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Many were shocked by the mass shooting at Orlando’s Pulse, an LGBTQ (lesbian, gay, bisexual, transgender, questioning/queer) nightclub. This tragedy had a devastating effect on gifted LGBTQ (G/LGBTQ) students. Long considered a non-issue in K-12 education, these youth have become visible enough that gifted educators must now consider implications of having them in their classrooms. There are six issues that may create a need for intense, personalized social/emotional support, and additional protections (Whittenburg & Treat, 2009).

1. Violence, Harassment, and/or Discrimination Violence against LGBTQ individuals is a source of heightened concern and fear. Numerous homeless teens (20-40%) are LGBTQ (Center for American Progress, 2010), many of whom left home to escape violence or discrimination directly linked to sexual orientation or gender identity. LGBTQ students are harassed at school—both verbally and physically—at twice the rate of non-LGBTQ youth (Southern Poverty Law Center, 2013). They are often harassed near classes, barely out of direct sight of teachers, usually in hallways and bathrooms. Physical harassment most often happens at off-campus events or on the way to and from school. Sometimes harassment prompts suicide. Alarmingly, about one third of all teen suicides are committed by LGBTQ students (Whittenburg & Treat, 2009).


2. Gender-Varied Interests and/or Behaviors
   Many gifted children tend to be androgynous, exhibiting characteristics and interests of both genders. The value of a traditional heterosexual gender role identity is implanted in early childhood by parents and community and is further reinforced in school, but at the cost of stifling creativity and achievement. Western society and gifted education have moved toward accepting and even promoting girls’ interests in math, science, and technology—fields seen as traditionally male. Society, however, lacks support with the same enthusiasm for boys in nontraditional domains.


3. Lack of Role Models
   G/LGBTQ students may experience psychological distress, such as trauma or depression that stems from isolation, fear, or unhealthy perfectionism. Both gifted and general education curricula neglect identifying eminent individuals by sexual orientation or gender identity.


4. Isolation
   Assumptions made related to intelligence and sexual orientation (assumed heterosexuality) are among the leading causes of invisibility, and therefore, isolation. Whereas many minorities are visible because of race or ethnicity, G/LGBTQ youth may only appear different when they resemble LGBTQ stereotypes. Some fit those stereotypes, but many do not. G/LGBTQ youth also can be vulnerable to the Impostor Syndrome. In gifted populations, the syndrome is driven by fear that being gifted is a lie; in LGBTQ populations, fear that the truth (sexual orientation and/or gender identity) will become known. G/LGBTQ individuals may cultivate unhealthy perfectionism or underachievement, experience depression, or may self-isolate in order to avoid being physically or psychologically hurt.


5. Heightened Sensitivities
   Heightened sensitivities are common to gifted students. The additional stressor of being LGBTQ can intensify those sensitivities due to effects of isolation, alienation, and bullying. Highly gifted/creative individuals, especially writers and visual artists, may also be at high risk for emotional and social disorders.


6. Lack of Inclusive Language
   School communications commonly use terminology that assume heterosexuality and traditional family configurations. This tends to alienate LGBTQ students as well as those with LGBTQ individuals in their families.

With awareness comes change, and when teachers and administrators are conscious of the needs of G/LGBTQ students they can work to create a safe and welcoming environment where all students feel respected, understood, and nurtured.

A Response to the Six Social/Emotional Issues for G/LGBTQ Students
By P. J. Sedillo, New Mexico Highlands University

Here are suggestions of what teachers can do to help address the six social/emotional issues for gifted LGBTQ (G/LGBTQ) students (Check first to see what’s allowable in your particular school/district):

1. Post a “Safe Space” or “Safe Zone” placard/ sticker, equality symbol, or rainbow flag in a prominent location. Review non-discrimination policies with students, specifically addressing LGBTQ issues, and display contact information for your schools’ anti-bullying coordinator. Publicly praise those who actively promote an inclusive environment. Identify “hot spots” (common language in public education; restrooms and other places out of sight of teachers, etc.) where bullying often occurs and take steps to eliminate them, such as assigning students or asking staff to monitor these locations.


2. Ensure that non-traditional gender roles are included and honored in curricula and general discussions.


3. Ensure that G/LGBTQ role models are included in curricula, job shadowing/internships, guest speakers, mentors, etc.


4. Make LGBTQ issues a natural part of conversations. Help develop self-advocacy abilities in G/ LGBTQ students and for those with LGBTQ family members.


5. Include a focus over excitabilities/sensitivities when planning curricula. Partner with counselors/experts to meet G/LG BTQ students’ needs.


6. Use gender-neutral language in forms and communications (i.e., parent/guardian rather than mother/father). Provide opportunities—not requirements—for students to communicate gender identities. Ensure students are addressed by preferred pronouns.

Suggested Readings 

Cohn, S.J. (2003). The gay gifted learner: Facing the challenge of homophobia and antihomosexual bias in schools. In J.A. Castellano (Ed.), Special populations in gifted education: Working with diverse gifted learners (pp. 123-149). Boston, MA: Allyn & Bacon. 

Cowan, T. (1997). Gay men & women who enriched the world. New Canaan, CT: Mulvey Books. 

Katz, J. (1992). Gay American history: Lesbians and gay men in the USA: A documentary history. New York, NY: Plume. 

National Association for Gifted Children. (2015). Supporting gifted students with diverse sexual orientations and gender identities. [Position Statement]. Retrieved from www.nagc.org/sites/de fault/files/Position%20Statement/GLBTQ%20(sept%20 2015).pdf 

Southern Poverty Law Center. (2013). Best practices: Creating an LGBT-inclusive school climate, a teaching tolerance guide for school leaders. Montgomery, AL: Author. Retrieved from www.tolerance.org/sites/default/files/general/LGBT%20 Best%20Practices_0.pdf

References 

Center for American Progress. (2010, June). On the Streets: The Federal Response to Gay and Transgender Homeless Youth. Retrieved from from www.americanprogress.org/issues/lgbt/ news/2010/06/21/7980/gay-and-transgender-youth-homel essness-by-the-numbers 

Southern Poverty Law Center. (2013). Best practices: Creating an LGBT-inclusive school climate, a teaching tolerance guide for school leaders. Montgomery, AL: Author. Retrieved from www.tolerance.org/sites/default/files/general/LGBT%20Best%20Practices_0.pdf 

Whittenburg, B., & Treat, A. R. (2009). Shared characteristics of gifted and sexually diverse youth. In N.L. Hafenstein & J.A. Castellano (Eds.), Perspectives in gifted education,volume 5: Diverse gifted learners. Denver, CO: University of Denver.

Permission Statement

Copyright 2016 NAGC. Reprinted with permission of the National Association for Gifted Children http://www.nagc.org. No further reprints are permitted without the consent of NAGC.

This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.