Some communities and countries have well-defined rules and policies that deal with discrimination of people on gender and sexual orientation while others do not have clearly defined rules. Even where rules exist, implementation is a problem in some cases because the problem of harassment can still be identified. It can be expected that developed societies have better systems to deal with GLBTQ issues than lesser developed societies. Members of the societies in the developed states will also be expected to be more versed with championing the development of the GLBTQ such as the provision of equal education or separate schools than those in less developed countries.
Different cultures view GLBTQ practices differently, and even these views are affected by religious dominance. Different levels of tolerance for GLBTQ issues would be expected in various societies and cultures and this means different GLBTQ students in different places don’t face similar challenges. The development of laws and regulations that are against discrimination may be affected by the cultural view and tolerance on GLBTQ practices and issues. While for example same-sex marriage is allowed in some countries, e.g., Belgium, other countries don’t have laws legalizing it.
There are rules and policies adopted in various states and countries to deal with harassment based on gender discrimination and these offer GLBTQ students a safer environment to learn. However, identifying and dealing with these issues is not simple as some are not even reported as evidenced in the aforementioned Michigan survey reports. Students sometimes fail to report incidences of harassment and withdraw instead. This means that there is a need to make sure these students are made aware of their rights and encouraged to report incidences of harassment so as to make sure that GLBTQ students have a harassment-free environment within mainstream schools. Some schools have tried to achieve coexistence through punishing cases of harassment, whereas some others do not show concern for these students.
From a sociology perspective, some communities have come up with modalities to help students of lesbian, gay, bi-sexual, transgender, and questioning youth (GLBTQ). Whereas laws to reduce hostilities have been formulated to help these students go through mainstream schools, students can have the option of attending specific schools that have a better climate in the United States. An example is the Harvey Milk High School for GBLTQ students which became a fully accredited public school in 2002.
It is no doubt that harassment of the GLBTQ is a societal problem hindering development because it denies the victims the rights as equal members of society and makes them feel alienated. There should be strict rules in various countries as well as the strengthening of the existing ones to reduce discrimination of the GLBTQ youth to both increase performance at school and boost their participation in developmental activities.