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Read and consider Case 1.4.

After several incidents of harassment of gay teens and students who do not conform to gender-role expectations, James Lewis, school psychologist, became increasingly convinced that the schools in his district were not a safe or supportive place for lesbian, gay, biattractional, or transgender (LGBTQ+⁸ ) youth. He began to read about the developmental needs and challenges of LGBTQ+ youth, and he spent time talking with LGBTQ+ teens about their experiences at school. He then formed alliances with school and community leaders who shared his concerns. Although he may face opposition, James will advocate for districtwide changes to reduce harassment and improve the school climate for LGBTQ+ youth (see Kosciw et al., 2020; NASP, 2017a; also ssss1 and ssss1).

James’s conduct (Case 1.4) is consistent with our ethical responsibility to speak up for the needs and rights of students even when it is difficult to do so (NASP Standard III.2.3) and to use our professional expertise “to promote school, family, and community environments that are safe and healthy for children and youth” (NASP Guiding Principle IV.1). School psychologists are ethically obligated to help ensure that all youth can attend school, learn, and develop their personal identities in an environment free from discrimination, harassment, violence, and abuse (NASP Guiding Principle I.3, Standards I.3.2, IV.1.2). Through advocacy and education of staff and students, James will work to foster a school climate that promotes not only understanding and acceptance of individual differences but also a respect for and valuing of those differences.