accept it. They are often discriminated or judged because of their gender identity and for wearing clothes that are not appropriate or compatible with their sexuality since birth because in the eyes of other people God only made two genders only and no other genders. In school, whether public or private, bullying is unavoidable because they are different and do not apply to the majority . My perspective about this matter is i disagree, first of all I'm not against them or the LGBTQIA+ community but in my own opinion I think they should follow the dress codes that implemented by the school which is wearing the appropriate uniform base on your sex... For example if you're a lesbian, you're still considered as a female right? So you should wear the female uniform, same for the gays they should wear male uniform, and the transgender. Here it is , as long these dress code or the rule exist or implemented then we don't have a choice we should respect and follow the school rules.
