Supporting LGBTQ+ Rights and Inclusion in Schools

Supporting LGBTQ+ Rights
and Inclusion in Schools

HS101
Bacungan, Chance Raphael Augustine C.
Baquiran, Ethereal Melj A. Baquiran
Cheng, Hannah Clarisse R.
Irasga, Josef Ruddvic D.
Submitted on: May 19, 2024

In the states of Ohio, USA, multiple anti-LGBTQ+ bills were passed that disallowed
transgender youth from gender affirming care and participation in school sports aligned with
their gender identity. Similar actions happened in 2016, when at least 18 states restricted
transgender youth’s access to bathrooms, locker rooms, and other facilities consistent with
their gender identity. In the Philippines, even with the Child Protection Policy from 2012 and
the Anti-Bullying Law of 2013, which also protected LGBTQ+ identities, are far from being
adequately enforced, and aside from rampant bullying, strict gender norms were imposed
that restricted such identities to be fully expressed. Such discrimination exists beyond the
learning institutions; everywhere in society, LGBTQ+ individuals were always bound to face
bigotry. And despite societal progress, they are still victims of bullying and harassment.
Two of the main arguments against LGBTQ inclusion are as follows. Firstly, in religious spaces,
LGBTQ+ identities are morally wrong, are blasphemous acts against God, and are forms of
idolatry and heresy. This belief stemmed from medieval theology, where the sole purpose of
sexual relations is procreation. And secondly, gay people are major HIV carriers, referring to
the HIV crisis from the late 20th century, back when AIDS was once known as GRID (Gay-
Related Immune Deficiency) due to its rapid spread within the LGBTQ+ community, gay men
in particular. Aside from that, a right-wing conservative argued that schools are becoming too
inclusive, and children should instead fit in better into their school.
There are several points to counter the arguments against LGBTQ+ inclusion. Firstly,
LGBTQ+ individuals have the right to live without discrimination and to express their identities
freely. Denying these rights based on gender identity or sexual orientation violates basic
human rights. Secondly, research consistently shows that access to supportive environments
significantly improves the mental health and well-being of transgender youth, while denying
this care can lead to severe mental health issues, including depression and suicide.
Additionally, while some religious groups may oppose LGBTQ+ identities, the Government
should ensure that laws and policies are based on human rights and equality, not religious
beliefs. It is also important to note that many religious groups support LGBTQ+ rights, showing
that religious opposition is not universal. The argument that gay people are major HIV carriers
is outdated and stereotypical. modern public health initiatives emphasize education,
prevention, and treatment, which significantly reduce the spread of HIV. HIV can affect anyone,
regardless of sexual orientation, and framing it as a "gay disease" feeds into harmful
stereotypes. Finally, inclusive education benefits all students by fostering a sense of belonging
and respect for diversity, helping to combat bullying and discrimination and creating a safer
and more supportive environment for everyone.
By addressing these points, we can advocate for policies and societal attitudes that respect
and protect the rights and dignity of LGBTQ+ individuals. And by reinforcing laws and policies
that protect LGBTQ+ individuals in schools, we will be fostering a strong generation of capable
individuals that will become shining beacons of societal progress to the rest of the LGBTQ+
community, closeted or otherwise. And the first steps of LGBTQ+ inclusivity is LGBTQ+
education, where topics involving LGBTQ+ issues will be taught, uncovering the community’s
struggles to all the students, opening doors to a more progressive society.
References:
- Burga, S. (2023, October 4). What the Pope’s Stance on Blessing LGTBQ Unions
Could Mean. TIME. https://time.com/6320335/pope-francis-inclusion-lgbtq-religion/
- DeWitt, P. (2022, June 16). Are Schools Too Inclusive? Some People Think So.
Education Week. https://www.edweek.org/leadership/opinion-are-schools-too-
inclusive-some-people-think-so/2022/06
- Human Rights Campaign. (2023, June 22). Ohio House Passes Multiple Anti-
LGBTQ+ Bills; Human Rights Campaign Condemns Passage & Urges Against
Senate Passage. Human Rights Campaign. https://www.hrc.org/press-
releases/ohio-house-passes-multiple-anti-lgbtq-bills-human-rights-campaign-
condemns-passage-urges-against-senate-passage
- Libiran, T. J., Cepeda, R., Ramos, C., Alano, J., & Guballa, M. J. (2024). Understanding
the Challenges Faced by Filipino LGBTQ+ Individuals with Strong Religious Ties.
International Journal of Research and Innovation in Social Science, 8, 2520–2547.
https://doi.org/10.47772/IJRISS.2024.801186
- Pillay, N. (2014, May 20). Prejudice fuels the denial of rights for LGBT people. United
Nations. https://www.ohchr.org/en/opinion-editorial/2014/05/prejudice-fuels-denial-
rights-lgbt-people
- San Francisco Gay Men's Chorus. (2022, October 20). AIDS Crisis 1980s: A Timeline
of the Aids in the 80s | SFGMC. San Francisco Gay Men’s Chorus.
https://www.sfgmc.org/blog/aids-crisis-1980s#:~:text=in%20the%201980s-
- Thoreson, R. (2017a). “Just Let Us Be”: Discrimination Against LGBT Students in the
Philippines. Human Rights Watch. https://www.hrw.org/report/2017/06/22/just-let-us-
be/discrimination-against-lgbt-students-philippines
- Thoreson, R. (2017b, June 6). “Like Walking Through a Hailstorm” | Discrimination
Against LGBT Youth in US Schools. Human Rights Watch.
https://www.hrw.org/report/2016/12/07/walking-through-hailstorm/discrimination-
against-lgbt-youth-us-schools

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Supporting LGBTQ+ Rights and Inclusion in Schools

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Supporting LGBTQ+ Rights

and Inclusion in Schools

Baquiran, Ethereal Melj A. Baquiran

Cheng, Hannah Clarisse R.

Irasga, Josef Ruddvic D.

Submitted on: May 19, 2024

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