Gay-Straight Alliances (GSAs), now known as Gender and Sexualities Alliances, have their roots in the early 1980s in the United States as a response to the marginalization and discrimination faced by LGBTQ+ students.
The first documented GSA was established in 1988 at Concord Academy in Massachusetts, spearheaded by student Kevin Jennings and teacher Gerri Canon. These groups initially formed to provide a supportive environment where LGBTQ+ students and their straight allies could collaborate to combat homophobia and promote understanding.
Throughout the 1990s, GSAs gained momentum, catalyzed by increasing awareness of LGBTQ+ issues and growing advocacy for equal rights. By the 2000s, GSAs had proliferated across high schools and colleges nationwide, becoming a significant force in educational settings to encourage inclusivity, enhance awareness and advocate for the rights and well-being of LGBTQ+ students.
Fast forward to present day: Students across the country still depend on GSAs and affirming school environments for support and resources. According to a survey conducted by the Trevor Project, fewer than 40% of LGBTQ young people found their home to be LGBTQ-affirming and those who found their schools to be affirming reported lower rates of attempting suicide, making these groups crucial for queer-identifying students.
However, anti-LGBTQ+ legislation in North Carolina may threaten the ability to have GSAs and similar organizations in public schools, threatening some of the only safe spaces in these schools for LGBTQ+ youth.
North Carolina’s Senate Bill 49, most commonly known as the Parents’ Bill of Rights, requires school personnel to disclose to parents if students tell a staff member they wish to change their name or pronouns.
Brennan Lewis, the education policy associate for Equality NC, said in an interview with the education news organization EdNC students are coming forward with concerns regarding SB 49 and what it could mean for their wellbeing.
“We’re definitely hearing from students that are scared or frustrated about the way the new policies have been impacting them,” Lewis told reporter Laura Brown. “And I think we’re really in a moment where it’s a challenging space for all students in K through 12 schools in North Carolina, as far as mental health and still handling the lasting impacts of the pandemic and what that did to learning.”
This past January, the Campaign for Southern Equality filed a Title IX complaint against SB 49 and HB 574, which bars trans girls from competing in women’s sports in all of North Carolina’s public schools. The complaint had testimonies from parents and students alike, expressing concerns on how these laws could impact the ability to have GSAs in North Carolina public schools.
“This bill will negatively affect myself and so many of my friends,” an anonymous student wrote. “It stops us from speaking in places where we should feel safe, it means that when we talk about our identities our GSA teacher leader has to step out of the room so that they have plausible deniability.”
EdNC spoke to Rebecca Narcizo, a recent high school graduate and former president of their school’s GSA. They explained GSAs provide a safe space for young, LGBTQ+ students to talk about their experiences and how legislation like SB 49 impacts them.
“GSAs probably are at risk for being shut down … because they think you’re doing something bad or indoctrinating kids, but they just don’t realize that obviously it’s really the community and people trying to get together to not only support each other, but support the community as a whole,” Narcizo said.
QNotes reached out to Charlotte-Mecklenburg Schools about the future of GSAs within the district and how policy will impact those groups moving forward. Their statement reads as follows:
“Schools within CMS have several clubs and organizations to support all of our students and their interests. In support of the focus on engagement excellence, some community partners provide support to our schools with student clubs, organizations, events and activities. Senate Bill 49 outlines that schools should establish a process for parents to learn about the nature and purpose of clubs and activities offered at their child’s school, including both curricular and extracurricular activities. Student clubs and organizations at CMS schools will be available for parents to consider as we embark on the new 2024-25 school year. Finally, the safety and well-being of students and staff are top priorities in CMS and will continue to be so in the 2024-25 school year.” :