Abstract
Schools have a responsibility to create a safe place that is conducive to learning for all students, including GLBTQ youth. According to the National Association of School Psychologists (NASP, 2006), school psychologists are in a unique position to create such safety by affecting school policies, teaching by example, counseling students dealing with GLBTQ issues and broadening a school’s acceptance of diversity. The following article explores reasons found in the literature that attempt to explain why school personnel do not advocate for GLBTQ youth more often and recommends that trainers directly address the issues facing GLBTQ youth.
