Harassment of individuals of different sexual orientations such as the gay, lesbian, bisexual, transgender, queer, or questioning (GLBTQ) has far-reaching consequences both for the individuals facing harassment and the society in general. Harassment of the GLBTQ is a societal problem that may hinder individual development for the victims because it denies them equal rights as members of society and makes them feel alienated. In schools, the victims of harassment may fail to participate in social activities as a result of the development of reactive practices due to harassment by their peers, family members, or teachers. Because these social activities are important to personal development and finally individual’s contribution to the well-being of others, these victims miss these opportunities (micro effects).
Withdrawal from the rest of the community may lead to practices like attempting suicide. GLBTQ discrimination leads to loss amongst society and these individuals. Society misses the gifting of these individuals who are victimized. The study of the problem can help in the formulation of the strategy to educate society on the importance of giving equal opportunities to the GLBTQ so as to reduce cases of victimization, as well as taking the necessary measures to reduce the negative impacts of harassment for individuals who experienced it.
A Gay, Lesbian, and Straight Education Network (GLSEN) National School Climate survey carried out in 2007 revealed that GLBT students in Michigan State schools faced harassment and lacked access to important school resources such as Gay-Straight Alliances. There was no protection of these individuals by comprehensive safe school policies which may generally be blamed for the harassment problem. The students experienced harassment from other students through the usage of words like “gay” in a negative way (97% of the GLBT students experienced this treatment), and an equal percentage regularly experienced homophobic remarks from other students. Gender-oriented comments such as reference to not acting masculine enough were also experienced by 89% of correspondents.
The status and extent of the harassment found in schools could go beyond verbal harassment as evidenced in the Michigan school scenario where physical abuse such as pushing, shoving, and physical assault such as punching and kicking were experienced by the GBLT students according to Darline & Woest. The basis of assault and harassment were; the way the GLBT expressed their gender and their sexual orientation. In some cases, students may also be abused or harassed by the school staff and this may make reporting of such incidences hard. Lack of or low intervention by the staff to harassment of verbal or homophobic nature has been reported. Forms of abuse reported by Darline & Woest are rape, damaging property, stealing, kicking, and being doused in chemicals.