,,iv  #aaith ,,congress  #ast ,session  
,h4 ,,res4 #cba  ,,in ,,the ,,house ,,of
 ,,representatives  ,april #i1 #bjbe,mr4
 ,takano 7for himself1 ,ms4 ,mc,collum1 
,ms4 ,norton1 ,mr4 ,krishnamoorthi1 ,ms4
 ,snchez1 ,mr4 ,carson1 ,mr4 ,soto1 and 
,mr4 ,johnson of ,georgia7 submitted the
 following resolution2 which was        
referred to the ,committee on ,education
 and ,workforce  ,,resolution           
,supporting the goals and ideals of the 
,rise ,up for ,,lgbtqi ,youth in        
,schools ,initiative1 a call to action  
to communities across the country to    
demand equal educational opportunity1   
basic civil rights protections1 and     
freedom from erasure for all students1  
particularly ,,lgbtqi young people1 in  
,k-#ab schools4  ,whereas young people1 
teachers1 school staff1 families1 and   
communities must be free from           
transphobia1 homophobia1 racism1 sexism1
 and ableism in ,k-#ab schools2 ,whereas
 ,k-#ab schools must be safe and        
inclusive learning environments that    

include and affirm ,,lgbtqi young       
people1 especially those who are        
transgender1 nonbinary1 intersex1       
,black1 ,indigenous1 people of color1   
and people with disabilities and those  
who are from communities that experience
 marginalization2 ,whereas1 for more    
than #b decades1 ,congress has supported
 a resolution for a ,national ,day of   
,silence1 and for a decade1 ,congress   
has supported a resolution for ,no      
,name-,calling ,week2 ,whereas advocates
 have designated #bjbe to #bjbf as a    
time for communities to support the     
,rise ,up for ,,lgbtqi ,youth in        
,schools ,initiative in support of      
,,lgbtqi young people in schools by     
building on the goals of ,national ,day 
of 7,no7 ,silence and ,no ,name-,calling
 ,week to create a sustained call to    
action to demand equal educational      
opportunities1 basic civil rights       
protections1 and freedom from erasure   
for all students2 ,whereas ,,lgbtqi     
young people frequently experience      

bias-based bullying and harassment1     
discrimination1 and punitive discipline 
that increases the likelihood they will 
enter the school-to-prison pipeline2    
,whereas over #bjj anti-,,lgbtqi        
education bills have been introduced    
each year in ,state legislatures across 
the country1 the majority of which      
specifically target transgender and     
nonbinary young people1 including-- 7#a7
 in the #bf ,states that have enacted   
policies between #bjba and #bjbe that   
prohibit transgender students from      
playing alongside their peers on school 
sports teams2 and  7#b7 in the #ag      
,states that have enacted laws between  
#bjba and #bjbe that prevent transgender
 students from using the school bathroom
 or locker room that corresponds with   
their gender identity2 ,whereas         
,,glsen's #bjba ,national ,school       
,climate ,survey found that ,,lgbtqi    
students who experienced discrimination 
on the basis of their ,,lgbtqi identity 
at school in the past year1 including   

being prevented from using the restroom 
that aligned with their gender identity 
and being barred from playing on the    
school sports team that aligned with    
their gender identity1 were nearly #c   
times as likely to have missed school in
 the past month1 had lower grade point  
averages1 reported lower feelings of    
school belonging1 and had higher levels 
of depression compared to ,,lgbtqi      
students who had not experienced similar
 discrimination2 ,whereas ,,lgbtqi young
 people are more likely than their      
non-,,lgbtqi peers to experience mental 
health concerns1 including stress1      
anxiety1 and depression2 ,whereas nearly
 half of ,,lgbtqi young people seriously
 considered suicide in the last year1 a 
trend that increases among ,indigenous1 
,black1 and multiracial ,,lgbtqi young  
people2 ,whereas the ,,glsen's #bjba    
,national ,school ,climate ,survey found
 that1 among ,,lgbtqi students who said 
that they were considering dropping out 
of school1 #ca4d percent indicated that 

they were doing so because of the       
hostile climate created by gendered     
school policies and practices2 ,whereas 
,states have passed or attempted to pass
 legislation that erases or censors     
,,lgbtqi individuals1 history1 and      
contributions from classroom literature 
and curricula1 including-- 7#a7 in #i   
,states that enacted laws between #bjbb 
and #bjbe censoring instruction related 
to ,,lgbtqi people2 and  7#b7 in #h     
,states that enacted laws between #bjba 
and #bjbe that treat instruction related
 to ,,lgbtqi individuals in history1    
science1 the arts1 or any academic class
 as a sensitive topic that requires     
parental notification and allows parents
 to opt their child out of such         
instruction2 ,whereas these laws harm   
students and force families to consider 
leaving their homes1 as demonstrated in 
a ,williams ,institute report1 which    
found that #ef percent of ,,lgbtqi      
parents of students in ,florida         
considered moving out of ,florida1 and  

#af4e percent have taken steps to move  
out of ,florida because of the passage  
of the ,parental ,rights in ,education  
,act by the ,state in #bjbb2 ,whereas   
,states have gone farther by            
specifically targeting transgender      
students and their families with        
policies that attack mental health      
counseling and gender-affirming care for
 transgender students1 including the    
introduction of at least #ce bills in   
#ah ,states since the beginning of the  
#bjbe legislative session that prohibit 
or create barriers to the social        
affirmation of transgender and nonbinary
 students in schools1 such as using a   
student's chosen name and pronouns1     
regardless of the risk to the student's 
safety1 health1 and well-being2 ,whereas
 #hf percent of transgender and         
nonbinary young people say that recent  
debates prompted by ,state legislation  
restricting the rights of transgender   
individuals have negatively impacted    
their mental health2 ,whereas data      

provided by the ,department of ,justice 
show that there were a reported #bdg    
anti-,,lgbtq hate crimes in schools in  
#bjbc2 ,whereas every young person must 
have equal educational opportunity and  
freedom from the fear that their basic  
civil and educational rights will be    
taken away from them2 ,whereas young    
people who develop in positive school   
climates1 free from bullying1           
harassment1 and discrimination1 report  
greater physical and psychological      
safety1 greater mental well-being1 and  
improved educational and life outcomes2 
,whereas positive school transformation 
must recognize that safety is too low of
 a bar and that all communities deserve 
to be acknowledged and affirmed in      
schools2 ,whereas students and families1
 educators1 and community members in    
every ,state and territory are          
advocating for safe and inclusive       
learning environments that affirm       
,,lgbtqi young people1 particularly     
those who are transgender1 nonbinary1   

intersex1 ,black1 ,indigenous1 people of
 color1 and people with disabilities2   
,whereas affirming policies such as     
enumerated antibullying protections1    
gender neutral dress code guidelines1   
and inclusive learning practices are    
proven strategies to address hostile    
learning environments for all students2 
and ,whereas we must all demand the best
 possible future for all young people in
 schools1 particularly those who        
identify as ,,lgbtqi1 without exception3
 ,now1 therefore1 be it ,that the ,house
 of ,representatives-- 7#a7 supports the
 goals and ideals of the ,rise ,up for  
,,lgbtqi ,youth in ,schools ,initiative 
in demanding the best possible future   
for all young people in schools1        
particularly those who identify as      
,,lgbtqi2  7#b7 recognizes the          
contributions of students and families1 
educators1 and community members        
participating in the ,national ,day of  
7,no7 ,silence1 to draw attention to the
 bullying1 harassment1 assault1 and     

discrimination faced by ,,lgbtqi        
students2 and  7#c7 encourages each     
,state1 territory1 and locality to      
support the ,rise ,up for ,,lgbtqi      
,youth in ,schools ,initiative and adopt
 laws and policies that prohibit        
bias-based victimization1 exclusion1 and
 erasure4